narrative illness – 2025 Task description Students are to engage with a consumer who is experiencing

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narrative illness – 2025

Task description:

  • Students are to engage with a consumer who is experiencing illness or who has had previous contact with the health care system.
  • Students are to produce a narrative piece of writing structured under Borton’s Framework for Reflection’s What? So What? and Now What? headings.

What?              Students are to provide a synopsis of the consumer interaction (What did they say? / What happened to the consumer? / What was their experience?).

So What?        Students are to provide a detailed exploration of the narratives of the consumer health journey  with reference to the three narrative theories discussed in week 1. (What does it all mean? / What are the underlying themes? / What narrative theory is evident?).

Now What?    Students are to provide an insightful reflection around how the interaction has contributed to their    professional development (How the experience will make you a better nurse?).

Use the following structure as a guide for your assignment:

  1. Cover page or header with the unit number, unit title, assignment title and your student number (not included in word count).
  2. Introduction: Approximately 150 words, including in-text citations.
  3. What?  Synopsis of the consumer’s story (Approximately 400 words, including in-text citations).
  4. So What?  Exploration of the consumer’s narratives and narrative theory (Approximately 400 words, including in-text citations).
  5. Now what? Refection on professional development (Approximately 400 words, including in-text citations).
  6. Conclusion: Sum up the consumer journey/narratives/reflection (approximately 150 words, including in-text citations).
  7. Reference list (not included in the word count).

Notes

  • Assignments should adhere to academic writing principals.
  • Students should use either Arial, Calibri or Times New Roman font styles in size 11 or 12. Assignments should be 1.5 or double spaced.
  • Please only write in the first or third person for this assignment. You may prefer to use a combination of both (eg: third person for the introduction, What? and So what? parts and first person in the Now what? and conclusion).
  • Students MUST use de-identified names for when referring to the consumer in your assignment. This is to protect their confidentiality.
  • Feel free to use headings to differentiate each section of your assignment (eg: What?, So What? and Now What?).
  • There is no minimum number of references for this assignment however Borton’s Framework for Reflection should be referenced appropriately.
  • Assignments should be first submitted through the URKUND portal in Canvas. Please review your URKUND result and make appropriate amendments (if required) prior to your final submission in the Assignment 1 portal on Canvas to avoid plagiarism.

Marking and moderation

  • Marking and moderation processes will be actioned in accordance with university policy.
  • Prior to the start of marking, a sample of 2-3 assignments will be individually marked by all members of the marking team.
  • Final marks and comments will then be discussed amongst the group to standardise the assignment expectations and marking process.
  • All assignments will be marked blind to student names (student IDs only visible).
  • All fail marks plus a cross section of all other marks (pass, credit, distinction and high distinctions) across all classes will be moderated.
  • Where there is a discrepancy between the marks awarded by the first and second marker, the average mark will be awarded.
  • If there is a student grievance around the marking, a third person will mark the assignment.

Introduction to nursing leadership (concepts and practice) – 2025 Assignment Nurse leader interview Interview a nurse leader chief nurse associate chief nurse director supervisor manager a master s

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Introduction to nursing leadership (concepts and practice) – 2025

Assignment: Nurse leader interview.

Interview a nurse leader (chief nurse, associate chief nurse, director, supervisor, manager), a master’s prepared nurse with leadership responsibilities (nurse educator, nurse quality specialist, nurse risk manager, nurse case manager, etc.), or advanced practice nurse with leadership responsibilities (clinical nurse specialist, nurse anesthetist, nurse midwife, or nurse practitioner).

– Analyze the leader’s role as it relates to a minimum of five of the major course concepts addressed (ethics in leadership, emotional intelligence, communication, conflict resolution, change theory, cultural competence/diversity, labor relations management, leadership models, management theory, motivational theory, Nurse of the Future competencies, interprofessional collaboration, and team building).

– Provide a narrative summary of your interviewee’s responses to each of the concepts (but not a verbatim account) of the interview. Incorporate references to provide support and analyze the concepts you discussed. Include your impression of congruence between the leader’s self-reflection and your personal observations of demonstrated leadership. Include the following in your paper:

– Comprehension: Introduce the leader, his or her credentials, title, job responsibilities, placement on the organizational chart/reporting responsibilities, education, experience, mentors, and pathway to their current role.

   Note: My leader is Dr. Parra, his credentials are ARNP, DNP (Specialized in Family practice). In the past he was a Doctor in Cuba. He is been practicing in the US for the last 15 years. Dr. Parra works alongside another Doctor. He is in charge of the wellbeing of the patients, new medication orders, signs and symptoms, critical labs, etc.

– Application: Describe the predominate model/theory of leadership used by this leader. Describe their style of leadership.

    Note: Dr. Parra’ style of leadership is Democratic. 

– Analysis/Synthesis: Clarify and illustrate the leader’s level of authority and influence within the organization. Discuss their sense of empowerment and efforts to empower others. Describe their intra- and extra-organizational responsibilities.

– Compare your personal philosophy/style/model of leadership with this leader and share whether or not expectations/perceptions of this leader were accurate.

– Evaluation: Summarize the leader’s behavior, strengths, successes, challenges and weaknesses.

Your paper should be 9 to 10 pages long, not counting cover page or references list, and should utilize 10-12 scholarly references.

TURNITIN Assignment.

APA Style 6th edition.

he Role of Root Cause Analysis in Public Safety ERM Programs Case – 2025 Please review Chapter 21 The Role of Root Cause Analysis in Public Safety ERM

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he Role of Root Cause Analysis in Public Safety ERM Programs Case – 2025

 

Please review Chapter 21: The Role of Root Cause Analysis in Public Safety ERM Programs Case and provide response for following questions.

1. Identify an emerging crime issue in your community using data available from sources such as local newspapers, online police reporting, and so forth. Frame the situation, and then identify the restraining and driving forces that may be impacting the issue.

2. Using your force field analysis, develop a cause and effect diagram for the situation.

LGBT RESPONSE – 2025 Peer 1 Nurses should see themselves as practitioners with the opportunity and obligation to impact current and

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LGBT RESPONSE – 2025

Peer 1  

Nurses should see themselves as practitioners with the opportunity and obligation to impact current and future delivery systems of health care to be successful. The practice of nursing is based on human health science and caring psychology. This works from a context that holistically respects all people and aims to encourage and advance the health of people throughout their lives and throughout all levels of society (Lesbian, Gay, Bisexual, and Transgender Health, n.d). 

A large number of the leading nursing associations encourage nurses to take part in the formulating of policies actively. For instance, the American Association of Colleges of Nursing underlines the job of nursing in strategy. It distinguishes, in its “Fundamentals” reports, the standard arrangement inclusion that ought to be tended to in instructive projects at the baccalaureate, master’s, and doctoral degrees of expert nursing. The National League for Nursing and the American Nurses Association additionally anticipate that medical caretakers should address the approach as a component of their expert job. Politically, nurses can play a significant role in influencing policies that influences the lives of lesbian, gay, bisexual, and transgender individuals (LGBT) (Burke, 2016). They include individuals from different ethnic and socioeconomic backgrounds, yet society has treated them as lesser beings. Nurses can influence policymaking concerning these groups in the following ways. 

Lobbying political leaders; Through unique knowledge of their constituents ‘ needs, city and county officials have the power to implement policies and programs that protect LGBTQ people, improve community engagement, and open opportunities (Burke, 2016). Nursing leaders can, therefore, lobby political leaders to pass policies that favor LGBT. 

Involvement in campaign groups; Many of these LGBT individuals face discrimination due to current policies in place. Nurses can join in their campaign and together fight for their rights. Sometimes, demonstrations are the only voice that the government hears and responds to. 

Volunteer to engage in conferences or activities related to strategy. Prepare a fact sheet and help prepare a document to educate policymakers. Inform stakeholders regarding events that provide incentives for policymakers to tackle. 

Conclusively, there is a need for changes to be effected on policies relating to LGBT rights to ensure they feel safe in society. As such, nurses should politically intervene with members of LGBT. They have the potential to have a profound global impact on politics. Nevertheless, it is nurses ‘ ethical and professional duty to intervene in policies they deem to be affecting their patients, LGBT notwithstanding. 

Peer 2 

Health policies impact health care and the nursing profession. The involvement of nurses in the development of health policy guarantees the provision of safe, accessible, high-quality and affordable care (Shariff, 2014). Nurses also have a role in patient advocacy. To this effect, they need to routinely consider the health needs of the LGBTQ community to eliminate any disparities in care and to improve the overall health of the general public. 

One political action that nurses can take to strengthen their role in policy-making is to take up internship or fellowship positions with nursing organizations that sponsor policy workshops (Aram, Rafii, Cheraghi, & Ghiyasvandian, 2014). During such workshops, nurses may get the opportunity to learn about contemporary health issues such as the needs of the LGBTQ community. With knowledge, nurses would be better placed to develop policy acumen which is the capacity to analyze policies. With policy acumen, nurses can effectively analyze health care services and direct their organizations to respond appropriately to the health needs of LGBTQ people. The development of policy acumen would thus be critical to nurses’ participation in policy-making. 

Nurses should also recognize the need for power as a driver for achieving goals in policy-making. Power would enable nurses to influence others inherently. Another plausible political action by nurses, therefore, would be to seek avenues and opportunities for the maximization of power (Aram et al., 2014). This may be achieved by the acquisition of adequate knowledge about health care issues. As such, nurses should engage in collaborative work with members of the LGBTQ community to gain knowledge about salient issues regarding the people. Such knowledge would ensure that nurses speak from a point of authority during policy-making deliberations. 

Another aspect of policy influence is advocacy. One of the most important mandates for nurses is to advocate for the rights of their patients. Achieving optimal advocacy would require nurses to take active roles in the political processes of their country. Through such involvement, nurses would be able to execute their advocacy roles more effectively. As patient advocates, nurses should ensure that everything in the healthcare system is centered on the delivery of patient-centered care (Aram et al., 2014). By enhancing their advocacy skills and capacities, nurses may be better placed to push for the perceived gaps in the health care of LGBTQ people. AACN MSN Essentials recognizes the need for a nurse to be able to provide intervention at the system level through policy development and the application of advocacy strategies to impact care (AANC, 2011). This third political action, therefore, would be in line with the requirements of nursing educations. 

Create a relevant response post with a minimum of 150 words that addresses peers’ initial posts regarding the specified discussion topic.  A rule of thumb for all DQ responses is the 3-3 rule; 3 paragraphs minimum, 3 sentences per paragraph minimum. Word document, double space. APA (6ht) 

This the original work if you needed 

Describe three political actions nurses could take to strengthen their role in policymaking as it relates to advocacy for improving LGBTQ health. Correlate your discussion to the AACN MSN Essentials, identify one that most pertains to this topic and elaborate on your selection. 

Attached below is additional information regarding providing adequate care for the LGBTQ community as outlined by Joint Commission and the CDC:  

Joint Commission & LGBTQ Community.pdf  

Lesbian, Gay, Bisexual and Transgender Health: https://www.cdc.gov/lgbthealth/ 

Pharmacokinetics and Pharmacodynamics – 2025 Discussion Pharmacokinetics and Pharmacodynamics As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders it is

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Pharmacokinetics and Pharmacodynamics – 2025

  

Discussion: Pharmacokinetics and Pharmacodynamics

As an advanced practice nurse assisting physicians in the diagnosis and treatment of disorders, it is important to not only understand the impact of disorders on the body, but also the impact of drug treatments on the body. The relationships between drugs and the body can be described by pharmacokinetics and pharmacodynamics.

Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body.

When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease.

For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug.

To Prepare

· Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.

· Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.

· Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.

· Think about a personalized plan of care based on these influencing factors and patient history in your case study.

Assignment

Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples.

Learning Resources

Required Readings (click to expand/reduce)

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

· Chapter 1, “Prescriptive Authority” (pp. 1–3)

· Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)

· Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)

· Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)

· Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)

· Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)

American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674–694. doi:10.1111/jgs.15767

American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults.

Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm

This website outlines the code of federal regulations for prescription drugs.

Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.

Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.deadiversion.usdoj.gov/pubs/manuals/pract/index.html

This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.

Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html

This website details key aspects of drug registration.

Fowler, M. D. (2015). Guide to the code of ethics for nurses with interpretive statements: Development, interpretation, and application. Silver Spring, Maryland: American Nurses Association, 2015. 

This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice.

Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list

This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.

Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17

This article provides NPs with information regarding state-based laws for NP prescribing.

Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446

The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

Ethical and Legal Implications of Prescribing Drugs – 2025 What type of drug should you prescribe based on your patient s diagnosis How much of the drug should

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Ethical and Legal Implications of Prescribing Drugs – 2025

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.  

Photo Credit: Getty Images/Caiaimage

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

To Prepare
  • Review the Resources for this module and consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.
  • Review the scenario assigned by your Instructor for this Assignment.
  • Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for your state or region, and reflect on these as you review the scenario assigned by your Instructor.
  • Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.
By Day 7 of Week 1

Write a 2- to 3-page paper that addresses the following:

  • Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
  • Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation. 
  • Explain the process of writing prescriptions, including strategies to minimize medication errors.

4 references not more than 5 years

zero plagiarism

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

  • Chapter 1, “Prescriptive Authority” (pp. 1–3)
  • Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9)
  • Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16)
  • Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40)
  • Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49)
  • Chapter 6, “Individual Variation in Drug Response” (pp. 51–56)

Pharmacology Legal and Ethical Implications of prescribing drugs – 2025 Consider the legal and ethical implications of prescribing prescription drugs disclosure and nondisclosure A friend calls and asks

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Pharmacology Legal and Ethical Implications of prescribing drugs – 2025

Consider the legal and ethical implications of prescribing prescription drugs, disclosure, and nondisclosure.

·  A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.

·  Search specific laws and standards for prescribing prescription drugs and for addressing medication errors for GEORGIA.

·  Consider the ethical and legal implications of the scenario for all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.

·  Think about two strategies that you, as an advanced practice nurse, would use to guide your ethically and legally responsible decision-making in this scenario, including whether you would disclose any medication errors.

Write a 3-page paper that addresses the following:

·  Explain the ethical and legal implications of the scenario (  A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway. ) on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.

·  Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.

·  Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation. 

·  Explain the process of writing prescriptions, including strategies to minimize medication errors.

WK 6 Assignment – 2025 Submit Annotation of a Quantitative Research Article This week you will submit the annotation of a quantitative research article

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WK 6 Assignment – 2025

Submit: Annotation of a Quantitative Research Article

This week, you will submit the annotation of a quantitative research article on a topic of your interest (something in the healthcare or healthcare administration). Quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental are examples of types of research designs used in quantitative research.

An annotation consists of three separate paragraphs that cover three respective components: summary, analysis, and application. These three components convey the relevance and value of the source. As such, an annotation demonstrates your critical thinking about, and authority on, the source. This week’s annotation is a precursor to the annotated bibliography assignment due in Week 10.

An annotated bibliography is a document containing selected sources accompanied by a respective annotation of each source. In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful first step in gathering sources in preparation for writing a subsequent literature review as part of a dissertation.

Please review the assignment instructions below and click on the underlined words for information about how to craft each component of an annotation.

It is recommended that you use the grading rubric as a self-evaluation tool before submitting your assignment.

By Day 7

  • Use the Walden library databases to search for one quantitative research article from a peer-reviewed journal on a topic of your interest.
  • Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that the article describes a quantitative study. Confirm that one of the types of quantitative designs, such as quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental, was used in the study.
  • Annotate one quantitative research article from a peer-reviewed journal on a topic of your interest.
  • Provide the reference list entry for this article in APA Style followed by a three-paragraph annotation that includes:
  • Format your annotation in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.
  • Submit your annotation.

Course Reflection – 2025 Purpose The purpose of this assignment is to provide the student an opportunity to reflect on selected

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Course Reflection – 2025

  

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3065C course.  

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes: 

– Apply the assessment component of the nursing process

– Demonstrate critical thinking and documentation skills in order to perform his/her nursing duties with appropriate judgment.

Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.

Requirements

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab. 

3. The length of the reflection is to be within three to six pages excluding title page and reference pages. 

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered): 

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection 

b. Conclusion

Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3065C course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

3. Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.

4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

5. Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.

6. Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

8. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

10. Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

11. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

12. Create a safe care environment that results in high quality patient outcomes.

13. Revise the plan of care based on an ongoing evaluation of patient outcomes.

14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.

15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload 

16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.

17. Develop a beginning understanding of complementary and alternative modalities and their role in health care. 

18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.

19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.

20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

21. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.

22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Capstone project topic selection and approval – 2025 In collaboration with your approved course mentor you will identify a specific evidence based practice proposal topic for

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Capstone project topic selection and approval – 2025

In collaboration with your approved course mentor, you will identify   a specific evidence-based practice proposal topic for the capstone   project. Consider the clinical environment in which you are currently   working or have recently worked. The capstone project topic can be a   clinical practice problem, an organizational issue, a quality   improvement suggestion, a leadership initiative, or an educational   need appropriate to your area of interest as well as your practice   immersion (practicum) setting. Examples of the integration of   community health, leadership, and an EBP can be found on the   “Educational and Community-Based Programs” page of the Healthy     People 2020 website.

Write a 500-750 word description of your proposed capstone project   topic. Make sure to include the following:

(my capstone project topic selected and approval is: For patients and healthcare workers in the hospital  does hand washing protocol  compared to an alcohol based solution  reduce hospital acquired infection  within a period of stay in the hospital )

  1. The problem, issue, suggestion, initiative, or educational     need that will be the focus of the project
  2. The setting or     context in which the problem, issue, suggestion, initiative, or     educational need can be observed.
  3. A description providing a     high level of detail regarding the problem, issue, suggestion,     initiative, or educational need.
  4. Impact of the problem,     issue, suggestion, initiative, or educational need on the work     environment, the quality of care provided by staff, and patient   outcomes.
  5. Significance of the problem, issue, suggestion,     initiative, or educational need and its implications to   nursing.
  6. A proposed solution to the identified project   topic

You are required to retrieve and assess a minimum of 8 peer-reviewed   articles. Plan your time accordingly to complete this assignment.

Prepare this assignment according to the guidelines found in the APA   Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Please refer   to the directions in the Student Success Center.