Assessing Musculoskeletal Pain 2025

I need a response to this assignment 1 page zero plagiarism three references Patient Information: CC : A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She can bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottowa ankle rules to determine if you need additional testing? Initials, N/A Age, 46 Sex, Female Race, not indicated CC: Bilateral Ankle pain HPI : Pt c/o bilateral ankle pain, worse on R s/p hearing a “pop” while playing soccer this past weekend. Pt is able to bear weight, with some discomfort and was more concern about her R ankle. Location: Bilateral ankle Onset: Over the weekend Character: Bilateral ankle pain, worse on the right. She was playing soccer over the weekend and heard a “pop.” Associated signs and symptoms: She can bear weight, but it is uncomfortable Timing: over the weekend and heard a “pop. “while playing soccer Exacerbating/ relieving factors: She can bear weight, but it is uncomfortable Severity: She can bear weight, but it is uncomfortable Current Medications : Not indicated Allergies: None indicated PMHx : None indicated Soc Hx : played Soccer over the weekend Fam Hx : None Indicated. GENERAL: No weight loss, fever, chills, weakness or fatigue indicated HEENT: Eyes: PERRLA, no visual impairment blurred vision, double vision or yellow sclerae indicated. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose or sore throat indicated SKIN: No rash or itching nor discoloration indicated CARDIOVASCULAR: No chest pain, chest pressure or SOB. No palpitations or edema indicated RESPIRATORY: No shortness of breath, cough or difficulty breathing indicated GASTROINTESTINAL: No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood indicated GENITOURINARY: No Burning on urination. No indication of Pregnancy. Last menstrual period not indicated. NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control indicated MUSCULOSKELETAL: bilateral ankle pain, worse on R. Positive pulses on both dorsalis and pedis bilaterally. Right ankle with 1+edema, erythema; and tenderness on palpation noted. No edema or erythema noted on the left ankle. HEMATOLOGIC: No anemia, bleeding or bruising indicated LYMPHATICS: No enlarged nodes. No history of splenectomy. PSYCHIATRIC: None indicated ENDOCRINOLOGIC: No reported ALLERGIES: NkDA Peripheral Vascular: Right ankle with 1+edema, erythema; and tenderness on palpation noted. No edema or erythema noted on the left ankle Positive pulses on both dorsalis and pedis bilaterally. Assessment: Additional questions More needed questions may include Point exactly where your pain is? What’s your pain scale on 0-10, o no pain and 10 being the worst? Have you taken anything for the pain? What makes it better or worse? Diagnostic results : This will include X-Ray, Ct scan and MRI According to Ball, Dains, Flynn, Solomon, and Stewart (2015) an x-ray of the ankle should be done when pain is present in the malleolar area with one of the following locations: Bony tenderness to the distal 6cm of the posterior edge or tip of the lateral malleolus, bony tenderness on the distal 6cm of the posterior edge or tip of the medial malleolus, or the inability for the patient to be weight bearing. According to Ball, Dains, Baumann, & Scheibel 2016, Ottawa Ankle Rules are used to identify the need for diagnostic testing in the patient with ankle pain. This tool determines that if a patient has ankle pain the malleolar area of the ankle in addition to bone tenderness near the posterior fibula, bone tenderness near the posterior tibia, or the inability to bear weight for four steps, he or she should be sent for an ankle radiography series. Also, Ottawa have 98.5%sensitivity level in identifying fracture. Differential Diagnoses 1. Ankle Sprain is an injury that occurs to one or more of the ligaments in the ankle that produces symptoms like pain, swelling, bruising, soreness, joint stiffness, and difficulty walking Sports injuries are very common when running, landing a jump, or any direct contact that can create pain, swelling, and even an audible tearing or popping, yet ecchymosis can be delayed by a few days (American Orthopedic Foot & Ankle Society, 2015). Achilles tendon injury: Occurs from a sudden snap in the lower calf with the inability to stand on the toes of the affected side (Saglimbeni, 2016). Post-exercise muscle soreness: Appears as a discomfort or pain to the distal portion of skeletal muscles after physical activity that one is not used to, as well as decreased strength and flexibility (Kedlaya, 2016). Achilles tendon injury presents through a sudden snap in the lower calf with the inability to stand on the toes of the affected side (Saglimbeni, 2016). 5. Ankle Fracture: Stress fractures in the foot are most often seen in the calcaneus, navicular, and metatarsal bones, and less often in the cuboid bone. An ankle fracture usually manifest with swelling, bruising, and an inability to bear weight (Unnithan & Thomas, 2018). References American Orthopedic Foot & Ankle Society. (2015, June). Ankle Sprain. Retrieved from http://www.aofas.org/PRC/conditions/Pages/Conditions/Ankle-Sprain.aspx American College of Foot and Ankle Surgeons. (2018). Ankle Sprain. Retrieved from https://www.foothealthfacts.org/conditions/ankle-sprain Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Kedlaya, D. (2016). Post-Exercise Muscle Soreness. Retrieved from http://emedicine.medscape.com/article/313267-overview#a4 Kelly, J. (2015). Ankle Fracture in Sports Medicine. Retrieved from http://emedicine.medscape.com/article/85224-clinical#b4 Luke, A. (2011). Ankle Physical Examination. Orthopedic Trauma Institute. Retrieved from http://orthosurg.ucsf.edu/oti/patient-care/divisions/sports-medicine/physical-examination-info/ankle-physical-examination/

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C489 task 2 paper 2025

SCENARIO It is 3:30 p.m. on a Thursday and Mr. B, a 67-year-old patient, arrives at the six-room emergency department (ED) of a sixty-bed rural hospital. He has been brought to the hospital by his son and neighbor. At this time, Mr. B is moaning and complaining of severe pain to his (L) leg and hip area. He states he lost his balance and fell after tripping over his dog. Mr. B was admitted to the triage room where his vital signs were B/P 120/80, HR-88 (regular), T-98.6, and R-32, and his weight was recorded at 175 pounds. Mr. B. states that he has no known allergies and no previous falls. He states, “My hip area and leg hurt really bad. I have never had anything like this before.” Patient rates pain at 10 out of 10 on the numerical verbal pain scale. He appears to be in moderate distress. His (L) leg appears shortened with swelling (edema in the calf), ecchymosis, and limited range of motion (ROM). Mr. B’s leg is stabilized and then is further evaluated and discharged from triage to the emergency department (ED) patient room. He is admitted by Nurse J. Nurse J finds that Mr. B has a history of impaired glucose tolerance and prostate cancer. At Mr. B’s last visit with his primary care physician, laboratory data revealed elevated cholesterol and lipids. Mr. B’s current medications are atorvastatin and oxycodone for chronic back pain. After Mr. B’s assessment is completed, Nurse J informs Dr. T, the ED physician, of admission findings, and Dr. T proceeds to examine Mr. B. Staffing on this day consists of two nurses (one RN and one LPN), one secretary, and one emergency department physician. Respiratory therapy is in-house and available as needed. At the time of Mr. B’s arrival, the ED staff is caring for two other patients. One patient is a 43-year-old female complaining of a throbbing headache. The patient rates current pain at 4 out of 10 on numerical verbal pain scale. The patient states that she has a history of migraines. She received treatment, remains stable, and discharge is pending. The second patient is an eight-year-old boy being evaluated for possible appendicitis. Laboratory results are pending for this patient. Both of these patients were examined, evaluated, and cared for by Dr. T and are awaiting further treatment or orders. After evaluation of Mr. B, Dr. T writes the order for Nurse J to administer diazepam 5 mg IVP to Mr. B. The medication diazepam is administered IVP at 4:05 p.m. After five minutes, the diazepam appears to have had no effect on Mr. B, and Dr. T instructs Nurse J to administer hydromorphone 2 mg IVP. The medication hydromorphone is administered IVP at 4:15 p.m. After five minutes, Dr. T is still not satisfied with the level of sedation Mr. B has achieved and instructs Nurse J to administer another 2 mg of hydromorphone IVP and an additional 5 mg of diazepam IVP. The physician’s goal is for the patient to achieve skeletal muscle relaxation from the diazepam, which will aid in the manual manipulation, relocation, and alignment of Mr. B’s hip. The hydromorphone IVP was administered to achieve pain control and sedation. After reviewing the patient’s medical history, Dr. T notes that the patient’s weight and current regular use of oxycodone appear to be making it more difficult to sedate Mr. B. Finally, at 4:25 p.m., the patient appears to be sedated, and the successful reduction of his (L) hip takes place. The patient appears to have tolerated the procedure and remains sedated. He is not currently on any supplemental oxygen. The procedure concludes at 4:30 p.m.,and Mr. B is resting without indications of discomfort and distress. At this time, the ED receives an emergency dispatch call alerting the emergency department that the emergency rescue unit paramedics are enroute with a 75-year-old patient in acute respiratory distress. Nurse J places Mr. B on an automatic blood pressure machine programmed to monitor his B/P every five minutes and a pulse oximeter. At this time, Nurse J leaves Mr. B’s room. The nurse allows Mr. B’s son to sit with him as he is being monitored via the blood pressure monitor. At 4:35 p.m., Mr. B’s B/P is 110/62 and his O2 saturation is 92%. He remains without supplemental oxygen and his ECG and respirations are not monitored. Nurse J and the LPN on duty have received the emergency transport patient. They are also in the process of discharging the other two patients. Meanwhile, the ED lobby has become congested with new incoming patients. At this time, Mr. B’s O2 saturation alarm is heard and shows “low O2 saturation” (currently showing a saturation of 85%). The LPN enters Mr. B’s room briefly, resets the alarm, and repeats the B/P reading. Nurse J is now fully engaged with the emergency care of the respiratory distress patient, which includes assessments, evaluation, and the ordering of respiratory treatments, CXR, labs, etc. At 4:43 p.m., Mr. B’s son comes out of the room and informs the nurse that the “monitor is alarming.” When Nurse J enters the room, the blood pressure machine shows Mr. B’s B/P reading is 58/30 and the O2 saturation is 79%. The patient is not breathing and no palpable pulse can be detected. A STAT CODE is called and the son is escorted to the waiting room. The code team arrives and begins resuscitative efforts. When connected to the cardiac monitor, Mr. B is found to be in ventricular fibrillation. CPR begins immediately by the RN, and Mr. B is intubated. He is defibrillated and reversal agents, IV fluids, and vasopressors are administered. After 30 minutes of interventions, the ECG returns to a normal sinus rhythm with a pulse and a B/P of 110/70. The patient is not breathing on his own and is fully dependent on the ventilator. The patient’s pupils are fixed and dilated. He has no spontaneous movements and does not respond to noxious stimuli. Air transport is called, and upon the family’s wishes, the patient is transferred to a tertiary facility for advanced care. Seven days later, the receiving hospital informed the rural hospital that EEG’s had determined brain death in Mr. B. The family had requested life-support be removed, and Mr. B subsequently died. Additional information: The hospital where Mr. B. was originally seen and treated had a moderate sedation/analgesia (“conscious sedation”) policy that requires that the patient remains on continuous B/P, ECG, and pulse oximeter throughout the procedure and until the patient meets specific discharge criteria (i.e., fully awake, VSS, no N/V, and able to void). All practitioners who perform moderate sedation must first successfully complete the hospital’s moderate sedation training module. The training module includes drug selection as well as acceptable dose ranges. Additional (backup) staff was available on the day of the incident. Nurse J had completed the moderate sedation module. Nurse J had current ACLS certification and was an experienced critical care nurse. Nurse J’s prior annual clinical evaluations by the manager demonstrated that the nurse was “meeting requirements.” Nurse J did not have a history of negligent patient care. Sufficient equipment was available and in working order in the ED on this day. 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. A. Explain the general purpose of conducting a root cause analysis (RCA). 1. Explain each of the six steps used to conduct an RCA, as defined by IHI. 2. Apply the RCA process to the scenario to describe the causative and contributing factors that led to the sentinel event outcome. B. Propose a process improvement plan that would decrease the likelihood of a reoccurrence of the scenario outcome. 1. Discuss how each phase of Lewin’s change theory on the human side of change could be applied to the proposed improvement plan. C. Explain the general purpose of the failure mode and effects analysis (FMEA) process. 1. Describe the steps of the FMEA process as defined by IHI. 2. Complete the attached FMEA table by appropriately applying the scales of severity, occurrence, and detection to the process improvement plan proposed in part B. Note: You are not expected to carry out the full FMEA. D. Explain how you would test the interventions from the process improvement plan from part B to improve care. E. Explain how a professional nurse can competently demonstrate leadership in each of the following areas: • promoting quality care • improving patient outcomes • influencing quality improvement activities 1. Discuss how the involvement of the professional nurse in the RCA and FMEA processes demonstrates leadership qualities. F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. G. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File 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 RUBRIC A:ROOT CAUSE ANALYSIS NOT EVIDENT An explanation of the general purpose of conducting an RCA is not provided. APPROACHING COMPETENCE The explanation does not accurately describe the general purpose for conducting an RCA. COMPETENT The explanation accurately describes the general purpose for conducting an RCA. A1:RCA STEPS NOT EVIDENT An explanation of 6 RCA steps is not provided. APPROACHING COMPETENCE The explanation does not accurately identify or does not logically describe one or more of the 6 steps used to conduct an RCA, as defined by IHI. COMPETENT The explanation accurately identifies and logically describes each of the 6 steps used to conduct an RCA, as defined by IHI. A2:CAUSATIVE AND CONTRIBUTING FACTORS NOT EVIDENT An application of the RCA process to the scenario is not provided. APPROACHING COMPETENCE The application of the RCA process to the scenario does not accurately describe causative or contributing factors that led to the sentinel event outcome, or the application does not accurately differentiate between causative and contributing factors. COMPETENT The application of the RCA process to the scenario accurately describes the causative and contributing factors that led to the sentinel event outcome. B:IMPROVEMENT PLAN NOT EVIDENT A proposed process improvement plan is not provided. APPROACHING COMPETENCE The proposal does not outline a logical process improvement plan, or the proposal does not logically discuss how the proposed plan will decrease the likelihood of a reoccurrence of the scenario outcome. COMPETENT The proposal outlines a logical process improvement plan and logically discusses how the proposed plan will decrease the likelihood of a reoccurrence of the scenario outcome. B1:CHANGE THEORY NOT EVIDENT A discussion of the application of Lewin’s change theory is not provided. APPROACHING COMPETENCE The discussion does not logically describe how Lewin’s change theory could be applied to the proposed improvement plan, or the discussion does not describe each phase of the theory. COMPETENT The discussion logically describes how each phase of Lewin’s change theory could be applied to the proposed improvement plan. C:GENERAL PURPOSE OF FMEA NOT EVIDENT An explanation of the general purpose of the FMEA process is not provided. APPROACHING COMPETENCE The explanation does not accurately describe a general purpose of the FMEA process, or the explanation does not logically discuss why the FMEA process would be used. COMPETENT The explanation accurately describes a general purpose of the FMEA process and logically discusses why the FMEA process would be used. C1:STEPS OF FMEA PROCESS NOT EVIDENT A description of the steps is not provided. APPROACHING COMPETENCE The description of the steps of the FMEA process does not accurately define each of the steps. COMPETENT The description accurately defines each of the steps of the FMEA process. C2:FMEA TABLE NOT EVIDENT A completed FMEA table is not provided. APPROACHING COMPETENCE The FMEA table is incomplete, does not identify appropriate failure modes related to the improvement plan proposed in prompt B, or does not accurately apply the scales of severity, occurrence, and detection in evaluating the identified failure modes. COMPETENT The completed FMEA table appropriately identifies failure modes related to the improvement plan proposed in part B and demonstrates accurate application of the scales of severity, occurrence, and detection in evaluating the identified failure modes. D:INTERVENTION TESTING NOT EVIDENT An explanation of intervention testing is not provided. APPROACHING COMPETENCE The explanation does not describe steps of an appropriate testing procedure or practice that would be used by the candidate to test interventions from the process improvement plan in part B, or the explanation does not logically describe how the intervention testing procedures or practices would improve care. COMPETENT The explanation describes steps of the testing procedures or practices that the candidate would use that are appropriate for testing the interventions from the process improvement plan in part B. The explanation logically describes how the intervention testing procedures or practices would improve care. E:DEMONSTRATE LEADERSHIP NOT EVIDENT An explanation of how a professional nurse demonstrates leadership is not provided. APPROACHING COMPETENCE The explanation does not logically describe how a professional nurse competently demonstrates leadership in one or more of the given areas. COMPETENT The explanation logically describes how a professional nurse competently demonstrates leadership in each of the given areas. E1:INVOLVING PROFESSIONAL NURSE IN RCA AND FMEA PROCESSES NOT EVIDENT A discussion of involvement in the RCA and FMEA processes is not provided. APPROACHING COMPETENCE The discussion does not logically describe how the involvement of the professional nurse in either the RCA process or the FMEA process demonstrates leadership qualities. COMPETENT The discussion logically describes how the involvement of the professional nurse in both the RCA and FMEA processes demonstrates leadership qualities. F: SOURCES NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate. COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. G: 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.

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Assessment 4 Instructions: Final Care Coordination Plan Content 2025

For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan. NOTE : You are required to complete this assessment after Assessment 1 is successfully completed. Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life. This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient. You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient. Competency 3: Create a satisfying patient experience. Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Defend decisions based on the code of ethics for nursing. Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care. Preparation In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner. To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly. Note : Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Note : You are required to complete Assessment 1 before this assessment. For this assessment: Complete the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner. Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan. Reminder : The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu. Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours. Document Format and Length Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length. Supporting Evidence Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Address three patient health issues. Design an intervention for each health issue. Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use. Make ethical decisions in designing patient-centered health interventions. Consider the practical effects of specific decisions. Include the ethical questions that generate uncertainty about the decisions you have made. Identify relevant health policy implications for the coordination and continuum of care. Cite specific health policy provisions. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. What aspects of the session would you change? How might revisions to the plan improve future outcomes? Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators? Additional Requirements Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. You must submit your hours to the CORE ELMS system before you can complete this assessment and course. Portfolio Prompt : Save your presentation to your ePortfolio . Submissions to the ePortfolio will be part of your final Capstone course.

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Conflict Resolution 2025

Directions To Prepare: · Read Finkelman (2016), Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution, section on Negotiation and Conflict Resolution, pp. 324-333 (see attached chapter 13 in word document). · Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care. Decide if delegation was an issue in the conflict. This should be from your practice setting or prelicensure experiences. · Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved. · Identify the type of conflict. Explain your rationale for selecting this type. · Outline the four stages of conflict, as described in our text, and how they relate to your example. · Propose strategies to resolve the conflict. Search scholarly sources in the library and the Internet for evidence on what may be effective. · Discuss if delegation was an issue in the conflict. Be specific. · Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict. · Describe the rationale for selecting the best strategy. · Provide a summary or conclusion about this experience or assignment and how you may deal with conflict more effectively in the future. · Type your paper using Microsoft Word 2010 or later. Write a 5-7-page paper (not including the title or References pages) using APA format and at least four scholarly references no older than 5 years that includes the following level one headings: 1) Start your paper with an introduction ending with a purpose statement (e.g. “the purpose of this paper is…”) 2) Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict. 3) Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved. 4) Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific. 5) Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites the course textbook and three scholarly sources. 6) Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future.

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