Assessment 4: Informatics and Nursing Sensitive Quality Indicators 2025

***(Just write it as indicated and I will read it and record it.)*** Prepare an 8-10 minute audio training tutorial (video is optional) for new nurses on the importance of nursing-sensitive quality indicators. As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality healthcare delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes. The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action. NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development. The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove, Gray, Jay, Jay, & Burns, 2015). Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes. The focus of Assessment 4 is on how informatics support monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high quality results. Reference Grove, S. K., Gray, J. R., Jay, G.W., Jay, H. M., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making. Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports. Competency 3: Evaluate the impact of patient care technologies on desired outcomes. Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports. Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients. Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes. Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies. Deliver a professional and effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Follow APA style and formatting guidelines for citations and references. Preparation This assessment requires you to prepare an 8–10 minute audio training tutorial (with optional video) for new nurses on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities: Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system. Conduct independent research on the most current information about the selected nursing-sensitive quality indicator. Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview: What is your experience with collecting data and entering it into a database? What challenges have you experienced? How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results? What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process? Watch the Informatics and Nursing-Sensitive Quality Indicators Video Examplar . Recording Your Presentation To prepare to record the audio for your presentation, complete the following: Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone. Practice using the equipment to ensure the audio quality is sufficient. Review the for Kaltura to record your presentation. View Creating a Presentation: A Guide to Writing and Speaking . This video addresses the primary areas involved in creating effective audiovisual presentations. You can return to this resource throughout the process of creating your presentation to view the tutorial appropriate for you at each stage. Notes: You may use other tools to record your tutorial. You will, however, need to consult Using Kaltura for instructions on how to upload your audio-recorded tutorial into the courseroom, or you must provide a working link your instructor can easily access. You may also choose to create a video of your tutorial, but this is not required. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results. The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device. As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data. You determine that you will cover the following topics in your audio tutorial script: Introduction: Nursing-Sensitive Quality Indicator What is the NDNQI®? What are nursing-sensitive quality indicators? Which particular quality indicator did you select to address in your tutorial? Why is this quality indicator important to monitor? Be sure to address the impact of this indicator on quality of care and patient safety. Why do new nurses need to be familiar with this particular quality indicator when providing patient care? Collection and Distribution of Quality Indicator Data According to your interview and other resources, how does your organization collect data on this quality indicator? How does the organization disseminate aggregate data? What role do nurses play in supporting accurate reporting and high-quality results? As an example, consider the importance of accurately entering data regarding nursing interventions. After completing your script, practice delivering your tutorial several times before recording it. Additional Requirements Audio communication: Deliver a professional, effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion. Length: 8–10 minute audio recording. Use Kaltura to upload your recording to the courseroom, or provide a working link your instructor can access. References: Cite a minimum of three scholarly and/or authoritative sources. APA: Submit along with the recording a separate Reference page that follows APA style and formatting guidelines. For an APA refresher, consult the APA Style and Format page on Campus. Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

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REPLY 1 TP OF N 2025

The nursing metaparadigm offers insights concerning the nature in which the nursing profession should be set up and properly functioning. From the nursing perspective, the concept of the metaparadigms consists of four attributes including the patient as an entity, the patient’s environment, the well-being and health of the patient, and the responsibilities of the nurse (Alimohammadi et al., 2014). These four metaparadigms have a direct impact on the implementation of culturally proficient nursing care. With the advancement in technology and ease of patient access to quality care, there is an increased number of nurse-patient relations. The nurse has to ensure the provision of patient-centered care while focusing on the nursing metaparadigms. The aspect of culturally proficient nursing care makes use of the attitudes, knowledge, and skills that are in support of the caring of patients that originate from various cultures and ethnic backgrounds. In this accord, culture is able to directly influence the nature of the health care practice and the manner in which the healthcare provider, as well as the patient, perceives the diseases or illness (Lee, & Fawcett, 2013). Based on the theoretical frameworks that the nursing metaparadigm offers together with the assumptions, conceptual models, and propositions, the nurses can be in a position to comprehend the cultural aspect of patient care and act accordingly. The Person Component The patient, as the receiver of the care, makes up the person component aspect of the nursing metaparadigm. Other connections with the person component include close friends, family, and other social groups that are important to the patients and their overall well-being (Bahramnezhad et al., 2015). In this metaparadigm, nurses are able to comprehend the patient as and individuals and how they relate with others in society. The nurses are also able to understand the cultural aspects of the patient through an inquiry from the patient and close relatives in the event of patients who are not in a position to speak for themselves or make sound decisions. The Environment Component This concept of the nursing metaparadigm is focused on the natural and physical surrounding that impacts the day to day life of the patient. in order to offer culturally proficient care, it is important for the nurses to have a deep understanding of the patient’s environment, climatic condition, cultures, and other societal elements (Bahramnezhad et al., 2015). Be that as it may, the environment constitutes both internal and external influences that depict the nature in which the patient directly interacts with the surrounding which may or may not affect their health and wellness. Health Component While there is easy access to quality health care with the Affordable Care Act, the health component still focuses on the aspect of health care wellness and ease of access. The health component also focuses on the genetic makeup of the patient, social or spiritual standpoints, lifespan, and the various ways in which the emotional, social and intellectual can all be integrated into the patient’s care. Nursing Component This component of the nursing paradigm is involved with the provision of optimal health outcomes of the patient by creating a safe and caring environment. The nurse components make use of knowledge, skill, and technology to offer quality services and interprofessional collaboration towards the attainment of positive patient outcomes (Bahramnezhad et al., 2015). In this regard, nurses have the capacity to make use of professional judgment and efficient communication strategies to understand the various patient attributes required to conduct their duties and responsibilities. References Alimohammadi, N., Taleghani, F., Mohammadi, E., & Akbarian, R. (2014). The nursing metaparadigm concept of human being in Islamic thought. Nursing Inquiry , 21 (2), 121- 129. Bahramnezhad, F., Shiri, M., Asgari, P., & Afshar, P. F. (2015). A review of the nursing paradigm. Open Journal of Nursing , 5 (01), 17. Lee, R. C., & Fawcett, J. (2013). The influence of the metaparadigm of nursing on professional identity development among RN-BSN students. Nursing Science Quarterly , 26 (1), 96-98. REPLY 2 Nursing Metaparadigm Impact on Nursing Care Metaparadigm is the patient’s quality and wellness, which includes the access which the patient has to the health care. Additionally, through metaparadigms, nurses can exercise their skills when caring for patients to address patient care at large (Nikfarid, et al., 2018). Besides, four concepts of metaparadigm usually make up the overall metaparadigm of nursing. Those concepts of metaparadigm include the following, nursing, person, environment, and health. Starting with the first concept, nursing has a lot to impact nursing care. Under the nursing concept, some domains go hand in hand to ensure that quality care is provided to the patients deserving of the care. Such domains include professional values like patience (Nikfarid, et al., 2018). If a nurse goes all-around angry with a frowning face, it cannot be an example of a good nurse. Patience helps nurses to confront their daily stress. Moreover, responsiveness also qualifies to be the value of a profession that defines nurses. Responsiveness helps nurses attend to most patients in emergency states and are worried about their lives (Nikfarid, et al., 2018). By providing them with a sense of comfort. Besides, good communication and interpersonal skills also stand to be an important domain in nursing since it helps nurses communicate with their colleagues and patients. Furthermore, other domains include nursing leadership, which has a crucial role in impacting nursing care since it ensures the entire team’s success, where qualities such as encouraging, inspirational, and supportive are considered. Additionally, there is a concept of the person in the metaparadigm. A person is the one who usually receives nursing care. Nurses ensure that the person’s health is cared for by giving all the necessary support to enhance the well-being of the person (Nikfarid, et al., 2018). Through the person concept, it determines the care nurses are to give to the recipients. Health concept also plays a crucial role in the metaparadigm in nursing care and its relative to the person since it depends on the patient perspective. On the other hand, health can be defined as the wellness of the person (Nikfarid, et al., 2018). If the person gets unhealthy, it’s the nurses’ responsibility to ensure proper care is given to them. Florence Nightingale, one of the pioneers of nursing, described the nursing job to be all about putting patients in their best conditions of nature as possible (de Florence Nightingale & Crítica, 2015). Furthermore, for one to be in a healthy state, some aspects are associated with health and are biological, psychological, social, and spiritual aspects. Through professional values of nursing, nurses can offer teaching to the patients and offer psychomotor teachings, which helps keep the patients moving by getting empowered with hope by the nurses. The fourth concept that makes up the nursing metaparadigm, an environment, also impacts nursing care as follows. Florence Nightingale described different environments to give back healthy or unhealthy conditions (de Florence Nightingale & Crítica, 2015). In her implications, she concluded that low environments give chances of poor health and the rise of diseases where friendly environments sum up to good health, which comes with little or no diseases. Both environments dictate the kind and type of care offered by the nurse and at what specific period. Through all discussed points of view contributes to the culturally skilled nursing care. References de Florence Nightingale, T. A., & Crítica, U. A. (2015). The Florence Nightingale’s environmental theory: a critical analysis. Escola Anna Nery Revista de Enfermagem , 19 , 3. Nikfarid, L., Hekmat, N., Vedad, A., & Rajabi, A. (2018). The main nursing metaparadigm concepts in human caring theory and Persian mysticism: a comparative study. Journal of medical ethics and history of medicine , 11 . Edited by Perez, Gilberto O on Sep 8 at 8:51pm All replies must be constructive and use literature where possible. Your assignment will be graded according to the grading rubric.

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NR 632 week 1 LA 2025

Directions For Week 1, complete the Learning Agreement with self-identified goals to meet COs and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission. The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Friday of Week 8. See the Learning Agreement Grading Rubric for grading details.

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Need Response for the below case study discussion 2025

APA format 3 peer references and discussion needs to be related to what is posted as response to the persons diagnosis Patient Initials: RF Age: 15 Gender: M SUBJECTIVE DATA: Chief Complaint (CC): A dull pain in both knees with occasional clicking in one or both knees and the sensation of the patella catching. History of Present Illness (HPI): RF is a 15-year-old male who reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. He states that the pain has been on and off for the last four months and initially only present after intense activity but has gotten worse since starting track this summer and seems to be present more often than before. The patient states that the clicking comes and goes and isn’t always present in both knees at the same time. The catching sensation under the patella is more pronounced since he started doing the long jump in track. The patient states that he is able to bear weight as the pain is a dull ache. Icing his knees after sports and taking ibuprofen help to reduce the pain and swelling but both occur more frequently now making it difficult to participate in sports. The patient feels that he may be overdoing it with all of the sports he participates in and is worried about not being able to play soccer if it continues to get worse. The patient rates the pain 7/10 after intense activity. Medications: Ibuprofen 200 mg oral tab, two tabs every 6 hours as needed for pain. Allergies: No known drug, food, or environmental allergies. Past Medical History (PMH): None Past Surgical History (PSH): None Sexual/Reproductive History: Patient is not sexually active at this time. Personal/Social History: Patient denies smoking, alcohol use, and illicit drug use. The patient is very active with sports playing soccer, basketball, baseball, and track. He states that he tries to eat well mainly because of sports but doesn’t always make the best choices for snacks. He tries to avoid soda most of the time and reports drinking a lot of water. Immunization History: Immunizations are up to date. Gets influenza vaccine annually. Significant Family History: Paternal grandfather has hypertension, and father has borderline hypertension. Maternal grandfather has type II diabetes. Lifestyle: RF is a freshman in high school who lives with both of his parents and older sister. RF plays soccer, basketball, baseball and participates in track for high school. RF also plays club soccer playing and traveling most of the year. RF is a good student, athletic, and enjoys being active. He also participates in winter sports and skis during winter break. RF works part-time as a referee during the summers due to his commitment to school and sports. Review of Systems: General: No recent weight gain or loss of significance. Patient denies fatigue, fever, or chills. HEENT: No headaches or dizziness. No changes in vision. He does not wear glasses, and his last eye exam was just under a year ago. Denies eye drainage, pain, or double vision. No changes in hearing. Has had no recent ear infections, tinnitus or ringing in the ears. Denies sinus infections, congestion, and epistaxis. He reports his sense of small is intact. Last dental exam was four months ago for regular cleaning. Denies bleeding gums or a toothache. Denies dysphagia or throat pain. Neck: No history of trauma, denies recent injury or pain. He denies neck stiffness. Breasts: Denies any breast changes. Denies history rashes. Denies history of masses or pain. Respiratory: Denies a cough, hemoptysis, and sputum production. Patient denies any shortness of breath with resting or with exertion. Patient reports no pain with inspiration or expiration. Cardiovascular/Peripheral Vascular: No history of murmur or chest palpitations. No edema or claudication. Denies chest pain. No history of arrhythmias. Gastrointestinal: Denies nausea or vomiting. Patient reports no abdominal pain, diarrhea, or constipation. Last bowel movement was this morning. Denies rectal pain or bleeding. Denies changes in bowel habits. Denies history of dyspepsia. Genitourinary: Denies changes in urinary pattern. No incontinence, no history of STDs or HPV, the patient is heterosexual and not sexually active. Denies hematuria. Denies urgency, frequency, and dysuria. Musculoskeletal: No limitation in range of motion for all limbs though patient reports difficulty moving knees after excessive strain from sports. No history of trauma or fractures. Patient reports dull pain in both knees. The patient states occasional swelling in knee joints after participating in sports. Patient reports clicking in one knee and sometimes both. The patient states that the pain is worse after participating in the long jump or running long distances. Patient denies history or presence of misalignment of either knee. Psychiatric: Denies suicidal or homicidal history. No mental health history. Denies anxiety and depression. Neurological: No dizziness. No problems with coordination. Denies falls or seizures. Denies numbness or tingling. Denies changes in memory or thinking patterns. Skin: No history of skin cancer. Denies any new rashes or sores. Patient reports many blisters from sports which are treated with Neosporin, band-aids, and NewSkin spray. Denies eczema and psoriasis. Denies itching or swelling. Hematologic: No bleeding disorders or history of blood transfusion. Denies excessive bruising. Endocrine: Patient reports no endocrine symptoms. Denies polyuria, polydipsia. Patient denies no intolerance to heat or cold. Allergic/Immunologic: Denies environmental, food, or drug allergies. No known immune deficiencies. OBJECTIVE DATA: Physical Exam: Vital signs: B/P 118/74; P 65 and regular; T 98.6; RR 16; O2 100% on room air; Wt: 125 lbs.; Ht: 5’7”; BMI 19.1 General: RF is a well-developed, well-nourished Caucasian teenage male who appears to be in no apparent distress. HEENT: Head: Skull is normocephalic, atraumatic. No masses or lesions. Eyes : PERRLA, +direct and consensual pupil response. EOM intact, 20/20 vision bilaterally without correction. Fundoscopic exam normal, vessels intact, the optic disc with clear margins. Ears : Bilateral external ears no lesions, masses, drainage or tenderness. Tympanic membranes intact, pearly gray, no bulging, no erythema, and landmarks appreciated bilaterally. Hearing intact bilaterally. Nose : No nasal flaring, no discharge, no obstruction, septum not deviated. Turbinates pink and moist. No polyps or lesions bilaterally. Nares patent with no edema or erythema. Throat: Oropharynx clear and mucosa moist. No erythema or exudate. Uvula midline, palate rises symmetrically. Mouth: No lesions, no thrush. Moist mucous membranes. Healthy dentition present. Tongue midline. Neck: Supple, non-tender. Full range of motion. Trachea midline. No masses. Thyroid and lymph nodes not palpable. Chest/Lungs: Thorax non-tender with symmetric expansion. Respiration regular and unlabored, without a cough. Tactile fremitus equal bilaterally and greater in upper lung fields. Breath sounds clear with adventitious sounds. All lung fields with resonant percussion tones. Heart: Regular rate and rhythm; normal S1, S2; no murmurs, rubs, or gallops. Apical pulse not visible. Apical pulse was barely palpable. JVP appears to be approximately less than 6 cm with HOB elevated to 45 degrees. No carotid bruits or JVD appreciated. Peripheral Vascular: Pulses 2+ bilateral pedal and 2+ radial bilaterally. No pedal edema. Popliteal pulses 2+ bilaterally. Abdomen: Abdomen round, soft, and non-tender without rash, palpable mass or organomegaly. Active bowel sounds. Tympany over most quadrants with areas of dullness noted upon percussion. No abdominal bruits. Genital/Rectal: Adequate tone, no masses noted, eternal genitalia intact. Musculoskeletal : Normal passive and active ROM in upper and lower extremities. No focal joint inflammation or abnormalities appreciated in upper extremities. + tenderness to palpation at the inferior pole of the patella bilaterally. + Q angle greater than 10 degrees bilaterally. Clicking present with movement in right knee. Normal alignment of the knees bilaterally. All upper and lower extremity joints without effusions or erythema. Spine without tenderness and range of motion is full. Greater tenderness was noted in knees bilaterally when extended, and quadriceps are relaxed. Normal muscle strength present against resistance. Neurological: CN ll-Xll grossly intact. Awake, alert, and oriented to person, place and time. The patient can move all limbs on command and spontaneously. Skin: Warm, moist, and intact. Skin is pale. + edema right knee. No peripheral cyanosis. No clubbing. No rashes or bruises present. ASSESSMENT: Lab Tests and Results: CBC- Normal Erythrocyte sedimentation rate (ESR) – Normal Diagnostic test: Passive extension-flexion sign- positive- which is tenderness on palpation of the tendon at the inferior pole of the patella. McMurray test- Negative for locking during joint movement. X-ray- negative MRI- Showed high signal intensity within the proximal posterior central aspect of the tendon at its origin. Differential Diagnosis: Patellar tendinitis : This is the most likely diagnosis based on the patients HPI, ROS, physical assessment, and diagnostic studies. The patient’s chief complaint was a dull pain in the knees with occasional clicking in one or both knees. The patient is athletic and participates in many sports that continuously put a strain on his knees. The quadriceps angle was greater than ten which suggests patellar tendinitis. The patient plays sports that include a lot of running and jumping which adds strain to the knee joints. The patient was also positive for tenderness on palpation at the inferior pole of the patella bilaterally. Lastly, the MRI was positive for high signal intensity within the proximal posterior central aspect of the tendon where it originates from. Osgood Schlatter’s disease : A possible diagnosis as it is a common problem which typically occurs during times of fast growth usually in fit, active boys. Osgood Schlatter’s disease is associated with pain just below the kneecap in one or both knees, often worse after sports especially high impact activities using the quadriceps muscles. However, limping is often a present, and the patient denied limping in the ROS. Pain is greater with stair climbing and kneeling, and the patient did not admit to either. Flexion and extension will increase pain in the tibial tubercle which was not present upon physical exam of the patient. Chondromalacia patellae : This is a possible diagnosis due to the presence of knee pain upon palpitation and increased pain with activity. However, chondromalacia patellae are more common in females or persons with a history of knee trauma. The patient is male and denied trauma to either knee. The patient denied a history of misalignment which is also related to chondromalacia patellae. An x-ray of the knee would show irregularities of the patellofemoral joint. Medial meniscus tear : This diagnosis is a possibility because it can occur after a twisting injury and the patient participates in sports such as soccer, basketball, and skiing that involve twisting movements. Clicking may be present with a medial meniscus tear which the patient reported and was also appreciated upon physical assessment in the right knee. McMurray test was negative for locking during joint movement. The patient denied difficulty with weight bearing. Juvenile rheumatoid arthritis (JRA): Possible due to knee joint soreness and stiffness, however, both typically improve with activity. Joint swelling may also present with JRA and was reported by the patient in his ROS. The patient denied weight loss and fatigue which are common symptoms. The patient also denied night pain. A CBC would show anemia, leukocytosis, and thrombocytosis. The ESR would be elevated. References Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby. Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby. Huether, S. E., & McCance, K. L. (2017). Disorder of the joints. In alterations of musculoskeletal function (6th ed., pp. 991-1038). Rath, E., Schwarzkopf, R., & Richmond, J. (2010). Clinical signs and anatomical correlation of patellar tendinitis. Indian Journal of Orthopaedics , 44 (4), 435-437 3p. doi:10.4103/0019- 5413.6931

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paper help 2025

Think about the reflection in your textbook regarding the sources of your moral beliefs. Who or what are 3 sources that have influenced your moral beliefs? Describe the impact of those beliefs on your nursing practice. Paper must be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources that is less than 5 years old. Book below must be used as one of the reference: READ!!! Purtilo, R. & Doherty, R. (2016). Ethical Dimensions in the Health Professions (6th ed.). St. Louis, MO: Elsevier. ISBN: 9780323328920 Chapters 3, 4, and 5

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