week 10,Case Study, Chapter 16, Whistle-Blowing in Nursing – 2025 Case Study Chapter 16 Whistle Blowing in Nursing A student nurse asks a faculty member to explain whistle blowing The student nurse

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week 10,Case Study, Chapter 16, Whistle-Blowing in Nursing – 2025

Case Study, Chapter 16, Whistle-Blowing in Nursing

A student nurse asks a faculty member to explain whistle-blowing. The student nurse wants to know the work conditions that would have to be met before whistle-blowing occurs, as well as situations in which whistle-blowing is clearly indicated. The faculty member reviews key concepts with all members of the class.

1. Being a whistle-blower takes great courage and self-conviction because it requires the whistle-blower to avoid groupthink. Analyze how groupthink affects the process of whistle-blowing.

2. Discuss the pros and cons of whistle-blowing.

3. What are the key guidelines for blowing the whistle?

Empathy map – 2025 To create your Empathy map simply draw four quadrants on a piece of paper

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Empathy map – 2025

To create your Empathy map, simply draw four quadrants on a piece of paper. Each quadrant represents a different aspect of yourself, the quadrants are as follows;

Seeing; The See quadrant explores what you see from the situation and how that impacts what you then do.

Doing; The Does quadrant explores the actions the Individual takes

Thinking; The Thinks quadrant captures what the Individual is thinking throughout the experience

Feeling. The Feels quadrant is the Individuals emotional state

Next, consider the following case study of Rosie and her family, explore the emotion in you. In each quadrant, write down the relevant aspects of each perspective. Your word count for this assessment is 500 words. Whilst APA referencing is not required for the purpose of this assessment as this work is based on your own personal knowledge you are required to submit a Bibliography which is not included in your word count. 

Case Study

Rosie is a 28-year-old single mother to Sam, her 6-year-old son. Sam was diagnosed with Neuroblastoma which is a form of cancer that is made up of cells that are found in nerve tissues of the body at the age of 4 and has been receiving a variety of known treatment options throughout this time inclusive of Chemotherapy which Sam is currently undergoing. Rosie has no current contact with any of her family members due to her traumatic childhood.

This has been a long journey for their family and Rosie has consistently struggled with watching Sam decline health wise throughout treatment and constantly analyses Sam’s quality of life. Sam cannot play sport of any kind, at times due to his level of unwellness he cannot hold a book at bedtime, he has not commenced school due to his treatment therefore has minimal friends to support him throughout this time period. Sam became extremely unwell during his last round of treatment which again provoked Rosie to assess how this medical intervention was helping her son.

Following Sam’s last round of treatment, scans took place which concluded the Neuroblastoma had again spread throughout Sam’s body however Doctors were confident that Sam would be eligible for a new drug trial. Following Rosie’s assessment of Sam who is undernourished and unwell from the impact of chemotherapy she has declined any further treatment for Sam and has requested support to prepare for Sam’s death with the inclusion of the Palliative care team.

Safety Risks – 2025 Provide your answers to the following questions in a 2 page paper Use APA Editorial Format for all

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Safety Risks – 2025

 

Provide your answers to the following questions in a 2-page paper. Use APA Editorial Format for all citations and references used.

  1. What should the “culture and environment of safety” look like when preparing and administering medications?
  2. Discuss a common breach of medication administration.
  3. Identify three (3) factors that lead to errors in documentation related to medication administration.
  4. What can I do to prevent medication errors?

Capstone Project Change Proposal Presentation for Faculty Review and Feedback – 2025 Create a professional presentation of your evidence based intervention and change proposal to be

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Capstone Project Change Proposal Presentation for Faculty Review and Feedback – 2025

 

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. 

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guideline.

Ethics In Nursing – 2025 1 Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt 2

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Ethics In Nursing – 2025

1.  Search the internet and learn about the cases of nurses Julie Thao and Kimberly Hiatt. 

2.  List and discuss lessons that you and all healthcare professionals can learn from these two cases.

3.  Describe how the principle of beneficence and the virtue of benevolence could be applied to these cases.

4.  In addition to benevolence, which other virtues exhibited by their colleagues might have helped Thao and Hiatt?

5.  Discuss personal virtues that might be helpful to second victims themselves to navigate the grieving process.

Select articles from nursing journals that address ethical issues. Do not use RN, or Nursing 2019.  It is most be in APA format and at least one or two professional references.

Assessing a Healthcare Program/Policy Evaluation – 2025 There are 2 parts to this assignment Part 1 is template and Part 2 is the paper

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Assessing a Healthcare Program/Policy Evaluation – 2025

There are 2 parts to this assignment. Part 1 is template and Part 2 is the paper. 

Everything has to be APA format, no direct citations from the references. Please see all attachments for everything that you will need. I have listed the instructions for the template and the assignement. Please let me know if you have any questions.

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

Module 4 Maternal child discussion – 2025 Mary s 1st baby was delivered via c section due to the baby being in the

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Module 4 Maternal child discussion – 2025

  

Mary’s 1st baby was delivered via c/section due to the baby being in the breech position. She is requesting a VBAC (vaginal birth after c/section) for this her second baby. By ultrasound this baby is in the vertex position. In reviewing the postoperative report from her first surgery – it is noted that she had a low transverse uterine incision.

Mary is not progressing in labor appropriately, and the decision has been made to move toward a cesarean section. She understands, agrees, and signs the consent for surgery. You will again accept this patient in the recovery – or initial postpartum period.

Recognize that you will complete BUBBLEHE assessment. In addition, the abdominal assessment will also include assessment of the incision. Note the type of dressing used to cover the incision. Is it approximated? Is there any bleeding? Does she have bowel sounds? Is the abdomen distended? Is it soft? Do you assess the fundus and where is it located? It should be firm. Note pain assessment.

Discussion Group B will provide initial post to the following questions, and respond to Group A.

Discussion Group B:

Postpartum:

Susan P. had a SVD (spontaneous vaginal delivery) today approximately 2 hours ago. The labor and delivery nurse is calling to give you report. She is new and not sure what you want to know from her.

What questions do you need to ask to provide comprehensive care to this patient once she is transferred into your care?

Please answer all questions including in text citation and 3-4 References>

philosophy (critical thinking) – 2025 Wk 8 Discussion When the People You Love Don t Think Like You Required Resources Read review the following resources

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philosophy (critical thinking) – 2025

Wk 8 Discussion: When the People You Love Don’t Think Like You

 

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 16
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Introduction
Facione & Gittens (2016) state, “Strong critical thinking about complex and difficult social policies demands that we respect those with whom we disagree” (p. 344). The authors of your text ask us to take seriously the points of view of those with whom we disagree.

  • Should I respect the point of view of a misogynist – a person who dislikes, despises, or is strongly prejudiced against women?
  • Should I respect the point of view of a racist?
  • How about someone who believes marriage is only between one man and one woman?
  • How about someone who does not believe that humans are contributing to the conditions that cause climate change?
  • How about someone who denies that the Holocaust occurred?

Initial Post Instructions
For the initial post, pick one point of view from the five questions above that you find particularly repugnant – one that you think is completely unjustifiable. If you were in conversation with such a person, how could you ethically respond to the statement of such a point of view? Keep in mind that you are expressing a value opinion, which requires ideological reasoning, so you may want to review Chapter 13.

As you form your response, keep in mind the following; these are things you need to think about but not necessarily to write about in your initial post:

  • Reflect if you are using System-1 or System-2 thinking? Are your responses tinged with cognitive bias?
  • Do you think there is a qualitative difference between believing some races are inferior and the belief that marriage should only be between one man and one woman?
  • Do you think there is a qualitative difference between not believing in human contribution to climate change and not believing in the Holocaust?

Discussion The Role of the RN/APRN in Policy-Making – 2025 Discussion The Role of the RN APRN in Policy Making Word cloud generators have become popular

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Discussion The Role of the RN/APRN in Policy-Making – 2025

  

Discussion The Role of the RN/APRN in Policy-Making

Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.

What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocate would all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.

To Prepare:

· Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.

· Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.

Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities to participate in policy-making. Be specific and provide examples.

2-3 paragraphs with at least 3 references not older than 5 years old with in text citation in APA format.

DNP-Patient Outcomes and Sustainable Change – 2025 Please No Plagiarized Work Topic Case Report Application of Quality and Safety

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DNP-Patient Outcomes and Sustainable Change – 2025

Please, No Plagiarized Work

Topic: Case Report: Application of Quality and Safety Concepts

In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

· Doctoral learners are required to use APA style for their writing assignments.

· This assignment requires the inclusion of at least three additional scholarly research sources related to this topic, and at least one in-text citation from each source.

· You are required to submit this assignment to LopesWrite.  

Directions:

Construct a case report (2,500-3,000 words/approximately 10-12 pages) that includes a problem or situation consistent with a DNP area of practice.

1. Review the AHRQ and the IOM report (“To Err Is Human” and “Crossing the Quality Chasm”) to develop the case report.

2. Apply quality and/or safety concepts to describe the understanding of the problem or situation of focus.

3. Apply one or more quality and/or safety concepts to the recommended intervention or solution being proposed.

4. Develop the case report across the entire scenario from the identification of the clinical or health care problem through the proposal for an intervention, implementation, and evaluation using an appropriate research instrument.

5. Describe the evaluation of the selected research instrument in the case report.

6. Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of quality and/or safety within the case report.

Case Report Requirements:

In addition, your case report must include the following:

1. Introduction with a problem statement.

2. Brief literature review.

3. Description of the case/situation/conditions explained from a theoretical perspective.

4. Discussion that includes a detailed explanation of the synthesized literature findings.

5. Summary of the case.

6. Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.

7. Identification of a data collection instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.

8. Conclusion.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to the DNP resources in the DC Network.

Study Materials

Read Chapter 6 in Outcome Assessment in Advanced Practice Nursing 4e.

https://www.gcumedia.com/digital-resources/springer-publishing-company/2017/outcome-assessment-in-advanced-practice-nursing_4e.php

 Tucker, C., Arthur, T., & Roncoroni, J. (2013). Patient-centered, culturally sensitive health care. American Journal of Lifestyle Medicine, 9(1), 63-77. doi:10.1177/1559827613498065

https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/1559827613498065

Park, Y., & Martin, E. G. (2018). Geographic disparities in access to nursing home services: Assessing fiscal stress and quality of care. Health Services Research, 53, 2932-2951. doi:10.1111/1475-6773.12801

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130899122&site=ehost-live&scope=site

 Barsell, J., Everhart, R. S., Miadich, S. A., & Trujillo, M. A. (2018). Examining health behaviors, health literacy, and self-efficacy in college students with chronic conditions. American Journal of Health Education, 49(5), 305-311.

https://doi-org.lopes.idm.oclc.org/10.1080/19325037.2018.1486758

 Nguyen, T. H., Park, H., Han, H-R., Chan, K. S., Paasche-Orlow, M. K., Haun, J., & Kim, M. T. (2015). State of the science of health literacy measures: Validity implications for minority populations. Patient Education & Counseling, 98(12), 1492-1512. doi:10.1016/j.pec.2015.07.013

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0738399115300215?via%3Dihub

Pronovost, P. J., Cleeman, J. I., Wright, D., & Srinivasan, A. (2016). Fifteen years after To Err is Human: A success story to learn from. BMJ Quality & Safety, 25(6), 396. doi:10.1136/bmjqs-2015-004720

https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1793871405?accountid=7374

Mitchell, I., Schuster, A., Smith, K., Pronovost, P., & Wu, A. (2016). Patient safety incident reporting: A qualitative study of thoughts and perceptions of experts 15 years after “To Err is Human.” BMJ Quality & Safety, 25(2), 92. doi:10.1136/bmjqs-2015-004405

https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1778837381?accountid=7374

Califf, R. M., Robb, M. A., Bindman, A. B., Briggs, J. P., Collins, F. S., Conway, P. H., & Sherman, R. E. (2016). Transforming evidence generation to support health and health care decisions. The New England Journal of Medicine, 375(24), 2395-2400. doi:10.1056/NEJMsb1610128

https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1849409554?accountid=7374

AHRQ: Agency for Healthcare Research and Quality. (n.d.). Health literacy measurement tools (revised).

http://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy/index.html

Explore the National Committee for Quality Assurance website.

http://www.ncqa.org/

Institute of Medicine. (1999). To err is human: Building a safer health system. Washington, DC: National Academy Press.

http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/1999/To-Err-is-Human/To%20Err%20is%20Human%201999%20%20report%20brief.pdf

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.

http://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf

Explore the Patient Centered Medical Home: Resource Center page on the Agency for Healthcare Research and Quality website.

http://www.pcmh.ahrq.gov/

Explore the Primary Care Collaborative website.

http://www.pcpcc.org/

Explore the Health Literacy page on the National Network of Libraries of Medicine website.

http://nnlm.gov/outreach/consumer/hlthlit.html

Explore the Health Literacy Online page on the Office of Disease Prevention and Health Promotion website.

http://www.health.gov/healthliteracyonline/