2023 The collection of evidence is an activity that occurs with an endgame in mind

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Nursing 2023 Assignment: Evidence-Based Project, Part 5: Recommending An Evidence-Based Practice Change

The collection of evidence is an activity that occurs with an endgame in mind 2023 Assignment

 

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.

In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

To Prepare:

  • Reflect on the four peer-reviewed articles you critically appraised in Module 4.
  • Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.

The Assignment: (Evidence-Based Project)

Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

  • Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
  • Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
  • Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
  • Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
  • Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
  • Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
  • Add a lessons learned section that includes the following:
    • A summary of the critical appraisal of the peer-reviewed articles you previously submitted
    • An explanation about what you learned from completing the evaluation table (1 slide)
    • An explanation about what you learned from completing the levels of evidence table (1 slide)
    • An explanation about what you learned from completing the outcomes synthesis table (1 slide)

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2023 1 Why is a philosophy of science important to nursing Provide examples from your clinical practice

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Nursing 2023 Nursing research

1 Why is a philosophy of science important to nursing Provide examples from your clinical practice 2023 Assignment

1-Why is a philosophy of science important to nursing? 

Provide examples from your clinical practice that demonstrate how the scientific method influences nursing knowledge, and in turn, practice? (Essentials I, III, VI, VIII and IX) 

 

Discussion Rubric

The initial post will be regarding the topic of the week and will be a minimum of 250 words. Make sure you provide appropriate references and utilize APA style.

Each discussion will be allocated to a specific Master’s Essential. 

the attached document was my first discussion. 

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2023 Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency CVI

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Nursing 2023 Assignment: Disorders Of The Veins And Arteries

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency CVI 2023 Assignment

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

To Prepare

  • Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
  • Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
  • Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.

To Complete

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

All papers submitted include a title page, introduction, summary, and references

  • Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
  • Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
  • Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

References:

Huether, S. E., & McCance, K. L. (2017). Understanding  pathophysiology (6th ed.). St. Louis, MO: Mosby.
 
Chapter 23, “Structure and Function of the Cardiovascular and Lymphatic Systems”

This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.

Chapter 24, “Alterations of Cardiovascular Function”

This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.

Chapter 25, “Alterations of Cardiovascular Function in Children”

This chapter examines cardiovascular disorders that affect children. It distinguishes congenital heart disease from acquired cardiovascular disorders.
 

Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th  ed.). New York, NY: McGraw-Hill Education.
 
Chapter 11, “Cardiovascular Disorders: Vascular Disease”

This chapter begins with an overview of the vascular component of the cardiovascular system and how the cardiovascular system is normally regulated. It then describes three common vascular disorders: atherosclerosis, hypertension, and shock.

  • http://www.heart.org/HEARTORG/

http://millionhearts.hhs.gov/index.html

http://www.nhlbi.nih.gov/

Rubric:

Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.–Levels of Achievement:Excellent 27 (27%) – 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Good 24 (24%) – 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Fair 21 (21%) – 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Poor 0 (0%) – 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.Feedback:

Quality of Work Submitted:
The purpose of the paper is clear.–Levels of Achievement:Excellent 5 (5%) – 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
Good 4 (4%) – 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
Fair 3.5 (3.5%) – 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
Poor 0 (0%) – 3 (3%)
No purpose statement was provided.Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.–Levels of Achievement:Excellent 9 (9%) – 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Good 8 (8%) – 8 (8%)
Demonstrates a clear understanding of key concepts.
Fair 7 (7%) – 7 (7%)
Shows some degree of understanding of key concepts.
Poor 0 (0%) – 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–Levels of Achievement:Excellent 18 (18%) – 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.
Good 16 (16%) – 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Fair 14 (14%) – 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Poor 0 (0%) – 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.Feedback:

Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings,  textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.–Levels of Achievement:Excellent 18 (18%) – 20 (20%)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
Good 16 (16%) – 17 (17%)
Summarizes information gleaned from sources to support major points, but does not synthesize.
Fair 14 (14%) – 15 (15%)
Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.
Poor 0 (0%) – 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.Feedback:

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and 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 structure, flow, continuity and clarity
Good 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
Fair 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.
Poor 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for structure, 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%)

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2023 Prepare A Genogram For The Client You Selected The Genogram Should Extend Back By At Least Three Generations Great Grandparents

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Nursing 2023 GENOGRAM FOR CLIENT

Prepare A Genogram For The Client You Selected The Genogram Should Extend Back By At Least Three Generations Great Grandparents 2023 Assignment

 Prepare A Genogram For The Client You Selected. The Genogram Should Extend Back By At Least Three Generations (Great Grandparents, Grandparents, And Parents)

I will provide a client without violating HIPPA these are the areas need to be addressed in the genogram

  • Demographic information
  • Presenting problem
  • History or present illness
  • Past psychiatric history
  • Medical history
  • Substance use history
  • Developmental history
  • Family psychiatric history
  • Psychosocial history
  • History of abuse/trauma
  • Review of systems
  • Physical assessment
  • Mental status exam
  • Differential diagnosis
  • Case formulation
  • Treatment plan

 Pain Today (0-10): Pain is described as 1 out of 10.  Allergies: NKDA  SLEEP ISSUES: Hours of sleep per night: 6-7 Snores: No Sleep latency: 0-15 min Daytime Somnolence: No   Substance History: Caffeine Use: No Cups/Date Equivalent: Tobacco/e-cigs: none Packs/Date Equivalent: Illicit drug use: denied   DEVELOPMENTAL/SOCIAL HISTORY: Patient reports that he grew up in Mississippi. His father died in a motor vehicle accident when he was several months old. Raised by his mother and stepfather. Denies any abuse history. Never married. Has a bachelor’s of arts in communication from Grambling UNIV. reports that he worked at Lowe’s during college and thereafter. Is an AGR Soldier within the United States Army reserves in Mississippi from 2012-2018. States that his religion and spiritual values preference being Christian.  Patient was primarily raised by Biological parents and that childhood was generally Good. Patient denies ever being physically, sexually or emotionally abused. Highest level of education achieved is: 4-year college degree or equivalent. Patient is currently single and currently lives with Other. Housing is currently Off-Post. Patient reports religion, faith or spirituality DO play an important role in life. Social support reported as satisfactory. Patient reports the following history of legal issues: None of the above.  PAST FAMILY/MEDICAL HISTORY: Family Medical Illnesses: None Family Behavioral Health Illnesses: None Family Substance Use History: None  OBJECTIVE MSE Orientation: ☐None ☒Place ☒Object ☒Person ☒Time Attention: ☒Normal ☐Distracted ☒Other: Maintained focus and attention throughout the session. Appearance: ☒Neat ☐Disheveled ☐Inappropriate ☐Bizarre ☒Other: dressed in civilian attire. Behavior: ☒Cooperative ☐Guarded ☐Withdrawn ☐Agitated ☐Stereotyped ☐Aggressive ☒Other: calm Eye Contact: ☒Normal ☐Intense ☐Limited ☒Other: maintained appropriate eye contact during the session. Psychomotor: ☒Normal ☐Restless ☐Tics ☐Slowed ☐Other Speech: ☒Normal rate, volume, and rhythm ☐Tangential ☐Pressured ☐Impoverished ☐Other Mood: “I feel good overall.” Affect: ☒Congruent with mood ☒Euthymic ☐Anxious ☐Angry ☐Depressed ☐Euphoric ☐Irritable ☐Constricted ☐Flat ☐Labile ☐Other Thought Process: ☒WNL ☐Circumstantial ☐Tangential ☐Loose Associations ☐Disorganized ☐Other Thought Content: ☒WNL ☐SI ☐HI ☒ potentially paranoid ☐A/V hallucinations ☐Delusional ☒Other: Denies SI/HI plan or intent Memory Impairment: ☒WNL ☐Short-Term ☐Long-Term ☐Other Insight: ☐Good ☒Fair ☐Poor Comments: Judgment: ☐Good ☒Fair ☐Poor Comments:  BHDP: Behavioral Health Vitals (patient reported): Overall health reported as: Good Pain Level (0-10): 0 Currently treated: N/A Suicidal Ideation Risk – C-SSRS-S score: 0 Past/Prep Behavior last 3 months: N/A # past attempts as of 12/07/2016: 2 Most recent Suicidal Ideation: N/A Suicidal Ideation Duration: N/A Suicidal Ideation Frequency: N/A Protective Elements Stopping Suicidal Actions: Faith/Religion, Family, Hope for future, Friends, Other Harm Others Risk over next week as of 12/18/2018 – None Active Plan: N/A Patient with access to weapons: No  Recent Outcome Measures (last 30 days) BASIS24 – Score: 0.56 – Subclinical to low level of general distress reported (12/18/2018) PHQ9 – Score: 4 – Depressive syndrome unlikely (12/18/2018) GAD7 – Score: 3 – Anxiety syndrome unlikely (12/18/2018) PCL-5 – Score: 3 – None-Low PTSD symptoms reported (12/18/2018) PCL-C: N/A AUDIT: N/A CSI – Score: 8 – Possible relationship distress reported. Evaluation indicated. (11/30/2018) ISI – Score: 9 – Subthreshold insomnia (12/18/2018) BAM: N/A  LABORATORY RESULTS: Reviewed laboratory results  ASSESSMENT Patient Strengths: ☐ None reported ☐ motivated ☐ insightful ☐ committed ☐ Tx compliant ☒ family support ☐ social support ☐desires change ☐ previous positive BH experience ☐ desire to address longstanding issues ☒ good expressive language ☐ good ego strength ☐ Other:  Patient Barriers: ☐ None reported ☐ unmotivated ☐ limited insight ☒ uncommitted ☐ Tx non-compliant ☐ limited family support: ☐resistant ☐co-morbid Dx ☐ previous negative BH experience ☒ limited social support ☐cognitive impairment/TBI ☐low ego strength ☒ Other: Not resistant but questions the validity of his behavioral healthcare  SAFETY RISK ASSESSMENT ☐YES ☒NO History of Suicidal Ideation: ☐YES ☒NO History of Suicidal Planning: ☐YES ☒NO History of Suicidal Gestures: ☐YES ☒NO History of Suicidal Attempts: ☐YES ☒NO Close friends/family who have attempted/completed suicide: ☐YES ☒NO History of intentionally harming others or destroying property: ☐YES ☒NO Current intentions to engage in above behaviors: ☐YES ☒NO History of impulsive-taking:  Risk Factors: ☐None reported ☒Male ☐Impulsive ☒Weapons access ☐Legal Stressors ☐Financial Stressors ☒Occupational conflict ☐Chronic medical problems ☐Substance abuse: ☐Abuse victim: ☐History of suicidal gestures ☐History of family/friend suicide ☐Relationship problems ☐OTHER: insomnia  Protective Factors: ☐None reported ☐Married ☐Children ☒Positive religious coping ☒Future orientation ☒Healthy coping skills ☐Active treatment participation ☒Supportive spouse ☐Supportive family ☐Social support ☒PT wants to continue treatment ☐OTHER:  This provider considered the above risk/protective factors and has determined the following risk level: RISK: Harm to Self – ☒Not Elevated ☐Low ☐Intermediate ☐High Harm to Others – ☒Not Elevated ☐Low ☐Intermediate ☐High SAFETY:☐YES ☒NO Imminent threat to self. ☐YES ☒NO Imminent threat to others. ☐YES ☒NO Imminent threat of harm from other individuals. ☒YES ☐NO Patient is fully able to make informed medical decisions and manage affairs. ☒YES ☐NO Patient is unlikely to withhold information about SI/HI ideation or intent. ☒YES ☐NO Patient is considered to be a reliable source of information.  DIAGNOSTIC FORMULATION: This is a 35-year-old male who was deployed to the Middle East as an individual unit augmentee. He reports that he became an conflict with his leadership over mishandling funds, and other ethical related issues. The unit is making the claim that the patient is misperceiving these incidences, based off of the provider assessment in-theater; paranoia over this situation was identified.  DSM Diagnosis(es) Code: Other occupational structure stressors R/O: Delusional Disorder, psychosis  Estimated Treatment Prognosis: Good .  PLAN Treatment Summary: 1) Patient was provided psychoeducation, assessment of current functioning, risk/safety assessment, development of rapport, development of treatment goals, empathic listening and directed questioning techniques to elicit information and provided supportive environment to facilitate patient insight. Patient was provided active listening, strategic reflection, encouragement and validation. Other therapies discussed include: 1. Diaphragmatic Breathing 2. Progressive Muscle Relaxation 3. Safe Place Imagery 4. Mindful breathing 5. Problem solving techniques 6. Sleep Hygiene 7. Discussed, Virtual Hope box, Tactical Breather, Moving forward and Mindfulness coach apps available on smart phone.  2) Discussed open-access clinic available at BH clinic. Pt agree if symptoms worsen or if new behavioral concerns arise, Pt to call, RTC, or if after duty hours, go to ED and/or call emergency line. Limits to confidentiality were discussed with the patient as appropriate.  3) Attending behavioral health group for deployed service members on Monday, Tuesday, Thursday and/or Friday from 1430-1600.  Medications: None  Risk/Suicide Management Plan: ☒YES ☐N/A The patient will follow-up in therapy to address treatment goals. ☒YES ☐N/A The patient has demonstrated the ability to and has agreed to make use of a crisis response plan. ☐YES ☒N/A The patient was added to the High Interest Program to track continuity of care. ☐YES ☒N/A Persons notified: ☐YES ☒N/A Emergency Contacts: ☒YES ☐N/A Emergency Contacts and Crisis Response Plan: Call friends, family members, or a trusted chaplain. Contact Military One Source at http://www.militaryonesource.mil/ or call 00-800-3429-6477. Call Wounded Soldier and Family Hotline at OCONUS DSN 312-421-3700. Access www.realwarriors.net/livechat for online chat support. After duty hours, call 112, call MPs, First Sergeant or primary supervisor if feeling suicidal. During duty hours, walk in to Behavioral Health Clinic. Go to the Emergency Room at Landstuhl Regional Medical Center. They will call the on-call Behavioral Health Provider. ☐YES ☒N/A Safety plan worksheet uploaded into HAIMS. 

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2023 Discussion Developing a Culture of Evidence Based Practice As your EBP skills grow you may be called upon

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Nursing 2023 Developing A Culture Of Evidence-Based Practice

Discussion Developing a Culture of Evidence Based Practice As your EBP skills grow you may be called upon 2023 Assignment

  

Discussion: Developing a Culture of Evidence-Based Practice

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.

To Prepare:

· Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

o This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

· Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

  

Assignment: Evidence-Based Capstone Project, Part 6: Disseminating Results

The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP.

To Prepare:

· Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.

· Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.

· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

Submit Part 6, your revised PowerPoint presentation of your Evidence-Based Project.

Resources to use below:

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 10, “The Role of      Outcomes on Evidence-based Quality Improvement and enhancing and      Evaluating Practice Changes” (pp. 293–312)
  • Chapter 12, “Leadership      Strategies for Creating and Sustaining Evidence-based Practice      Organizations” (pp. 328–343)
  • Chapter 14, “Models to Guide Implementation      and Sustainability of Evidence-based Practice” (pp. 378–427)

Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, B. M., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60. doi:10.1097/10.1097/01.NAJ.0000395243.14347.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/03000/Evidence_Based_Practice,_Step_by_Step_.31.aspx 

Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). Organizational change strategies for evidence-based practice. Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f. Retrieved from http://downloads.lww.com/wolterskluwer_vitalstream_com/journal_library/nna_00020443_2007_37_12_552.pdf 

Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e. Retrieved from https://www.nursingcenter.com/nursingcenter_redesign/media/EBP/AJNseries/Sustaining.pdf

Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomes. Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188. Retrieved from https://sigmapubs.onlinelibrary.wiley.com/doi/abs/10.1111/wvn.12188 

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2011/09000/Evidence_Based_Practice,_Step_by_Step__Sustaining.27.aspx

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2023 Anne Kolsky 7 posts Re Topic 7 DQ 1 Internal Project Team Identified The

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Nursing 2023 DQ71 RESPONSE

Anne Kolsky 7 posts Re Topic 7 DQ 1 Internal Project Team Identified The 2023 Assignment

Anne Kolsky    7 posts   

Re: Topic 7 DQ 1  Internal Project Team Identified  The internal project team for the change project are identified as the nurse, administration, social workers, teachers, case managers, counselors, and support staff (Spruce, 2015).  External Project Team Identified  The external team includes the parent or guardian, the health care provider, mental health providers, external social workers, school board and community members (Spruce, 2015).  Identification of Scope of Project  The EBP internal and external teams or representatives would ideally meet together, but at the very least will be presented the information needed for collaboration to bring consensus to the methods of monitoring students who have been identified with needs through screenings and have been presented with referrals for services (Spruce, 2015).  Identifying the Evidence  The nurses involved in screening will need to present to both groups evidence for the need to screen, identify, give referrals, and monitor to ensure that needed services are in place and implemented. The nurses will also make practice recommendations to both groups as they are stakeholders in not only making things happen, but funding for screening and monitoring. Health care and mental health care will need to support with identification of funding sources, monitoring and surveillance and services (Spruce, 2015).  Importance of Reporting Results to Both Groups  Providing feedback to team members is extremely important. Everyone wants to know if the time, effort, and funding is making a difference. Feedback is important from the stakeholders to make sure needed changes are working in the most streamlined manner. It is recommended to review the process every two years or as often as needed when evidence changes or practice needs change. Teaching the groups the importance of the long-term benefits of early childhood screenings and the financial incentives to both community and family are a must (Spruce, 2015).  Communication Strategies   Internal communication would include teaching screening methods, referral processes, and monitoring from the school perspective. Technology can most definitely be used to integrate EBP for identification and follow-through (Spruce, 2015).  Spruce, L. (2015). Back to basics: Implementing evidence-based practice. AORN Journal, 101(1), 106–112. Doi:10.1016/j.aorn.2014.08.009

Please reference must include doi or retrieval URL 

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2023 Criteria Points Identify how Chasing Zero Campaign and QSEN initiatives are related 10 Address if you

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Nursing 2023 Module 11 Written Assignment – Chasing Zero

Criteria Points Identify how Chasing Zero Campaign and QSEN initiatives are related 10 Address if you 2023 Assignment

 

Criteria

Points

Identify how Chasing Zero Campaign and QSEN initiatives are related

10

Address if you think Zero errors is achievable

 

Module 11 Written Assignment – Chasing Zero

Points/Grading Rubric:

10

Discuss why you do or do not believe that Zero errors can occur

15

Grammar, APA and Organization

5

Total

40

 

Chasing Zero Video OR Chasing Zero Article

Prepare to spend an hour watching this video.It is very important to make sure to tie all of this together

In a one page paper discuss the following questions:

  • How are this campaign and QSEN initiatives related?
  • Do you think that Zero (no errors) is achievable in healthcare? Why/why not?

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2023 For each day that you volunteer create a new journal entry in which the first line is the day

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Nursing 2023 Journal Entries

For each day that you volunteer create a new journal entry in which the first line is the day 2023 Assignment

For each day that you volunteer, create a new journal entry in which the first line is the day, date, and time period that you worked that day. Please put this information in bold font. Write a paragraph that describes the type of duties you carried out that day (what you did, who else was there, whether you were a part of a team or were working alone, etc.). Once each week, focus on one particular event or aspect of your work that week and describe why you found this particular task or event to be unusual or of special interest. In a 250-300-word entry, relate this aspect of your volunteer experience to some specific knowledge that you have previously gained in your coursework to this point.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

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2023 Describe a news story or professional experience in which someone claimed that a doctor nurse hospital nursing home or

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Nursing 2023 2-1 Discussion: In The News

Describe a news story or professional experience in which someone claimed that a doctor nurse hospital nursing home or 2023 Assignment

Describe a news story or professional experience in which someone claimed that a doctor, nurse, hospital, nursing home, or other healthcare provider did not treat them with the appropriate standard of care. Briefly discuss what happened. How was the situation handled? Do you believe the standard of care was violated? If so, how? The best answers will relate concepts from this week’s materials provided below:

Text Book Chapter 3 – Attached in files – Please use info from textbook – a must!

Article Links on – Standard of Care  – https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3088386/

https://injury.findlaw.com/accident-injury-law/standards-of-care-and-the-reasonable-person.html

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2023 Instructions Recently a terminated employee used his mobile device to log in to the company

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Nursing 2023 information system management/system hacking

Instructions Recently a terminated employee used his mobile device to log in to the company 2023 Assignment

Instructions

Recently, a terminated employee used his mobile device to log in to the   company network and steal sensitive data. As the manager of the information   technology (IT) security department, you were asked by your boss to present a   summary of what the organization should do to prevent this from happening   again.  Create a PowerPoint presentation of your summary. In your PowerPoint   presentation, you should include the components listed below.

  • Explain the goal of information security in relation to mobile        devices.
  • Identify the three sources of threats, provide a summary of each, and        provide at least one example of each.
  • Explain technical safeguards, and discuss which technical safeguard(s)        should be used for mobile devices.
  • Explain data safeguards, and discuss which data safeguard(s) should be        used in this type of scenario.
  • Explain human safeguards, and discuss which human safeguard(s) should be        implemented.
  • Discuss why the organization needs an incident response plan to secure        information and knowledge.

Your presentation must be a minimum of six slides in length, not counting the   title and reference slides. Be sure that any graphics used are appropriate and   support the content of your presentation. You must use at least two references   in your presentation, and they should be cited and referenced in APA format.   Please cite all sources used

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