Middle Range or Interdisciplinary Theory Evaluation 2025

Assignment 2: Middle Range or Interdisciplinary Theory Evaluation As addressed this week, middle range theories are frequently used as a framework for exploring nursing practice problems. In addition, theories from other sciences, such as sociology and environmental science, have relevance for nursing practice. For the next few weeks you will explore the use of interdisciplinary theories in nursing. This Assignment asks you to evaluate two middle range or interdisciplinary theories and apply those theories to a clinical practice problem. You will also create a hypothesis based upon each theory for an evidence-based practice project to resolve a clinical problem. Note: This Assignment will serve as your Major Assessment for this course. To prepare: Review strategies for evaluating theory presented by Fawcett and Garity in this week’s Learning Resources (see under list of Required Readings and attached pdf file) Select a clinical practice problem that can be addressed through an evidence-based practice project. Note: You may continue to use the same practice problem you have been addressing in earlier Discussions and in Week 7 Assignment 1. Consider the middle range theories presented this week, and determine if one of those theories could provide a framework for exploring your clinical practice problem. If one or two middle range theories seem appropriate, begin evaluating the theory from the context of your practice problem. Formulate a preliminary clinical/practice research question that addresses your practice problem. If appropriate, you may use the same research question you formulated for Assignment #4. Write a 10- to 12-page paper (including references) in APA format and a minimum of 8 references or more, using material presented in the list of required readings to consider interdisciplinary theories that may be appropriate for exploring your practice problem and research question (refer to the sample paper attached as “Assignment example” ). Include the level one headings as numbered below: 1) Introduction with a purpose statement (e.g. The purpose of this paper is…) 2) Briefly describe your selected clinical practice problem. 3) Summarize the two selected theories. Both may be middle range theories or interdisciplinary theories, or you may select one from each category. 4) Evaluate both theories using the evaluation criteria provided in the Learning Resources. 5) Determine which theory is most appropriate for addressing your clinical practice problem. Summarize why you selected the theory. Using the propositions of that theory, refine your clinical / practice research question. 6) conclusion MY PRACTICE PROBLEM IS AS FOLLOWED : P: Patients suffering from Type 2 Diabetes Mellitus I: Who are involved in diabetic self-care programs C: Compared to those who do not participate in self-care programs O: Are more likely to achieve improved glycemic control THE THEORIES USED FOR THIS MODEL ARE: Dorothea Orem Self-Care Theory and The Self-Efficacity in nursing Theory by Lenz & Shortridge-Baggett, or the Health Promotion Model by Pender, Murdaugh & Parson (Pick 2) Required Readings McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing . (4th ed.). Philadelphia, PA: Wolters Kluwer Health. Chapter 10, “Introduction to Middle Range Nursing Theories” Chapter 10 begins the exploration of middle range theories and discusses their development, refinement, and use in research. Chapter 11, “Overview of Selected Middle Range Nursing Theories” Chapter 11 continues the examination of middle range theories and provides an in-depth examination of a select set of theories · Chapter 15, “Theories from the Biomedical Sciences” Chapter 15 highlights some of the most commonly used theories and principles from the biomedical sciences and illustrates how they are applied to studies conducted by nurses and in nursing practice. · Chapter 16, “Theories, Models, and Frameworks from Administration and Management” Chapter 16 presents leadership and management theories utilized in advanced nursing practice. · Chapter 18, “Application of Theory in Nursing Practice” Chapter 18 examines the relationship between theory and nursing practice. It discusses how evidence-based practice provides an opportunity to utilize research and theory to improve patient outcomes, health care, and nursing practice. Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier. Chapter 6, “Objectives, Questions, Variables, and Hypotheses” Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses. · Review Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice” · Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice” This section of Chapter 19 examines the implementation of the best research evidence to practice. Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing . Philadelphia, Pennsylvania: F. A. Davis. Note: You will access this article from the Walden Library databases. This book chapter evaluates the use and significance of middle-range theories in nursing research and clinical practice. DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22 (4), 355–359. Note: You will access this article from the Walden Library databases. This article describes how the Roy Adaptation Model (RAM) is used to guide nursing practice, research, and education in many different countries. Jacelon, C., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. (2011). Creating a professional practice model for postacute care: Adapting the Chronic Care Model for long-term care. Journal of Gerontological Nursing, 37 (3), 53–60. Note: You will access this article from the Walden Library databases. This article addresses the need to redesign health care delivery to better meet the needs of individuals with chronic illness and health problems. Murrock, C. J., & Higgins, P. A. (2009). The theory of music, mood and movement to improve health outcomes. Journal of Advanced Nursing, 65 (10), 2249–2257. doi:10.1111/j.1365-2648.2009.05108.x Note: You will access this article from the Walden Library databases. This article discusses the development of a middle-range nursing theory on the effects of music on physical activity and improved health outcomes. Amella, E. J., & Aselage, M. B. (2010). An evolutionary analysis of mealtime difficulties in older adults with dementia. Journal of Clinical Nursing, 19(1/2), 33–41. doi:10.1111/j.1365-2702.2009.02969.x Note: You will access this article from the Walden Library databases. This article presents findings from a meta-analysis of 48 research studies that examined mealtime difficulties in older adults with dementia. Frazier, L., Wung, S., Sparks, E., & Eastwood, C. (2009). Cardiovascular nursing on human genomics: What do cardiovascular nurses need to know about congestive heart failure? Progress in Cardiovascular Nursing, 24(3), 80–85. Note: You will access this article from the Walden Library databases. This article discusses current genetics research on the main causes of heart failure. Mahon, S. M. (2009). Cancer Genomics: Cancer genomics: Advocating for competent care for families. Clinical Journal of Oncology Nursing, 13(4), 373–3 76. Note: You will access this article from the Walden Library databases. This article advocates for nurses to stay abreast of the rapid changes in cancer prevention research and its application to clinical practice. Mayer, K. H., Venkatesh, K. K. (2010). Antiretroviral therapy as HIV prevention: Status and prospects. American Journal of Public Health, 100(10), 1867–1 876. doi: 10.2105/AJPH.2009.184796 Note: You will access this article from the Walden Library databases. This article provides an in-depth examination of potential HIV transmission prevention. Pestka, E. L., Burbank, K. F., & Junglen, L. M. (2010). Improving nursing practice with genomics. Nursing Management, 41(3), 40–44. doi: 10.1097/01.NUMA.0000369499.99852.c3 Note: You will access this article from the Walden Library databases. This article provides an overview of genomics and how nurses can apply it in practice. Yao, L., & Algase, D. (2008). Emotional intervention strategies for dementia-related behavior: A theory synthesis. The Journal of Neuroscience Nursing, 40(2), 106–115. Note: You will access this article from the Walden Library databases. This article discusses a new model that was developed from empirical and theoretical evidence to examine intervention strategies for patients with dementia. Fineout-Overholt, E., Williamson, K., Gallagher-Ford, L., Melnyk, B., & Stillwell, S. (2011). Following the evidence: Planning for sustainable change. The American Journal Of Nursing, 111(1), 54–60. This article outlines the efforts made as a result of evidence-based practice to develop rapid response teams and reduce unplanned ICU admissions. Kleinpell, R. (2010). Evidence-based review and discussion points. American Journal of Critical Care, 19(6), 530–531. This report provides a review of an evidence-based study conducted on patients with aneurismal subarachnoid hemorrhage and analyzes the validity and quality of the research. Koh, H. (2010). A 2020 vision for healthy people. The New England Journal Of Medicine, 362(18), 1653–1656. This article identifies emerging public health priorities and helps to align health-promotion resources, strategies, and research. Moore, Z. (2010). Bridging the theory-practice gap in pressure ulcer prevention. British Journal of Nursing, 19(15), S15–S18. This article discusses the largely preventable problem of pressure ulcers and the importance of nurses being well-informed of current prevention strategies. Musker, K. (2011). Nursing theory-based independent nursing practice: A personal experience of closing the theory-practice gap. Advances In Nursing Science, 34(1), 67–77. This article discusses how personal and professional knowledge can be used in concert with health theories to positively influence nursing practice. Roby, D., Kominski, G., & Pourat, N. (2008). Assessing the barriers to engaging challenging populations in disease management programs: The Medicaid experience. Disease Management & Health Outcomes, 16(6), 421–428. This article explores the barriers associated with chronic illness care and other factors faced by disease management programs for Medicaid populations. Sobczak, J. (2009). Managing high-acuity-depressed adults in primary care. Journal of the American Academy of Nurse Practitioners, 21(7), 362–370. doi: 10.1111/j.1745-7599.2009.00422.x This article discusses a method found which positively impacts patient outcomes used with highly-acuity-depressed patients. Thorne, S. (2009). The role of qualitative research within an evidence-based context: Can metasynthesis be the answer? International Journal of Nursing Studies, 46(4), 569–575. doi: 10.1016/j.ijnurstu.2008.05.001 The article explores the use of qualitative research methodology with the current evidence-based practice movement. Optional Resources McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11 (1), 42–52. Calzone, K. A., Cashion, A., Feetham, S., Jenkins, J., Prows, C. A., Williams, J. K., & Wung, S. (2010). Nurses transforming health care using genetics and genomics. Nursing Outlook, 58(1), 26–35. doi: 10.1016/j.outlook.2009.05.001 McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11 (1), 42–52.

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Pre-Briefing Simulation And Drug Cards 2025

Pre-Briefing Simulation And Drug Cards PATIENT: Keola Akana THIS ASSIGNMENT HAS TWO PART QUESTIONS INSTRUCTION Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills. Therefore, in order to prepare for the simulation, you are required to complete the Pre-Briefing questions & Drug Cards below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation. PART 1 QUESTIONS SCENARIO OVERVIEW: Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring, and cardiac rehabilitation. The scenario takes place on Monday at 0900, at which time morning medications are due. 1. What are the nutritional implications, key assessment findings, and nursing interventions for a patient with hypokalemia? 2. What are the signs and symptoms of digoxin toxicity and how would the nurse assess for these symptoms? In your response, be sure to include specific body systems. 3. How would the nurse provide family-centered care? PLEASE USE REFERENCE LESS THAN 5 YEARS OLD AND APA FORMAT NEEDED. PART 11 QUESTIONS SCENARIO OVERVIEW: Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring and cardiac rehabilitation. During this scenario, students will have the opportunity to assess and manage medication administration for a patient experiencing digoxin toxicity. FOR EACH OF THE FOLLOWING DRUGS BELOW THAT WAS PRESCRIBED FOR THE ABOVE PATIENT WITH HEART FAILURE, WRITE OUT IN DRUG CARD FORMAT FOLLOWING THE HEADING BELOW 1) THE INDICATION, (2) DOSAGE, (3) CONTRAINDICATION, (4) SIDE EFFECTS, (5) ADVERSE EFFECTS AND (6) NURSING CONSIDERATION ⦁ Patient: Keola Akana Drug Lists Lasix 40 mg po now and daily Potassium Chloride CR 10 mEq po daily Digoxin 0.25 mg po now and daily Atenolol 50mg po now and daily Acetaminophen 650 mg po Q 4 hrs PRN mild pain or temp greater than 101.3 IV saline flush Q 8hrs and PRN N:B: SEE THE ATTACHED SAMPLE OF THE DRUG CARD LIST

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PROFESSIONAL PORTFOLIO 2025

1. Create a professional mission statement ( suggested length of 1 paragraph ) that includes the following: ●  a representation of your career goals, your aspirations, and how you want to move forward with your career ●  an overview of where you would like to focus your time and energies within the profession a. Reflect on how your professional mission statement will help guide you throughout your nursing career. 2. Complete a professional summary ( suggested length of 3–4 pages ) that includes the following: a. Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional. b. Discuss how the specific artifacts in your portfolio represent your professional strengths. c. Discuss challenges you encountered during the progression of your program. i. Explain how you overcame these challenges. d. Explain how your coursework helped you meet each of the nine nursing program outcomes. Note: Refer to the attachment “Nursing Conceptual Model.” e. Analyze how you fulfilled the following roles during your program: •  scientist •  detective •  manager of the healing environment f. Discuss how you have grown professionally since the beginning of your program. B. Complete the following within the section “Quality and Safety”: 1. Reflect ( suggested length of 1 page ) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition. a. Discuss how the program assisted you in developing your professional definition. b. Identify the artifacts in your portfolio that support your definition. i. Explain how these artifacts support your definition from part B1. Note: The artifacts should be attached within the portfolio. 2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse. C. Complete the following within the section “Evidence-Based Practice”: 1. Reflect ( suggested length of 1 page ) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition. a. Discuss how the program assisted you in developing your professional definition. b. Identify the artifacts in your portfolio that support your definition. i. Explain how these artifacts support your definition from part C1. Note: The artifacts should be attached within the portfolio. 2. Reflect ( suggested length of 1 page ) on your understanding of evidence-based practice and applied nursing research by doing the following: a. Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following: •  relevancy and believability of data •  differences between quality improvement and research (places and uses of each) •  differences between primary and secondary research and resources and the implications of each in clinical practice b. Explain how your experience in the program helped you achieve excellence in evidence-based practice. D. Complete the following within the section “Applied Leadership”: 1. Reflect ( suggested length of 1 page ) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition. a. Discuss how the program assisted you in developing your professional definition. b. Identify the artifacts in your portfolio that support your definition. i. Explain how these artifacts support the definition from part D1. Note: The artifacts should be attached within the portfolio. 2. Summarize ( suggested length of 1 paragraph to 1 page ) your Learning Leadership Experience task by doing the following: a. Discuss the importance of professional collaboration for effective nursing leadership. E. Complete the following within the section “Community and Population Health”: 1. Reflect ( suggested length of 1 page ) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition. a. Discuss how the program assisted you in developing your professional definition. b. Identify the artifacts in your portfolio that support your definition. i. Explain how these artifacts support the definition from part E1. Note: The artifacts should be attached within the portfolio. 2. Summarize ( suggested length of 1 page ) your Community and Population Health task (STIs) by doing the following: a. Discuss what you learned during your Community Health Nursing task (STIs). b. Discuss what you learned led to your community diagnosis ( Nursing Diagnosis Statement : Sexually transmitted infections are common among adolescent individuals living in Florida). c. Discuss how your initial focus and diagnosis evolved after working with your population. DO WHAT YOU CAN. THERE ARE SOME SECTIONS YOU WILL NOT BE ABLE TO QUITE ANSWER SUCH AS THE ARTIFACTS. DO THE BEST YOU CAN. THANK YOU.

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Discussion: Cognitive Behavioral Therapy: Family Settings Versus Individual Settings 2025

THE JOB IS TO REPLY WITH A COMMENT TO EACH POST, POST 1 AND POST 2. WITH 2 COMPLETED REFERENCE IN APA WITH CITATION ABOVE 2013 PER COMMENT. POST 1 Individual vs. Family CBT Cognitive behavioral therapy is short-term psychotherapy that emphasizes the need for attitude change in order to maintain and promote behavior modification (Nichols, 2014). Cognitive behavior therapy (CBT) has been found to be effective in a broad range of disorders. CBT can be done as an individual treatment or in a family setting. Individual CBT has a broadly defined framework with an emphasis on harm-reduction, especially with clients that have anxiety and substance abuse (Wheeler, 2014). Cognitive-behavioral therapy for families is also brief and is solution-focused. Family CBT is focused on supporting members to act and think in a more adaptive manner, along with learning to make better decisions to create a friendlier, calmer family environment (Nichols, 2014). An example from practicum is a male (T.M) that participates in individual CBT once a week and family CBT once a week. T.M is struggling with alcoholism. He originally presented for individual CBT because he had been “told by his wife” that he had a problem with alcohol. He reported that he drank “a few vodka drinks” three times a week but none for six weeks. Individual CBT therapy is a collaborative process between the therapist and client that takes schemas and physiology into consideration when deciding the plan of care (Wheeler, 2014). We worked with him using open-ended questions to assist with obtaining cognitive and situational information. He would become angry easily and it was a felt that he was not being truthful about his alcohol use. Each time he was questioned about it, the story would change. He attended two individual sessions and it was then recommended he begin family CBT with his significant other (S.M) because “things were not going well at home.” With family CBT, cognitions, emotions, and behaviors are seen as having a mutual influence on one another (Nichols, 2014). The first session was stressful, to say the least. T.M began talking about his alcohol use. S.M interrupted and said, “what about that one-time last month at the hotel. You were seeing things.” He became defensive, raised his voice, and said, “I was drugged. It had nothing to do with drinking.” She then looked down and was tearful. When he left the room to use the bathroom, S.M questioned if he could be tested for alcohol. This led the therapist to believe that T.M’s last use was not six weeks ago. T.M’s automatic thoughts were that his alcoholism was not a problem in the marriage or in life. One of the core principles in using CBT for SUDs is that the substance of abuse serves as a reinforcement of behavior (McHugh et al., 2010). Over time, the positive and negative reinforcing agents become associated with daily activities. CBT tries to decrease these effects by improving the events associated with abstinence or by developing skills to assist with reduction (McHugh et al., 2010). It was noticed that when T.M was alone, his stories would change. But when his wife was in the room, he would look at her while he spoke to ensure what he was saying was accurate. The therapist informed the client that it would be appropriate to continue individual therapy and family CBT once a week with the recommendation of joining the ready for change group. The CBT model for substance use states that, when a person is trying to maintain sobriety or reduce substance use, they are likely to have a relapse (Morin et al., 2017). Ready for change meetings was recommended because like this week’s media showed, clients may relate to others that are going through similar situations. Getting T.M to realize that his alcohol use is a problem, is the primary goal currently. This example was shared because it shows the difficulties that may be encountered with psychotherapy and that both individual and family may be needed to ensure that goals are met. Some challenges that counselors face when using CBT in the family setting are wondering if the structure of the session and if the proper techniques were effective (Ringle et al., 2015). Evaluating and consulting with peers may also assist with meeting client and family goals. References McHugh, R. K., Hearon, B. A., & Otto, M. W. (2010). Cognitive behavioral therapy for substance use disorders. The Psychiatric clinics of North America , 33 (3), 511-25. doi: 10.1016/j.psc.2010.04.012 Morin, J., Harris, M., & Conrod, P. (2017, October 05). A Review of CBT Treatments for Substance Use Disorders. Oxford Handbooks Online. Ed. Retrieved from http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199935291.001.0001/oxfordhb-9780199935291-e-57. Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson. Patterson, T. (2014). A Cognitive-Behavioral Systems Approach to Family Therapy. Journal of Family Psychotherapy , 25 (2), 132–144. https://doi-org.ezp.waldenulibrary.org/10.1080/08975353.2014.910023 Ringle, V. A., Read, K. L., Edmunds, J. M., Brodman, D. M., Kendall, P. C., Barg, F., & Beidas, R. S. (2015). Barriers to and Facilitators in the Implementation of Cognitive-Behavioral Therapy for Youth Anxiety in the Community. Psychiatric services (Washington, D.C.) , 66 (9), 938-45. doi: 10.1176/appi.ps.201400134 Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. POST 2 Cognitive Behavioral Therapy is one of the most effective psychotherapy approaches, whether it be used in group, family, or individual treatment. It is important to understand the purpose of it what its process consists off. It can be used to treat different mental health conditions, ranging from addiction to more severe illnesses. Its approach is to work with the patient into strategizing ways to change unhealthy thoughts and behaviors. Throughout the process, the patient not only learns solving skills, but also to re-evaluate and learn how to understand other’s perspectives, skill that helps build their confidence. Some believe group therapy is more effective than individual therapy, as established by Kellett, Clarke, and Matthews (2007, p. 211). It has been established that CBT in general can be effective, but based on the Johnson Family Session video, it leads me to believe that either group/family or individual would be effective depending on the condition that is being treated. It is clear from the video that the girl who had been sexually assaulted at the fraternity does not believe talking or sharing her experience, even if it is with other girls who went through the same experience, will help in any way. She still has some internal issues that need to be addressed individually in order to make progress and get her to a place where she can participate in group/family therapy with an awareness that it will help her and purpose to it. Another important aspect of having a client be committed to the treatment is that research has showed “Poor compliance can adversely affect the remaining group members who may become worried or insecure” (Söchting, Lau, Ogrodniczuk, 2018, p. 185). An example during practicum that supports my belief is the case of a terminally ill patient who had been recommended comfort care through hospice. She was ready to do so, understood and accepted her prognosis, but her daughters and husband were in denial. Every time they participated in a family session the patient held back on her wishes and verbalized whatever their wishes were as if they were her own. When treated as an individual client, she would express her concerns of not being able to “disappoint and abandon my family”. She had suffered all her life from anxiety, insecurities, severe depression, and low self-esteem. Those were issues that should have been addressed individually before she could fully engage in a family session in a healthy and productive way, if she would’ve had the time. CBT would have still been the choice of treatment for individual therapy for this client, as evidenced by Driessen et al. who stated it “is the psychotherapy method with the best evidence-base in the treatment of depression” (2017, p. 654). Not being fully engaged in the program, or believing the treatment will not help, or having other issues that need to be addressed on an individual basis, are all challenges presented in a family setting when relying on CBT. References Kellett, S., Clarke, S., & Matthews, L. (2007). Delivering Group Psychoeducational CBT in Primary Care: Comparing Outcomes with Individual CBT and Individual Psychodynamic-Interpersonal Psychotherapy. British Journal of Clinical Psychology, 46(2). Söchting, I., Lau, M., & Ogrodniczuk, J. (2018). Predicting Compliance in Group CBT Using the Group Therapy Questionnaire. International Journal of Group Psychotherapy, 68(2). Driessen,E., Van, H. L., Peen, J., Don, F. J., Twisk, J. W. R., Cuijpers, P., & Dekker, J. J. M. (2017). Cognitive-Behavioral Versus Psychodynamic Therapy for Major Depression: Secondary Outcomes of a Randomized Clinical Trial. Journal of Consulting Clinical Psychology, 85)7).

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Assignment: The Nurse Leader as Knowledge Worker 2025

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar? Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways. In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker. Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers. To Prepare: Review the concepts of informatics as presented in the Resources. Reflect on the role of a nurse leader as a knowledge worker. Consider how knowledge may be informed by data that is collected/accessed. The Assignment: Explain the concept of a knowledge worker. Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. Develop a simple infographic to help explain these concepts. NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources. Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses. hypothetical scenario originally shared in the discussion forum is: Nursing, as with all other professional fields, has seen an amazing speed in which technological changes in the last 25 years. Information systems provide limitless possibilities for learning and exploring, connecting and bringing the world to within reach. For nursing, the widening range of available technology enables the opportunities for research and reform unproven clinical practices to evidence-based practices. Nursing informatics is synthesis of nursing science, information science, computer science, and cognitive science for the purpose of managing, disseminating, and enhancing healthcare data, information, knowledge, and wisdom to improve collaboration and decision making provide high quality patient care; and advance the profession of nursing.( McGonigle & Mastrian, 2017). Nursing Informatics also needs to stay updated on policies and processes, so they know how to correctly build them in the systems. Technology in hospitals are ever growing, which means that nursing informatics is just scratching the surface and will continue to grow over the year. Sweeny , 2017 define informatics as “the integration of healthcare sciences, computer science, information science and cognitive science to assist in the management of healthcare information” (p. 223). The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. According to Nagle et al,(2017) Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. Using The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. A clarified scenario is patient admission to the hospital, patients with a medical or surgical condition may not be identified as having a substance abuse problem. Nurses need to be able to recognize alcohol withdrawal syndrome and start appropriate interventions within the first 24 hours. Otherwise, such complications as seizures and substance withdrawal delirium may arise. Most hospitals have implemented this practice by including it in initial nursing assessments by checking the vital signs every three hours. But because not all patients are identified on admission as having the potential for alcohol withdrawal, you must stay alert for signs and symptoms. These may arise 4 to 12 hours after the patient’s last drink and may emerge while the patient’s still intoxicated. Many patients with long-term alcohol dependence don’t allow their blood alcohol level (BAL) to drop below a comfortable level, so withdrawal may begin when BAL is still in the intoxication range.autonomic hyperactivity (such as sweating or a pulse faster than 100 beats/minute), increased hand tremor, insomnia, nausea or vomiting transient visual, tactile, or auditory hallucinations or illusions, psychomotor agitation, anxiety, grand mal seizures. Consider the rapid action on the patient, nurses relied on the immediate data and information that the patient as shown during the initial rapid assessment to deliver appropriate care to the patient. Message send to on call- doctors via telehealth. Using the technology like the pulse oximeter and blood pressure machine and breathalyzer with assist with the support of the delivery care. References: McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. National Institute on Alcohol Abuse and Alcoholism; National Institutes of Health. Helping Patients Who Drink Too Much: A Clinician’s Guide and Related Professional Support Resources. www.niaaa.nih.gov/Publications/EducationTrainingMaterials/Pages/guide.aspx . Accessed May 15, 2012. Nagle, L. M., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist. Studies In Health Technology And Informatics, 232, 212–221. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=28106600&site=eds-live&scope=site Sweeney, J. (2017). Healthcare informatics.(1) Online Journal of Nursing Informatics, 21 Resources: McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19) Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33) Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62) Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21 (1). Note: You will access this article from the Walden Library databases. Rubric: Develop a 5- to 6-slide PowerPoint presentation that addresses the following: · Explain the concept of a knowledge worker. · Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.– Levels of Achievement:Excellent 32 (32%) – 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker. The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources.Good 28 (28%) – 31 (31%) The presentation explains the concept of a knowledge worker. The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources.Fair 25 (25%) – 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker. The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources.Poor 0 (0%) – 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing. The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources.Feedback: · Develop a simple infographic to help explain these concepts.– Levels of Achievement:Excellent 14 (14%) – 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.Good 12 (12%) – 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation.Fair 11 (11%) – 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.Poor 0 (0%) – 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.Feedback: · Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues’ replies.– Levels of Achievement:Excellent 32 (32%) – 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Good 28 (28%) – 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Fair 25 (25%) – 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.Poor 0 (0%) – 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.Feedback: Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.– Levels of Achievement:Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.Feedback: Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation-- Levels of Achievement:Excellent 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.Good 4 (4%) - 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.Fair 3.5 (3.5%) - 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.Poor 0 (0%) - 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Feedback: Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.-- Levels of Achievement:Excellent 5 (5%) - 5 (5%) Uses correct APA format with no errors.Good 4 (4%) - 4 (4%) Contains a few (1-2) APA format errors.Fair 3.5 (3.5%) - 3.5 (3.5%) Contains several (3-4) APA format errors.Poor 0 (0%) - 3 (3%) Contains many (≥ 5) APA format errors.Feedback: Total Points: 100 Nursing Assignment Help 2025