2023 Intuition vs Experience in Nursing Nurses promote a place of safety for the patients

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Nursing 2023 Catherine Owens

Intuition vs Experience in Nursing Nurses promote a place of safety for the patients 2023 Assignment

 Intuition vs Experience in Nursing

Nurses promote a place of safety for the patients. We promote healing and wellness within the health care industry. The nurse advocates for safety, educates the patients and their family and even the community. They have a vital role in the medical field.Technology is constantly changing and is the medical field so is medicine. Always using evidence based practices, research studies and trials. There are NP’s, PA’s, doctors that walk around with a tablet in hand as they are doing rounds in a hospital, so they pretty much have everything at their finger tips versus how things were 10 or more years ago. I could see a robot or even an avatar greeting patients, checking them in at a clinic or hospital. It could be possible that the avatar may even collect patient information, provide discharge instructions to the patients. It all seems so far out however we have a machine which I believe is called “The Da Vinci” that is very similar to one playing a video game. I have seen this in action as the surgeon is not even touching the patient, it is the machines hands.
               Technology is constantly changing and we need to be up to speed with it. For example, when electronic charting rolled out, I am sure it was not a smooth transition. As with any new product that is trying to streamline things there will be some draw backs and even setbacks however in the long run it will make things run more efficiently . The nurses had to learn how to navigate through the new systems versus the old paper charting system.  In doing some research I found an article that discusses less invasive and more accurate tools for diagnostics and treatment which is to include a tattoo that will monitor blood glucose levels. The dye from the tattoo will light up when the levels get too high and when the blood sugar gets too low the colors will become dark (Huston, 2013). With changes like this it can make not only the nurses life easier but also the patient’s. They should be able to manage their diabetes easier.  With the changes in technology, nurses will be able to deliver better patient care which can contribute to a better outcome.

reference

Huston, C. (2013). The impact of the emerging technology on nursing care. The Online Journal of Issues in Nursing (18)2. Retrieved from https://www.ojin.nursingworld.org

Respond to the discussion above.

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2023 No Plegarism please assignment will be checked with Turnitin Will need minimum of 3 pages title

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Nursing 2023 MN566 Advanced Nursing Assignment: Health Maintenance And Screening Plans

No Plegarism please assignment will be checked with Turnitin Will need minimum of 3 pages title 2023 Assignment

 

No Plegarism please, assignment will be checked with Turnitin. 

Will need minimum of 3 pages, title, and reference page APA Style, double spaced, times new romans, font 12, and and (3 references within 2014-2018) with intext citations). 

Health Maintenance and Screening Plans

Clinical preventive services, such as routine disease screening and scheduled immunizations, are key to reducing death and disability and improving the Nation’s health. Yet, despite the fact that these services are covered by Medicare, Medicaid, and many private insurance plans under the Affordable Care Act, millions of children, adolescents, and adults go without clinical preventive services that could protect them from developing a number of serious diseases or help them treat certain health conditions before they worsen.

Discuss preventative services and ways to promote and overcome the barriers in your clinical practice to deliver holistic care including the recommended services for all patients across a lifespan. Please include examples, evidence-based information and references to support your work.

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2023 You will utilize your change model for this assignment Review the feedback

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Nursing 2023 Change Model

You will utilize your change model for this assignment Review the feedback 2023 Assignment

You will utilize your change model for this assignment. Review the feedback submitted by your instructor on your previous change model assignment. Make any changes or modifications necessary for the submission of this assignment.Evaluate the performance of your organization or department. Identify an area that would significantly benefit from initiating a change. Write a paper (1,500-1,700 words) in which you describe the particular area you propose to address through a change initiative. Include the following for your company:

  1. Discuss the issues in this area and the current outcomes as a result of the issues.
  2. Describe the external and/or internal driving forces, contributing issues, and the people affected.
  3. Evaluate the stakeholders involved and discuss how they will be affected by your change initiative.
  4. Clarify your role and responsibility as a change leader. Discuss the leadership theory (or theories) you will use to guide the change process. 
  5. Discuss the change agents you need to recruit in order to successfully implement your change. Describe the roles of these change agents.
  6. Utilize your change model to develop strategies: (a) Explain the relevance of this model to your organization; and (b) Present the strategic aspects using your model. Be sure to clearly define the purpose of each aspect, the people involved, and the actions that need to be taken.
  7. Identify, or predict, the potential barriers to change. Discuss possible ways to overcome these obstacles, including methods for dealing with emerging or unforeseen circumstances that could impede implementation.
  8. Describe the evaluation methods you will use to determine the level of success of your change initiative. Discuss what metrics or measurable determinates you will use.
  9. Propose strategies to anchor change or support continuous change.
  10. Establish how your change plan supports the organizational mission/goal, genuinely addresses stakeholder concerns, and will serve as an equitable contribution for the community or society overall.

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2023 Practicum Week 1 Journal Entry As a future advanced practice nurse it is important that you are able to

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Nursing 2023 Assgn 2 – WK4 (G)

Practicum Week 1 Journal Entry As a future advanced practice nurse it is important that you are able to 2023 Assignment

                                        Practicum – Week 1 Journal Entry  

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal.

                                                                  The Assignment 

In preparation for this course’s practicum experience, address the following in your Practicum Journal: 

· Select one nursing theory and one counseling theory to best guide your practice 

   in psychotherapy.
  Note: For guidance on nursing and counseling theories, refer to this week’s 

   Learning Resources. 

· Explain why you selected these theories. Support your approach with evidence-

  based literature.

· Develop at least three goals and at least three objectives for the practicum 

  experience in this course.

· Create a timeline of practicum activities based on your practicum requirements.

 

PLEASE ACCORDING TO THE INSTRUCTOR: 

  • Student, the objectives for this assignment were:
  • Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.
  • Note: For guidance on nursing and counseling theories, refer to this week’s Learning Resources.
  • Explain why you selected these theories. Support your approach with evidence-based literature.
  • Develop at least three goals and at least three objectives for the practicum experience in this course.
  • Create a timeline of practicum activities based on your practicum requirements.

NOTE: THE Practicum Journal Template (Word document) IS ATTACHED WITH 

                THIS ASSIGNMENT.

                                                     Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

  • Chapter      11, “Group Therapy” (pp. 407–428)

Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson.

  • Chapter 1, “The Foundations of Family Therapy” (pp.      1–6)
  • Chapter      2, “The Evolution of Family Therapy” (pp. 7–28)

Breeskin, J. (2011). Procedures and guidelines for group therapy. The Group Psychologist, 21(1). Retrieved from http://www.apadivisions.org/division-49/publications/newsletter/group-psychologist/2011/04/group-procedures.aspx

Khawaja, I. S., Pollock, K., & Westermeyer, J. J. (2011). The diminishing role of psychiatry in group psychotherapy: A commentary and recommendations for change. Innovations in Clinical Neuroscience, 8(11), 20–23. Retrieved from http://innovationscns.com/

Koukourikos, K., & Pasmatzi, E. (2014). Group therapy in psychotic inpatients. Health Science Journal, 8(3), 400–408. Retrieved from http://www.hsj.gr/medicine/group-therapy-in-psychotic-inpatients.php?aid=2644

Lego, S. (1998). The application of Peplau’s theory to group psychotherapy. Journal of Psychiatric & Mental Health Nursing, 5(3), 193–196. doi:10.1046/j.1365-2850.1998.00129.x

McClanahan, K. K. (2014). Can confidentiality be maintained in group therapy? Retrieved from http://nationalpsychologist.com/2014/07/can-confidentiality-be-maintained-in-group-therapy/102566.html

U.S. Department of Health & Human Services. (2014). HIPAA privacy rule and sharing information related to mental health. Retrieved from http://www.hhs.gov/sites/default/files/ocr/privacy/hipaa/understanding/special/mhguidancepdf.pdf

                                                        Required Media

Sommers, G., Feldman, S., & Knowlton, K. (Producers). (2008a). Legal and ethical issues for mental health professionals, volume 1: Confidentiality, privilege, reporting, and duty to warn [Video file]. Mill Valley, CA: Psychotherapy.net. 

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2023 Please write one paragraph response to the following Discussion by using one reference from peer reviewed Nursing Journal not

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Nursing 2023 RTP D1

Please write one paragraph response to the following Discussion by using one reference from peer reviewed Nursing Journal not 2023 Assignment

Please, write one paragraph response to the following Discussion by using one reference from peer-reviewed Nursing Journal not older than 5 years.

 

Evidence based practice plays a major role in nursing, EBN is any practice that relies on scientific evidence for guidance and decision making. Organizations with forthcoming leadership reinforce staff will boost the use of evidence based practice. Informal and formal leadership is necessary across all organizational levels and nursing roles when implementing evidence based practice (Huber, 2018). Nurse Managers can ease and support EBP work in ways like setting up unit expectations, discussing the importance of EBP, promote staff questioning, track progress and much more. Encouraging nurse to attend project work conferences will promote the use of evidence based practice. Economics do affect nursing practice

 We all agree that finding a large amount of research support Evidence based practice ameliorate quality and safety of health care which amplify health outcomes and decreased variation I care and reduces costs. A lot of money is spent on healthcare in the United States than any western country. Nurse’s work 12 hours shift, patient are awaken every 2-4 hours for vitals, patient with indwelling catheter ends up with infection. In the United States EBP has been the Triple Aim in healthcare. EBP has been found to license clinicians and result in higher job satisfaction. Although it has brought many positives outcomes it is not used throughout the United States or the rest of the world due to multiple barriers that have continued to persist over the past decades. Study shows there is a gap between the research evidence available and the implementation of it in clinical practice. The reason for that is because clinicians can overwhelmed with information or lack skills to assess information , sometimes it is reviewed but not apply to clinical decision-making (Stephen-Haynes,2014). Not having many research evidence available, nurses tend to make decisions based what was already available and not any updated information. While sometimes it provides positive outcomes, sometimes it ends on costing the facility when the effects are not so positive. Patients are concerned about achieving better outcomes while controlling the cost of medications and treatment. It can cause patient not to seek help until it’s too late. The more research we find the more we can implement into our practice and the more it can decreased cost for patients and also the hospitals.

In summary we talked how evidence-based practice (EBP) improves healthcare quality, patient outcomes, and cost reductions, and abundance barriers persist in healthcare settings that need to be rapidly overcome. We talk about how the cost of treatment affects nursing care and how clinicians sometimes may not review any new research due to being burn out.

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We give our students 100% satisfaction with their assignments, which is one of the most important reasons students prefer us to other helpers. Our professional group and planners have more than ten years of rich experience. The only reason is that we have successfully helped more than 100000 students with their assignments on our inception days. Our expert group has more than 2200 professionals in different topics, and that is not all; we get more than 300 jobs every day more than 90% of the assignment get the conversion for payment.

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2023 t Tests and ANOVA This week you explore key statistical concepts related to data and problem solving through

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Nursing 2023 T Tests And ANOVA

t Tests and ANOVA This week you explore key statistical concepts related to data and problem solving through 2023 Assignment

    

t Tests and ANOVA

This week, you explore key statistical concepts related to data and problem solving through the completion of the following exercises using SPSS and the information found in your Statistics and Data Analysis for Nursing Research textbook. The focus of this assignment is to become familiar with the SPSS data analysis software, and to develop an understanding of how to calculate and summarize inferential statistics using t tests and ANOVA.

To prepare:

  • Review      the Statistics and Data Analysis for Nursing Research chapters      that you read as a part of the Week 5 Learning Resources. As you do so,      pay close attention to the examples presented—they provide information      that will be useful for you to recall when completing the software      exercises. You may also wish to review the Research Methods for      Evidence-Based Practice video resources.
  • Refer      to the Week      5 t Test Exercises (see attached      file) and follow the directions to perform a t test.
  • Download      and save the Polit2SetC.sav (see      attached file) data set. You will open the data file in SPSS.
  • Compare      your data output against the tables presented in the Week 5 t Test Exercises  SPSS Output.      (see attached file)
  • Formulate      an initial interpretation of the meaning or implication of your      calculations.
  • Refer      to the Week      5 ANOVA Exercises (see attached file) and      follow the directions to perform an ANOVA using the Polit2SetA.sav       (see attached file) data set.
  • Compare      your data output against the tables presented in the Week 5 ANOVA Exercises SPSS Output      (see attached file)
  • Formulate      an initial interpretation of the meaning or implication of your      calculations.

To complete:

1) Complete the Part I, Part II, and Part III steps and Assignments as outlined in the Week 5 t Test Exercises (see attached file) page.

2) Complete the steps and Assignment as outlined in the Week 5 ANOVA Exercises (see attached file) page.

3) Create one document with your responses to the t test exercises and the ANOVA exercises.

Required Media

“One Sample T-Test”

Used by permission from SPSSVideoTutor.com A division of Consumer Raters LLC., 1121 S Military Trail, 314, Deerfield Beach, FL 33442, USA

Note: The approximate length of this media piece is 3 minutes.

“Independent Samples T-Test” 

Used by permission from SPSSVideoTutor.com A division of Consumer Raters LLC., 1121 S Military Trail, 314, Deerfield Beach, FL 33442, USA 

Note: The approximate length of this media piece is 5 minutes.

Dependent Samples T-Test”

Used by permission from SPSSVideoTutor.com A division of Consumer Raters LLC., 1121 S Military Trail, 314, Deerfield Beach, FL 33442, USA

Note: The approximate length of this media piece is 6 minutes.

“One-way Analysis of Variance”

SPSSVideoTutor.com A division of Consumer Raters LLC., 1121 S Military Trail, 314, Deerfield Beach, FL 33442, USA

Note: The approximate length of this media piece is 7 minutes.

Required Readings

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 25, “Using Statistics to Determine Differences”

This excerpt elaborates on how statistics are used to examine causality using procedures such as contingency tables, chi-squares, t tests, and analysis of variance (ANOVA).

Statistics and Data Analysis for Nursing Research

Chapter 5, “Statistical Inference”

This chapter discusses inferential statistics, sampling error, sampling distributions, and the laws of probability. The chapter also introduces key terms such as standard error of mean, hypothesis testing, and parametric test.

Chapter 6, “t Tests: Testing Two Mean Differences”

This chapter considers the various forms of the t test, including the two-sample t test, Kolmogrov-Smirnov test, independent groups t test, and dependent groups t test. The chapter also discusses the many variables involved in these tests such as effect size, meta-analysis, and Cohen’s d.

Chapter 7, “Analysis of Variance” (pp. 137–146 and 155–158)

The first part of this chapter introduces the basic assumptions, requirements, general logic, and terminology surrounding analysis of variance (ANOVA). The second excerpt focuses on sampling distribution of the F ratio and the null and alternative hypotheses.

Jadcherla, S. R., Wang, M., Vijayapal, A. S., & Leuthner, S. R. (2010). Impact of prematurity and co-morbidities on feeding milestones in neonates: A retrospective study. Journal of Perinatology, 30(3), 201–208. doi:10.1038/jp.2009.149

This article outlines the procedures and results of a retrospective study of how perinatal and comorbidity factors affect the rate at which infants meet feeding milestones. The article also includes an application of inferential statistics to the results of the study.

Optional Resources

Shin, J. H. (2009). Application of repeated-measures analysis of variance and hierarchical linear model in nursing research. Nursing Research, 58(3), 211–217. doi:10.1097/NNR.0b013e318199b5ae

Walden University. (n.d.). Analysis of variance. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_analysis_of_variance_anova.html

Walden University. (n.d.). Inferential statistics. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_inferential_stats_and_hypothesis_testing.html

Walden University. (n.d.). t-Tests. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_ttests.html

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2023 APA format 1 1 2 pages long 3 references 1 from the discussions reference list due 10 24 19 at 7pm

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Nursing 2023 Need response to below discussion post

APA format 1 1 2 pages long 3 references 1 from the discussions reference list due 10 24 19 at 7pm 2023 Assignment

APA format 1 1/2 pages long 3 references 1 from the discussions reference list

due 10/24/19 at 7pm

 

 Incorporating Technology in Community-Based Learning

            Unique learning needs exist in all patient populations.  However, identifying the need and then designing a technology-based intervention requires a careful analysis of both the population and the planned action.  The purpose of this discussion is to describe a community-based population, describe a selected learning need for this population, and explain how I would design a PowerPoint presentation that would address that need. 

Community-Based Population

            I work in a Federally Qualified Health Center (FQHC) that provides primary care to patients across the lifespan.  FQHCs receive funding from the Health Resources and Services Administration Health Center Program to provide care in medically underserved communities (Health Resources & Services Administration [HRSA], 2018).  Over 28 million people receive care at FQHCs in the United States (HRSA, n.d.).  FQHCs use a sliding scale fee, ensuring patients have access to affordable medical care (HRSA, 2018).  While FQHCs are intended to serve the medically uninsured, over 77% of the patients receiving care at FQHCs have private insurance, Medicare, Medicaid, or another governmentally funded health insurance (HRSA, 2019).  Females represent 57.65% of the patient population, with patients between the ages of 25 and 69 years old presenting most frequently (HRSA, 2019).  However, the FQHC patient population possesses unique barriers to care.  A significant hurdle for FQHCs to overcome is language, as 23.63% speak a language other than English (HRSA, 2019).  Additionally, 68.23% of the patient population is at or below the poverty level (HRSA, 2019).  Complicating continuity of care with this patient population is the high number of migratory and seasonal workers and homeless individuals receiving care (HRSA, 2019).  All combined, these factors create a patient population with sub-par health literacy.

Learning Need

            Indigent patient populations are more likely to have decreased health literacy levels (Whitley, Jones, Hansen, & Vora, 2019).  Additionally, patients with diminished health literacy are less likely to return for follow-up care as scheduled (Thompson et al., 2015).  Patients who are chronically under- or uninsured do not return for follow-up appointments as medical is not always viewed as a necessity.  Failure to follow-up for appointments as scheduled has been shown to increase emergency department visits and worsen patient outcomes (Arora et al., 2015).  Therefore, a means to address the FQHC patients’ knowledge deficit of the need to return for follow-up appointments should be identified and implemented. 

Addressing the Learning Need

            As previously identified, members of FQHC patient populations have decreased health literacy resulting in noncompliance with follow-up appointments and poorer patient outcomes.  However, a systematic review of 60 studies identified text messages as an effective intervention to improve patient compliance, thereby increasing patient outcomes (Hirshberg, Downes, & Srinivas, 2018).  Text messages provide a low-cost, highly scalable intervention to improve patient follow-up (Arora et al., 2015).  Additionally, few members of society do not have access to a mobile phone.  Text messages sent seven days, and one day before scheduled appointments are effective intervals for improving patient follow-up (Arora et al., 2015).  Potential obstacles for this intervention include patients changing their mobile numbers, having limited data usage, and the inability to know whether the message was received.  However, using text messages to reinforce the need for compliance with follow-up care will address the learning deficit for this patient population.  Additionally, orientating the office staff and then including them in the implementation of this intervention will address the staff’s learning need.  Therefore, a PowerPoint presentation should be designed to orient the staff to this technology-based, evidence-based intervention.

Summary

            Learning needs exist in all patient populations.  Ongoing advances in technology are providing new methods for addressing these needs.  By taking advantage of these technologies, evidence-based interventions can successfully be implemented in the practice setting.     

Reference

Arora, S., Burner, E., Terp, S., Nok Lam, C., Nercisian, A., Bhatt, V., & Menchine, M. (2015). Improving attendance at post–emergency department follow‐up via automated text message appointment reminders: A randomized controlled trial. Academic Emergency Medicine, 22(1), 31-37.

Health Resources & Services Administration. (2018, May 8). Federally Qualified Health Centers. Retrieved from https://www.hrsa.gov/opa/eligibility-and-registration/health-centers/fqhc/index.html

Health Resources & Services Administration. (2019). 2018 Health Center Data. Retrieved from https://bphc.hrsa.gov/uds/datacenter.aspx?q=tall&year=2018&state=

Health Resources & Services Administration. (n.d.). HRSA Health Center Program. Retrieved October 1, 2019, from https://bphc.hrsa.gov/sites/default/files/bphc/about/healthcenter factsheet.pdf

Hirshberg, A., Downes, K., & Srinivas, S. (2018). Comparing standard office-based follow-up with text-based remote monitoring in the management of postpartum hypertension: A randomised clinical trial. BMJ Quality & Safety, 27(11), 871-877. doi:10.1136/bmjqs-2018-007837

Thompson, A. C., Thompson, M. O., Young, D. L., Lin, R. C., Sanislo, S. R., Moshfeghi, D. M., & Singh, K. (2015). Barriers to follow-up and strategies to improve adherence to appointments for care of chronic eye diseases. Investigative Ophthalmology & Visual Science, 56(8), 4324-4331. doi:10.1167/iovs.15-16444

Whitley, M. Y., Jones, E. M. V. W., Hansen, B. K., & Vora, J. (2019). The impact of self-monitoring blood glucose adherence on glycemic goal attainment in an indigent population, with pharmacy assistance. Pharmacy and Therapeutics, 44(9), 554. doi:10.43 21/s1885-642×2006000400006

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We give our students 100% satisfaction with their assignments, which is one of the most important reasons students prefer us to other helpers. Our professional group and planners have more than ten years of rich experience. The only reason is that we have successfully helped more than 100000 students with their assignments on our inception days. Our expert group has more than 2200 professionals in different topics, and that is not all; we get more than 300 jobs every day more than 90% of the assignment get the conversion for payment.

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2023 Practicum Journal Template Student Name E mail Address Practicum Placement Agency s Name Practicum Learning Objectives Describe the organizational complexity of

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Nursing 2023 Journal Entries Week 2 And 3

Practicum Journal Template Student Name E mail Address Practicum Placement Agency s Name Practicum Learning Objectives Describe the organizational complexity of 2023 Assignment

Practicum Journal Template

 

 

Student Name:

E-mail Address:

Practicum Placement Agency’s Name: 

 

 

 

Practicum Learning Objectives

 

·         Describe the organizational complexity of your Practicum setting

·         Critique the organizational information technology infrastructure

·         Identify roles within the interdisciplinary informatics team

·        Analyze the role of the nurse informaticist

 Practicum Experience Journal

 

You must submit a journal entry in the assigned week, even if you are not on site that week. If you are not on site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entry and references.

 

Begin each journal entry on a new page. The template has a ‘new page’ command inserted before each weekly label. Be sure to delete any blank pages that appear between each week’s entry.

 


Practicum Experience Journal Entries  (Weeks 2–3)

 

Journal Entries Due Week 3 (References immediately follow the content)

 

From Week 2:

 

Journal Assignment—Part 1

After reviewing the Practicum Weekly Resources and speaking with your Preceptor, record responses to the following in your Journal:

·         A clearly articulated statement of your area of interest and career goals(Nurse Informatics Specialist)

·         A description of what it means to be a nursing professional

o   How would this influence how you dress, speak, and act?

o   What special considerations do you need to take into account when going to your Practicum site?

·         A description of three things you could do to increase your personal professionalism

Journal Assignment—Part 2

Note: Each week, you are responsible for locating a scholarly Journal article in the Walden Library related to your area(s) of interest. Include in your Journal the reference in proper APA format, and provide a brief summary of the article. The article from each week will serve as the genesis of the bibliography in your final Practicum course (NURS 6600), so time spent locating pertinent articles now will be beneficial. See Attached PDF Week 2 article in file area

Beckham, R., & Riedford, K. (2014). Evolution of a Graduate-Level Informatics Course for the Noninformatics Specialist Nurse. Journal For Nurse Practitioners, 10(6), 387-392. doi:10.1016/j.nurpra.2014.03.012

Journal Assignment—Part 3

Practicum Onsite Visits

Summarize the key activities of your visits to your Practicum site (as appropriate), including with whom you met (I met with Jeanette Jefferies and Mary Ann Dinietro who are both Nursing Informatics Specialist, April Saathoff who is the Nursing Informatics Manager and my preceptor,Nycki Bezold who is the manager of special projects, Stacy Brull who is Sr. Director Education & Research and Magnet) what you did (Attended a meeting about implementing a patient and nurse call system, assisted in staff training on how to document in their Meditech system, Assisted in a meeting on the hospital project for switching system from their current Meditech system to Epic EHR system), and what you gained from the experience ( The experience I gained …).

 


 

Journal Entries Due Week 3 (References immediately follow the content)

 

From Week 3:

 

Journal Assignment—Part 1

After examining the Practicum Weekly Resources, record responses to the following in your Journal:

·         Describe systems thinking as it applies to your Practicum site.

·         In what ways is the system effective? What potential issues or problems do you notice?

·         Why is it important to consider systems thinking in any IT project?

Journal Assignment—Part 2

Note: Each week, you are responsible for locating a scholarly journal article in the Walden Library related to your area(s) of interest. Include in your Journal the reference in proper APA format, and provide a brief summary of the article. The article from each week will serve as the genesis of the bibliography in your final Practicum course (NURS 6600), so time spent locating pertinent articles now will be beneficial. See attached PDF on Week 3 Article in file area

Trbovich, P. (2014). Five ways to incorporate systems thinking into healthcare organizations. Biomedical Instrumentation & Technology, 4831-36. doi:10.2345/0899-8205-48.s2.31

 

Journal Assignment—Part 3

Practicum Onsite Visits

Summarize the key activities of your visits to your Practicum site (as appropriate), including with whom you met, what you did, and what you gained from the experience.(Just make anything up related to the topic please).

 

 

 

Practicum Week 2 Resources

Readings

 

    Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.

 

    Retrieved from the Walden Library databases.

 This article examines the various constituents that make up the nursing informatics workforce. In particular, the article highlights key positions and provides details on their duties.

 

    Staples, S. (n.d.). Are you a nursing professional? [Blog post]. Nurse Together. Retrieved from http://www.nursetogether.com/are-you-a-nursing-professional–

The author of this article highlights the attributes of a professional nurse. The article emphasizes appearance, mutual respect, and a commitment to learning and excellence.

 

Media

 

    Hamer, S. (n.d.). Nurses and the importance of informatics. London, GB: Department of Health Informatics Directorate. Retrieved from http://www.connectingforhealth.nhs.uk/engagement/clinical/ncls/nurses/shamer

  Note: The approximate length of this media piece is 7 minutes.

 In this video, Dr. Susan Hamer explains the importance of informatics in the health care field. The video also examines in detail many of the challenges of nursing informatics.

 

 

Practicum Week 3 Resources

Readings

 

    Swanson, R. C., Cattaneo, A., Bradley, E., Chunharas, S., Atun, R., Abbas, K. M., et al. (2012). Rethinking health systems strengthening: Key systems thinking tools and strategies for transformational change. Health Policy and Planning, 27(Supplement 4), iv54–iv61. Retrieved from http://heapol.oxfordJournals.org/content/27/suppl_4/iv54.full

 

    

 

    This article explores how systems thinking can facilitate transformational change in health care. The article describes tools and strategies that are influenced by systems thinking, and how they may be used across different contexts.

 

Media

 

    Farmer, P. (2009). On systems thinking in the delivery of health care. Reflections on Leadership for Social Change. Dartmouth University. Retrieved from http://www.youtube.com/watch?v=ukRjaQwGM3E

 This video presents a perspective on the necessity of systems thinking in the health care field. The video provides information on how systems thinking can improve delivery in health care around the world.

 

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2023 Answer the following questions A WRITTEN STATEMENT IF YOU CHOOSE TO SUBMIT THE ASNWERS IN A WRITTEN FORMAT SHOULD

by

Nursing 2023 Advance Primary Care III

Answer the following questions A WRITTEN STATEMENT IF YOU CHOOSE TO SUBMIT THE ASNWERS IN A WRITTEN FORMAT SHOULD 2023 Assignment

  

Answer the following questions 

A WRITTEN STATEMENT :

IF YOU CHOOSE TO SUBMIT THE ASNWERS IN A WRITTEN FORMAT SHOULD BE ON AN APA TWO SPACE FORMAT, WITH

COVER PAGE AND REFERENCE PAGE PERTINENT TO THE TWO QUESTIONS ADDED FOR THOSE OF YOU SUBMITTING

THE WRITTEN VERSION.

QUESTIONS FOR THOSE SUBMITTING THE WRITTEN ASSIGNMENT VERSION ARE A AND B:

A. What is proper etiquette for a job interview?

B.  What’s “good behavior” in a behavioral job interview?

  

1.   Tell me   about yourself; please include years of experience as a nurse and   your   previous work history.

 

2.   Where do   you see yourself in 5 years? Please describe plans for education and     career advancement in the near future

3.   What are   your career aspirations?

 

4.   How do   you handle stress in the healthcare setting? 

 

5.   What   clinical skills do you possess that will be most beneficial to this     clinical practice?

 

6.   What are   your strengths and weaknesses?   

 

7.   Describe   how you handled a difficult situation that has involved a patient, physician   or family member? 

 

8.   How do   you get along with your staff at your current position? 

 

9.   Why   should we hire you? 

 

10.   What   salary are you seeking? 

Thank you.

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2023 COMPETENCIES 726 10 2 Manager of the Healing Environment The graduate responds to unpredictable situations and events common in the healthcare

by

Nursing 2023 Leadership-nursing

COMPETENCIES 726 10 2 Manager of the Healing Environment The graduate responds to unpredictable situations and events common in the healthcare 2023 Assignment

 
COMPETENCIES

726.10.2 : Manager of the Healing Environment

The graduate responds to unpredictable situations and events common in the healthcare environment with appropriate flexibility and creativity.

726.10.3 : The Nurse as Scientist

The graduate correctly interprets and applies scientific evidence when planning and providing safe, quality, and culturally sensitive care for patients and families.

726.10.4 : The Nurse as Detective

The graduate detects subtle changes and deviations from expected health patterns while managing the care of patients.

740.2.8 : Interprofessional Practices

The graduate analyzes the impact of new and diverse advanced nursing and care provider roles on interprofessional practice.

INTRODUCTION

Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete. 
 

You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following:

             •  Practice: joint commission standards, core measures as quality indicators, other data

             •  Policy: legislation, staffing ratio, regulations from state boards

             •  Population: children with diabetes, adult obesity

             •  Education: future of nursing, Benner’s recommendations about nursing education

You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names of people, stakeholders, or other personally identifiable information. Fictional names should be used. Also, agency-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate.

Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).

A.    Develop a written proposal by doing the following:

1.    Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.

Note: You may need to meet with your organization or practice setting, your manager, or your supervisor to help choose a current problem or issue.

a.    Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.

2.    Discuss your investigation of the problem or issue.

a.    Provide evidence to substantiate the problem or issue (e.g., organizational assessment, national source documents, evidence from a stakeholder).

3.    Analyze the state of the situation using current data.

a.    Analyze areas that might be contributing to the problem or issue.

4.    Propose a solution or innovation for the problem or issue.

a.    Justify your proposed solution or innovation based on the results of your investigation and analysis.

5.    Recommend resources to implement your proposed solution or innovation. Include a cost-benefit analysis of your proposed solution or innovation.

6.    Provide a timeline for implementation based on your proposal.

7.    Discuss why each key stakeholder or partner is important for the implementation of the solution or innovation.

a.    Summarize your engagement with the key stakeholders or partners, including the input and feedback you received.

b.    Discuss how you intend to work with those key stakeholders or partners in order to achieve success.

8.    Discuss how your proposed solution or innovation could be implemented, including how the implementation could be evaluated for success.

B.    Explain how you fulfilled the following roles during your process of investigation and proposal development:

1.    scientist

2.    detective

3.    manager of the healing environment

C.    Submit the completed attached “Professional Verification Form” from the organizational leader advising you in your leadership experience.

D.    Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

E.    Demonstrate professional communication in the content and presentation of your submission.

File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRICA1:PROBLEM OR ISSUE

NOT EVIDENT

An identification of the problem or issue is not provided.

APPROACHING COMPETENCE

The identified problem or issue is not related to practice, policy, population, or education, or it does not align with organizational priorities that are in need of solving.

COMPETENT

The identified problem or issue is related to practice, policy, population, or education, and it aligns with organizational priorities that are in need of solving.

A1A:EXPLANATION OF PROBLEM OR ISSUE

NOT EVIDENT

An explanation of the problem or issue is not provided.

APPROACHING COMPETENCE

The explanation addresses the problem or issue, but it does not include an appropriate, logical rationale for why the problem or issue applies to the chosen area of practice and the healthcare environment.

COMPETENT

The explanation of the problem or issue includes an appropriate, logical rationale for why the problem or issue applies to the chosen area of practice and the healthcare environment.

A2:INVESTIGATION

NOT EVIDENT

A discussion of the investigation of the problem or issue is not provided.

APPROACHING COMPETENCE

The discussion of the investigation of the problem or issue is illogical or vague, or the discussion is trivial or missing key details. Or the discussion of the investigation is irrelevant to the problem or issue.

COMPETENT

The discussion of the investigation of the problem or issue is logical and sufficiently detailed. The discussion of the investigation is thorough and relates to the problem or issue.

A2A:EVIDENCE OF PROBLEM OR ISSUE

NOT EVIDENT

Evidence to substantiate the problem or issue is not provided.

APPROACHING COMPETENCE

The provided evidence fails to substantiate the problem or issue because it is not an appropriate form of evidence, or the evidence does not logically support the problem or issue.

COMPETENT

The provided evidence substantiates the problem or issue because it is an appropriate form of evidence (e.g., organizational assessment, national source documents, or evidence from a stakeholder), and it logically supports the problem or issue.

A3:ANALYSIS

NOT EVIDENT

An analysis is not provided.

APPROACHING COMPETENCE

The analysis addresses the state of the situation, but current data is not used to support the analysis. Or the analysis is implausible or is not supported by specific examples.

COMPETENT

The analysis addresses the state of the situation using current data, and it is plausible and well supported with specific examples.

A3A:CONTRIBUTORS TO PROBLEM OR ISSUE

NOT EVIDENT

An analysis is not provided.

APPROACHING COMPETENCE

The analysis is limited to addressing minor areas that contribute to the problem or issue, or the analysis is implausible or is not supported with specific examples.

COMPETENT

The analysis addresses all the areas that potentially contribute to the problem or issue. The analysis is plausible and well supported with specific examples.

A4:PROPOSED SOLUTION OR INNOVATION

NOT EVIDENT

A proposal for a solution or innovation for the problem or issue is not provided.

APPROACHING COMPETENCE

The proposal of a solution or innovation to the problem or issue is illogical, inappropriate, or missing significant components.

COMPETENT

An appropriate solution or innovation is proposed for the problem or issue. The solution or innovation is logical, well reasoned, and includes all significant components.

A4A:JUSTIFICATION OF PROPOSED SOLUTION OR INNOVATION

NOT EVIDENT

A justification of the proposed solution or innovation is not provided.

APPROACHING COMPETENCE

The justification of the proposed solution or innovation does not make logical connections between the problem and the solution, or it is not based on the results of the investigation or analysis.

COMPETENT

The justification of the proposed solution or innovation makes logical connections between the problem and the solution, and it is based on the results of the investigation and analysis.

A5:RESOURCES AND COST-BENEFIT ANALYSIS

NOT EVIDENT

A recommendation or a cost-benefit analysis is not provided.

APPROACHING COMPETENCE

The resources recommended for implementation of the proposed solution or innovation are inappropriate for the needs of the solution or innovation, or the recommendation is missing key resources. Or a cost-benefit analysis is not included, or the analysis is illogical or not an accurate representation of the needs of the proposed solution or innovation.

COMPETENT

The resources recommended for implementation of the proposed solution or innovation are appropriate for the needs of the solution or innovation. The recommendation includes all essential resources. A cost-benefit analysis is included, and it is a logical and accurate representation of the needs of the proposed solution or innovation.

A6:TIMELINE

NOT EVIDENT

A timeline for implementation is not provided.

APPROACHING COMPETENCE

The timeline is not accurate or not achievable given the needs of the proposed solution or innovation.

COMPETENT

The timeline is accurate and achievable for the needs of the proposed solution or innovation.

A7:IMPORTANCE OF KEY STAKEHOLDERS OR PARTNERS

NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

At least 1 of the stakeholders or partners that are identified in the discussion are inappropriate for the implementation of the solution or innovation, or essential stakeholders or partners are missing in the discussion, or the discussion does not address why each identified stakeholder or partner is important for the implementation of the solution or innovation.

COMPETENT

All of the key stakeholders or partners that are identified are appropriate for the implementation of the solution or innovation, and there are no missing essential stakeholders or partners. The discussion also addresses why each identified stakeholder or partner is important for the implementation of the solution or innovation.

A7A:ENGAGEMENT WITH KEY STAKEHOLDERS OR PARTNERS

NOT EVIDENT

A summary is not provided.

APPROACHING COMPETENCE

The summary of the engagement with the key stakeholders or partners is vague or trivial, or the summary does not include the input and feedback received from them.

COMPETENT

The summary of the engagement with the key stakeholders or partners is sufficiently detailed and meaningful, and it includes the input and feedback received from them.

A7B:SUCCESS

NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

The discussion ineffectively addresses how to work with the key stakeholders or partners discussed in part A7 in order to achieve success. The discussion is illogical or is missing supportive details.

COMPETENT

The discussion effectively addresses how to work with the key stakeholders or partners discussed in part A7 in order to achieve success. The discussion is logical and includes supportive details.

A8:IMPLEMENTATION

NOT EVIDENT

A discussion is not provided.

APPROACHING COMPETENCE

The discussion ineffectively addresses how the proposed solution or innovation could be implemented, or the plan for implementation is illogical or missing key details, or the discussion does not include an appropriate, well-supported, or well-reasoned plan for how the implementation could be evaluated for success.

COMPETENT

The discussion effectively addresses how the proposed solution or innovation could be implemented. The plan for implementation is logical and thorough. The discussion includes an appropriate, well-supported, and well-reasoned plan for how the implementation could be evaluated for success.

B1:ROLE OF SCIENTIST

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation ineffectively addresses how the role of the scientist was fulfilled during the investigation process and proposal development, or the explanation is vague or lacks specific, relevant examples.

COMPETENT

The explanation effectively addresses how the role of the scientist was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.

B2:ROLE OF DETECTIVE

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation ineffectively addresses how the role of the detective was fulfilled during the investigation process and proposal development. The explanation is vague or lacks specific, relevant examples.

COMPETENT

The explanation effectively addresses how the role of the detective was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.

B3:ROLE OF MANAGER OF THE HEALING ENVIRONMENT

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation ineffectively addresses how the role of the manager of the healing environment was fulfilled during the investigation process and proposal development. The explanation is vague or lacks specific, relevant examples.

COMPETENT

The explanation effectively addresses how the role of the manager of the healing environment was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.

C:VERIFICATION FORM

NOT EVIDENT

A submission is not provided.

APPROACHING COMPETENCE

The “Professional Verification Form” from the organizational leader advising leadership experience is submitted, but the submission is incomplete.

COMPETENT

The submission of the “Professional Verification Form” from the organizational leader advising leadership experience is complete.

D:APA SOURCES

NOT EVIDENT

The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.

COMPETENT

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.

E:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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