You will need to find 4 articles located in scholarly journals. Scholarly journal articles are also referred as primary source peer reviewed articles. A scholarly journal article can be found in the South University Online Library. To find more information regarding utilizing the South University Library and accessing scholarly journal articles click on Library Guide. What cannot be used for this assignment are web pages, magazines, newspapers, text books, and other books. Finally, current research for our purposes is an article that was published within the last 5 to 6 years.

Remember this is a course on human development so when looking for articles make sure they are related to the subject matter covered in the course. To help in your search here are some of the major areas we covered in this course (these are meant as a guide, not specific topics to find).

• Major developmental theories across the lifespan
• Nature of geographic, gender, social, cognitive, emotional, and developmental factors during each period of development
• Developmental factors that impact one another.
• Historical and current trends in development
• Current trends which may differentially impact the future development of populations in the United States
• Social, and diversity issues related to developmental psychology

With the major areas above in mind, focus on at least two of the following age groups:

• Childhood
• Adolescence
• Adulthood
• Older Adults

First, give an overview of each article, including:

• Write a 2-paragraph summary for each article.
• Write a 1-2 paragraph analysis and evaluation for each article found.
• Make sure to integrate course material in that analysis

Then, write a summary (1-2 pages) integrating what was leaned from the articles reviewed on the chosen age groups as seen from the life-span perspective. Cover the following in that summary:

• What similarities did you find in the types of research and what was being studied? What differences did you find?
• Based on your course readings, what developmental theories did you find that were applicable?
• Explain how the life-span perspective may provide a way of better understanding the research reviewed.

It’s time to submit your digital portfolio. Remember, your final portfolio must include:

• A professional cover page for your portfolio and cover letter
  • You can start off the portfolio with a professional title/cover page of your choice. Be professional about this format, as it may be what you submit to a future employer. Simplicity is best. For example:

Professional Digital Nursing Portfolio
Jane Doe
2014

• A professional resume
• Complementary portfolio items: CPR card, immunization record, student organization membership, college & community service information
• A professional thank you letter after the interview, as submitted in module 9 discussion.
• A professional resignation letter

Carrie 

In this discussion board, I will briefly describe my proposed solution to address the suggestion/educational need and how it has changed since I first envisioned it. (P), would providing teaching about tobacco cessation (I) compared to medications to assist in tobacco cessation (C) lead to a decrease in tobacco dependency and better health outcomes (O), after four weeks of intervention date (T)? Provide tobacco cessation techniques through the help of community services to decrease potential health problems secondary to tobacco dependency. The solution to this PICOT statement is to provide all patients who are admitted into the hospital with tobacco addiction, education prior to discharge. The education we provide patients at our facility is a sheet of paper that includes: What is my main problem, what is smoking cessation, what do I need to do, and Why is it important for me to do this? Making the patient aware of the risk they are posing to their health is important. When the patient has this information, they are able to make an informed decision on the next step to receive help with tobacco cessation. The fact that education is needed in order for the patient to begin tobacco cessation has not changed. The way that education is provided has changed. Education can be provided in various ways. In our facility, patients are handed a piece of paper that is reviewed with them with the nurse at bedside. In other facilities, education is performed on the television. Patients must complete the education by discharge. “With tools and smoking cessation resources from the Tips From Former Smokers® (Tips®) campaign, you can ensure your patients have the right resources to begin their quit journeys” (Centers for Disease Control and Prevention, 2019, para. 1). There are many resources and paths a patient can take to quit tobacco products. It is the nurse’s job to provide the patient with a variety of resources so that the patient can decide which method will help them individually be successful with tobacco cessation. Providing the patient options with tobacco cessation has changed my perspective. Not everyone learns the same way. Some people may be visual, tactile, etc. types of learners. Knowing the patients learning style is essential before providing any education. When the patient learns in a way that they better understand, they will be more successful in their cessation journey.  

Resource  Centers for Disease Control and Prevention. (2019). Healthcare Providers: Tools and Resources  | Health Care Providers | Partners | Tips From Former Smokers | CDC. Retrieved from   https://www.cdc.gov/tobacco/campaign/tips/partners/health/index.html

by carrie

The evidence-based project (EBP) initiative that I am focusing on is developing and implementing a formal unit-based preceptor program. There are many aspects to consider when moving ahead with an evidence-based project (EBP) change, and one must ask how it will affect financial, quality, and clinical aspects.

Financial aspect: The financial aspect to consider for developing a formal unit-based preceptor program is the increased financial expenditures that organizations face with high nurse turnover rates. It costs organizations an estimated sixty-two to sixty-seven thousand dollars pre nurse leaving his or her job (Kovner et al., 2016). A unit-based preceptor program will directly impact the financial aspect because evidence shows that quality preceptorship increases nurse retention, thus decreasing the financial burden on the organization (Kovner et al., 2016).

Quality aspect: The quality aspect to consider for developing a formal unit-based preceptor program is the disruption to work patterns and inconsistency of care that is related to high nurse turnover rates. According to Kovner et al. (2016) increased turnover significantly affects the productivity, unit work patterns, and lowers job satisfaction which can result in decreased quality of patient care and outcomes. The unit-based preceptor program will directly affect the quality aspect of patient care in that when there is a decrease in turnover there will be an increased continuity of care and unit workflow patterns resulting in improved care and outcomes (T. Brock, personal communication, September 3, 2019).

Clinical aspect: The clinical element to consider for developing a formal unit-based preceptor program is how it enhances nursing skills for both the preceptor and the preceptee (T. Brock, personal communication, September 3, 2019). To precept students or new graduate nurses’ preceptors need to know the organization’s policies and nursing procedures which results in increased nursing and critical thinking skills (T. Brock, personal communication, September 3, 2019). A formal unit-based preceptor program will directly affect the clinical aspect in when precepting preceptees, questions often lead to a more in-depth review of literature to find answers and solutions.

Reference

Kovner, C. T., Djukic, M., Fatehi, F. K., Fletcher, J., Jun, J., Brewer, C., & Chacko, T. 

(2016). Estimating and preventing hospital internal turnover of newly licensed nurses: 

A panel survey. International Journal of Nursing Studies, 60, 251-262. 

doi:10.1016/j.ijnurstu.2016.05.003

 After reviewing the Psychosocial Care of the Elderly source found in course resources, discuss surprising facts about the psychosocial care of the aging. Did you originally consider any of these as myths, when in reality they are based on evidence? How can nurses influence attitudes among caregivers and the public about aging?