Guido’s MORAL model 2025

Assignment: Complete both case studies: 1. Apply Guido’s MORAL model to resolve the dilemma presented in the case study described in EXERCISE 4–3 (Guido textbook). How might the nurses in this scenario respond to the physician’s request? How would this scenario begin to cause moral distress among the nursing staff, and what are the positive actions that the nurses might begin to take to prevent moral distress? 2. Read the case study entitled You be the Ethicist, presented at the end of Chapter 3 (Guido textbook). What are the compelling rights that this case addresses? Whose rights should take precedence? Does a child (specifically this competent 14-year-old) have the right to determine what will happen to him? Should he ethically have this right? How would you have decided the outcome if his disease state had not intervened? Now, examine the scenario from the perspective of health care policy. How would you begin to evaluate the need for the policy and the possible support or lack of support for the policy from your peers, nursing management, and others who might be affected by the policy? Do the 10 framework questions outlined by Malone in chapter 4 (Guido textbook) assist in this process? Create a process proposal for the organization with possible guidelines, procedures, and policies to address the issues you have identified. EXERCISE 4–3 Mrs. R., an 87-year-old patient, has a past history that includes coronary artery disease, a previous stroke, and advanced Alzheimer’s disease. Ten days ago, Mrs. R. was hospitalized for aspiration pneumonia and has been ventilator dependent since being admitted to the intensive care unit in a small rural hospital. Family members visit daily and have repeatedly voiced their concern to the nursing staff about the continued ventilator support that Mrs. R. is receiving, most notably the fact that Mrs. R. would never have wanted such care. They also note that Mrs. R. has not recognized them in past months and that they plan to visit less in future days, but can be contacted should any change in Mrs. R.’s condition occur. Her primary physician has practiced in this community for multiple years; he is well-known for his reluctance to discontinue any type of life support for any patient. When questioned, Dr. G.’s consistent response is, if this were his frail 92-year-old mother, he would prescribe the very same treatment for her. Dr. G. has now requested that the nurses talk to the family about moving Mrs. R. to a major medical center, where she can receive more advanced care, including vigorous rehabilitation and physical therapy, so that she may eventually return to a long-term nursing care facility. How might the nurses in this scenario respond to the physician’s request? How would this scenario begin to cause moral distress among the nursing staff and what are the positive actions that the nurses should begin to take to prevent moral distress? You be the Ethicist Until recently, Tyrell Dueck was a normal eighth-grader in Canada, hoping that his favorite team would win the Stanley Cup for the third time. Then, early in the school year, he slipped climbing out of the shower and discovered a lump on his leg. He was then diagnosed with bone cancer. After receiving two rounds of chemotherapy and being told that further therapy would mean the amputation of his leg, he announced that he wanted therapy stopped. He and his parents, devout fundamentalist Christians, decided to leave his health in God’s hands and seek alternative therapy. The decision sparked a court battle between his parents, who supported Tyrell’s decision, and the health care team, who sought to compel continued medical treatment and the planned amputation. The battle ultimately ended when doctors said that his cancer had spread to his lungs and that there was little more that could be done for Tyrell. TEXTBOOK: Legal and Ethical Issues in Nursing Ginny Wa Guido

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Developing a Health Advocacy 2025

Week 9 Assignment Continue on with building your final application due in week 10. You will submit one cogent paper that combines the previous two applications (Parts One and Two) from weeks 4 and 7, plus the new material mentioned in the week 8 application Application: Developing a Health Advocacy Campaign To be an effective advocate and to develop a successful health advocacy campaign, you must have a clear idea of the goals of your campaign program and be able to communicate those goals to others. In addition, it is the nature of nurses to want to help, but it is important to make sure that the vision you develop is manageable in size and scope. By researching what others have done, you will better appreciate what can realistically be accomplished. It is also wise to determine if others have similar goals and to work with these people to form strategic partnerships. If you begin your planning with a strong idea of your resources, assets, and capabilities, you will be much more likely to succeed and truly make a difference with those you hope to help. You will develop a 10- to 12-page paper that outlines a health advocacy campaign designed to promote policies to improve the health of a population of your choice. This week, you will establish the framework for your campaign by identifying a population health concern of interest to you. You will then provide an overview of how you would approach advocating for this issue. -In Week 9, you will consider legal and regulatory factors that have an impact on the issue and finally, in Week 10, you will identify ethical concerns that you could face as an advocate. Specific details for each aspect of this paper are provided each week. This paper will serve as the Portfolio Application for the course. Before you begin, review the complete Assignment. This week, begin developing your health advocacy campaign by focusing on the following: Week 10 Application To prepare for this final portion of your paper: · Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health. · Reflect on the ethical considerations you may need to take into account in your advocacy campaign. · Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur. · Consider potential ethical dilemmas you might face in your campaign. To complete : Revise and combine parts one and two of you previous papers and add the following : · Explain any ethical dilemmas that could arise during your advocacy campaign, and how you would resolve them. · Describe the ethics and lobbying laws that are applicable to your advocacy campaign. · Evaluate the special ethical challenges that are unique to the population you are addressing. · Provide a cohesive summary for your paper. Reminder: You will submit one cogent paper that combines the previous applications ( Parts One and Two ) plus the new material. Your paper should be about 10 pages of content, not including the title page and references. Be sure to paste the rubric at the end of your paper. The final application builds upon the applications (Parts One and Two) completed in weeks 4 and 7. To complete the final section of your paper: · Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health. · Reflect on the ethical considerations you may need to take into account in your advocacy campaign. · Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur. · Consider potential ethical dilemmas you might face in your campaign. REFERENCES Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers. · Chapter 3, “Government Response: Legislation—Politics: Playing the Game” (pp. 45–71) (review) This chapter explores the multiple factors that influence the development of public policy through the legislative branch of government. · Chapter 9, “Policy Nurses Advance Policy Agendas in Many Arenas” (pp. 179–189) The focus of this chapter is the role of policy nurses within nurse associations and it highlights specific organization that specifically deal with policy nurses and advocacy. Begley, A. (2010). On being a good nurse: Reflections on the past and preparing for the future. International Journal of Nursing Practice , 16 (6), 525–532. Retrieved from the Walden Library databases. In this article, the author reflects on the qualities of a good nurse in both the past and present. The article presents a 4-point framework that exemplifies the foundational qualities of modern professional ethics and conduct. Davis-Alldritt, L. (2011). Presidential inaugural address: Advocacy, access, and achievement. Journal of School Nursing , 27 (4), 249–251. Retrieved from the Walden Library databases. This address explicates links between school nursing, school health services, and student success. The author uses personal anecdotes to teach lessons in advocacy, access, and achievement. Deyton, L., Hess, W. J., & Jackonis, M. J. (2008, Winter). War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families. Journal of Law, Medicine, & Ethics, 36(4) , 677–689. Retrieved from the Walden Library databases. Karpf, T., Ferguson, J. T., & Swift, R. (2010). Light still shines in the darkness: Decent care for all. Journal of Holistic Nursing , 28 (4), 266–274. Retrieved from the Walden Library databases. This article details the challenges of health care crises at the global, national, and local levels. The text proposes a values-based approach to health care that takes into account the voices of the population being served, rather than excluding them. Paquin, S. O. (2011). Social justice advocacy in nursing: What is it? How do we get there? Creative Nursing , 17 (2), 63–67. Retrieved from the Walden Library databases. This text defines social justice advocacy and contrasts it to the patient-nurse advocacy model. The article also discusses social justice advocacy’s challenges and their potential solutions. International Council of Nurses. (2008). Promoting health: Advocacy guide for health professionals . Retrieved from http://www.whpa.org/PPE_Advocacy_Guide.pdf This web resource documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide. Vancouver Coastal Health. (n.d.). Vancouver Coastal Health Population Health: Advocacy guidelines and resources . Retrieved from http://www.vch.ca/media/Population Health_Advocacy Guideline and Resources.pdf This article presents guidelines, parameters, and resources for conducting population health advocacy. Required Media Laureate Education (Producer). (2012g). The needle exchange program. Baltimore, MD: Author. Milstead, J. A. (2013). Health policy and politics: A nurse’s guide (Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers. Chapter 4, “Government Regulation: Parallel and Powerful” (pp. 73–109) This chapter explains the major concepts of the regulation of health professionals, with emphasis on advanced practice nurses (APN) and the process of licensure and credentialing. ANA’s Foundation of Nursing Package – (Access this resource from the Walden Library databases through your NURS 6050 Course Readings List) Guide to the Code of Ethics: Interpretation and Application This guide details the history, purpose and theory, application, and case studies of this must-have Code of Ethics. Nursing Social Policy Statement The Nursing Social Policy Statement provides an understanding of the social framework and obligations of the nursing profession. Nursing: Scope & Standards of Practice This book contains several national standards of practice that can be used to inform the decision-making process, development, implementation, and evaluation of several functions and aspects of advanced practice nursing. Gallagher, T. H. (2009). A 62-year-old woman with skin cancer who experienced wrong-site surgery: Review of medical error. JAMA: Journal of the American Medical Association, 302 (6), 669–677. Retrieved from the Walden Library databases. The article showcases the different sides of medical error, from a 62-year-old patient who suffered and the components of the medical error’s impact and aftermath. Reinhardt, U. E. (2010, Jan 30). Repercussions of simplicity. New York Times , p. A14. Retrieved from the Walden Library databases. This article determines that the government should take low-income families into account when determining mandatory health insurance because many Americans choose to go without insurance despite preexisting conditions presumably no longer being an issue. Board on Health Care Services. (2007). Preventing medication errors: Quality Chasm Series . Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=11623&page=43 Part 1, “Understanding the Causes and Costs of Medication Errors” (pp. 43–49) This article discusses the multilayered nature of medication error as a system of failures due to individual behaviors and conditions.

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Individualized Practicum Objectives: 2025

PLEASE I NEED THIS ASSIGNMENT BEFORE MIDNIGHT TONIGHT 09/01/18. Individualized Practicum Objectives: The individualized practicum objectives should be based on the course objectives and the AACN Doctoral Essentials . (See attached file) USE THIS TEMPLATE BELOW FOR WRITING YOUR PRACTICUM OBJECTIVES (due end of week 1). THERE IS AN EXAMPLE OF ANOTHER STUDENTS’ OBJECTIVES AT THE BOTTOM OF THIS DOCUMENT—PLEASE REVIEW (See attached file). WEEK 1 OBJECTIVES TEMPLATE OBJECTIVES a. OBJECTIVE 1: EBP Problem Related Individualized Practicum Objective (pick one and individualize it) : i.  Evaluate an evidence-based practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum) within a specialty setting (name your setting in parenthesis [Hospital setting]) (related Course Learning Outcome=2). See below for course outcomes ii.  Synthesize literature related to a defined evidence-based practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum [ please select anything related to nursing informatics] ) (related Course Learning Outcome=3). See below for course outcomes iii . Formulate an intervention to address a practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum [ please select anything related to nursing informatics] ) (related Course Learning Outcome=6). See below for course outcomes b. OBJECTIVE 2: Practice Area Specialty Competencies Individualized Practicum Objective (pick one and individualize it): (MY AREA OF SPECIALTY IS NURSING INFORMATICS i. Apply practice guidelines (name the practice guideline—from National Guideline Clearinghouse, RNAO, or a specialty organization) into an area of expertise (name the area…e.g., diabetic care [ for nursing informatics the organization is HIMSS; check himss.org] ) (related Course Learning Outcome=4). (for nursing informatics, the organization is HIMSS check (https://www.himss.org/). ii. Utilize advanced competencies (name the competencies, e.g. AONE CNLM competencies [himss.org for competencies] ) for practice and leadership roles related to (name the area…e.g., diabetic care) (related Course Learning Outcome=5). See below for course outcomes c. OBJECTIVE 3: Essential Related Individualized Practicum Objectives (individualize it): Demonstrate achievement of learning objectives related to the AACN DNP Essentials (note which DNP essential in parenthesis [see attached file on ACCN] ) by ____________ (lay out how you will do this) (Course Learning Outcome 6). See below for course outcomes TIMELINE I plan to complete X hours per week of practicum over the next X weeks (must be 10 weeks or less). This will allow a total of 72 on-site hours with my preceptor. Below is an example of a student objective, you can refer to it but customize it for my area of specialization which is nursing informatics Timeline I plan to complete 8 hours per week of practicum over the next 9 weeks. This will allow a total of 72 on-site hours with my preceptor. Course Learning Outcomes 1. By the conclusion of this course, you should be able to: Evaluate an evidence-based practice problem or issue within a specialty setting Synthesize literature related to a defined evidence-based practice problem or issue Apply appropriate practice guidelines into an area of expertise Utilize advanced competencies for practice and leadership roles Formulate an intervention to address a practice problem or issue Demonstrate achievement of learning objectives related to the AACN DNP Essentials and specialty competencies for the practicum experience

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NURS 6052 ESSENTIALS OF EVIDENCE -BASED PRACTICE 2025

QUESTION 1 When trying to determine what type of research study is described in an article, which two sections of the article will give you the best information to make that determination?A.Abstract and conclusionB.Methods and limitationsC.Methods and resultsD.Introduction and resultsE.Abstract and discussionF.Literature review and data analysis 5 points QUESTION 2 Order the following types of research evidence reviews in order of rigor from most rigorous to least rigorous: – 1. 2. 3. 4. Systematic review with meta-analysis – 1. 2. 3. 4. Integrative review – 1. 2. 3. 4. Systematic review without meta-analysis – 1. 2. 3. 4. Narrative review 5 points QUESTION 3 What types of information would help you identify a research study as quantitative? (Select all that apply.)A.Data is collected using such approaches as interviews, focus groups, and open-ended questions on surveys.B.Data is collected using Likert scales on surveys.C.Results are reported using numbers and statistics.D.Results are reported using themes and words. 5 points QUESTION 4 What kind of study is described in the following excerpt? Researchers are interested in studying the impact of living in a family where a child has been diagnosed with cancer. They collaborate with the oncology department at a large children’s hospital to identify and receive consent from families that have a child with a cancer diagnosis. Participants are consented and data is collected and triangulated using one-on-one interviews, focus groups, and surveys. Data is analyzed for thematic analysis.A.Quantitative researchB.Qualitative researchC.Mixed-methods researchD.Systematic reviewsE.Literature reviewsF.Cohort studies 5 points QUESTION 5 Both literature reviews and systematic reviews are types of research evidence reviews. True False 5 points QUESTION 6 Which of the following is a type of quantitative research study?A.PhenomenologyB.Case studyC.Randomized controlled trialD.EthnographyE.Participative action researchF.Ground theory 5 points QUESTION 7 What type of information would help you identify a research study as qualitative? (Select all that apply.)A.Data is collected using such approaches as interviews, focus groups, and open-ended questions on surveys.B.Data is collected using Likert scales on surveys.C.Results are reported using numbers and statistics.D.Results are reported using themes and words.E.Data is collected using surveys with fill-in-the-blank questions.F.Results are reported using a mixture of numbers and themes. 5 points QUESTION 8 What type of literature may a systematic review include to be considered Level 1 evidence on the Melnyk & Fineout-Overholt levels of evidence hierarchy?A.Phenomenology studiesB.Grounded theory studiesC.Descriptive studiesD.Cohort studiesE.Controlled trials without randomizationF.Randomized controlled trials 5 points QUESTION 9 Mixed-methods studies are a combination of which two methodologies?A.Quantitative research methodologies and literature reviewsB.Quantitative and qualitative research methodologiesC.Qualitative research methodologies and systematic reviewsD.Literature reviews and qualitative research methodologiesE.Quasi-experimental and program evaluation 5 points QUESTION 10 The methods used in conducting a systematic review are specific and rigorous. True False 5 points QUESTION 11 Which of the following types of research can be categorized as primary research? Select all that apply. A.Cohort studyB.Literature reviewC.Grounded theory studyD.Randomized controlled trialE.Systematic reviewF.Controlled trial without randomization 5 points QUESTION 12 What type of study is described in the following excerpt? Surveys to evaluate nurse satisfaction, medical errors, depression and anxiety, and demographics were given to 5,432 nurses from hospitals of various sizes and geographic locations; some had nurses working 8-hour shifts and 12-hour shifts. Nurses were asked to complete the survey. Upon completion of the survey, nurses were invited to participate in video conference focus groups and one-on-one interviews with a research assistant by video conferencing. Survey results were reported using descriptive statistics, and themes were identified and reported from the data collected in the focus groups and one-on-one interviews.A.Quantitative researchB.Qualitative researchC.Quasi-experimental researchD.Mixed-methods researchE.Systematic reviews 5 points QUESTION 13 Which of the following statements is true of narrative reviews? (Select all that apply.)A.Narrative reviews engage a highly structured and rigorous approach to reviewing research evidence.B.Narrative reviews provide a general background discussion of a particular issue.C.Narrative reviews require a rigorous, systematic approach to searching the databases for evidence.D.Narrative reviews generally review literature that support the author’s point of view on an issue or topic.E.Narrative reviews are a type of primary research. 5 points QUESTION 14 You are forming a team to do a systematic review of the literature about interventions to treat post-traumatic stress disorder (PTSD). Which of the following would be your first step?A.Critically appraise the literature identified.B.Conduct an exhaustive search of multiple databases to identify the literature.C.Identify an explicit, reproducible methodology.D.Create a clearly stated set of objectives with predefined eligibility criteria for study inclusion.E.Create a dissemination plan for your systematic review. 5 points QUESTION 15 Randomized controlled trials are which type of research?A.Quantitative researchB.Qualitative researchC.Mixed-methods researchD.Systematic reviewE.Literature reviewF.Cohort study 5 points QUESTION 16 What type of study is described in the following excerpt? An interprofessional team wants to test a new intervention to see whether it will improve central-line associated bloodstream infection (CLABSI) rates. Subjects were randomized into either the intervention or the control group by pulling a slip of paper with either a one or a two written on it from a manila envelope (those pulling ones were randomized to the intervention group; those pulling twos were randomized to the control group). When the study began, the intervention group received the intervention and the control group received equal attention. Data was collected and analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics were used to report the data. What type of research article is this?A.Quantitative researchB.Qualitative researchC.Systematic reviewsD.Literature reviewsE.Mixed methodsF.Program evaluation 5 points QUESTION 17 A key characteristic of a systematic review is that it contains a meta-analysis. True False 5 points QUESTION 18 In quantitative studies, results are reported using words or themes. True False 5 points QUESTION 19 In qualitative studies, results are reported using words or themes. True False 5 points QUESTION 20 In a systematic review with a meta-analysis, researchers combine the results of each of the individual studies to create a larger sample size (and therefore greater power), then re-run the statistics to capture the true magnitude of the effect. The single-effect measure calculated and reported when the results from all the studies are combined is called what?A.Summary statisticB.Power analysisC.Confidence Interval D.Chi squareE.Pearson’s co-efficient 5 points

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AACN Essentials Self-Assessment and Patient-Centered Care (graded) 2025

Locate and complete the Self-Assessment of the AACN Essentials located in Doc Sharing (Week 2). Follow the directions on the form. Note your total score. Next, review the article cited below: Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. Critical Care Nurse, 29 (3), 77–93. Click to link. Answer the following: If you are willing, please share your total score on the AACN Essentials Self-Assessment Candidly identify and share with your classmates areas where knowledge, skills or abilities (KSAs) are lacking? Describe the relationship between the Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for your improvement?

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