Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on the weekly concepts learned in the course. 

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

CO1: Integrate evidence-based and research to support advancement of holistic nursing care in diverse healthcare settings. (PO 1,4)

CO2: Integrate knowledge related to evidence-based practice and person-centered care to improve health outcome. (PO 1, 2)

CO3: Demonstrate professional and personal growth through a spirit of inquiry, scholarship, and service in diverse healthcare settings. (PO 3, 4)

CO4: Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 5)

CO5: Analyze research findings and evidence-based practice to advance holistic care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)

Requirements:

• Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week.

You will need to post your reflection here before you are able to see other students’ posts. 

1. In completing your CITI modules, was there anything that surprised you?
2. What similarities did you see between the CITI modules and the ANA Code of Ethics?
3. Do you see applications for this week’s content to your nursing practice?

First, return to your topic chosen in the week three assignment.

• Answer this question: What are the personal and/or communal ethical factors that may be involved in determining the moral position of either side in that debate?
• Next, articulate and then evaluate the ethical positions using Kantian ethics (that is, the categorical imperative) relative to the long-standing debate (that is your topic chosen in the week three assignment).
• Finally, create a complete annotated bibliography for 5 academic scholarly sources. You will annotate each source. The sources should be relevant to your topic chosen in the week three assignment.

Include the following:

• Publication details
• Annotation (a detailed reading of the source)

Each annotation section should include the following:

• Summarize key points and identify key terms (using quotation marks, and citing a page in parentheses).
• Describe the controversies or “problems” raised by the articles.
• State whether you agree or disagree and give reasons.
• Locate one or two quotations to be used in the final research project.
• Evaluate the ways in which this article is important and has helped you focus your understanding.

Use the following as a model:

APA Reference
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.

Annotation Example
In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gauge learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school.

Writing Requirements (APA format)

• Length: 4-7 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page

Case Study, Chapter 1, Health Care Delivery and Evidence-Based Nursing Practice 

1. Suzanne Jones, 76-year-old patient with COPD is admitted to the ICU. Mrs. Jones is placed on mechanical ventilation to assist with her breathing. After 2 days on the ventilator, Mrs. Jones is extubated and then transferred to a medical-surgical unit. The medication regimen is adjusted during the hospitalization. Mrs. Jones is discharged home after 6 days. She and her family are pleased with the care she receive in the hospital. (Learning Objectives 3 and 6)

1. Describe the quality performance tools that may be used to demonstrate that the care and treatment rendered are both cost-efficient and of high quality. 
2. Describe the quality performance tools that may be used to demonstrate that the nursing care utilized is evidence-based care and high quality, resulting in patient satisfaction and good patient outcomes.

2. The registered nurse working in the cardiac care clinic is tasked with implementing quality improvement measures. To educate the clinic staff, the nurse plans an in-service program to introduce concepts of quality improvement and evidence-based practice. Additionally, the role of the case manager will be included in the presentation. The nurse plans on using care of the patient with Congestive Heart Failure as a template, and prepares sample clinical pathways, care maps, and multidisciplinary action plans. (Learning Objective 3)

1. Describe how clinical pathways are used to coordinate care of caseloads of patients.
2. What is the role of the case manager in evaluating a patient’s progress?
3. What are examples of evidence-based practice tools used for planning patient care?

• Describe the Quality Improvement Organization (QIO) and      explain how the QIO improves policies and healthcare for Medicare      beneficiaries.  
• Briefly define the qualifications for Medicare and      Medicaid benefits. How can qualifications be modified to serve more people      who are considered a vulnerable population?
• Discuss the impact (including      at least two positive and two negative aspects) that the ACA has had on      benefits and coverage for Medicare and Medicaid recipients. 
• Describe your role(s) as a      healthcare leader as it applies to the practice of advocating for cost      effective care for vulnerable populations.