Blog 2 | Reliable Papers

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example NRNP 6540 Week 5 Assignment: Assessing, Diagnosing, and Treating Abdominal, Urological, and Gynecological Disorders

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Brief

Assignment Instructions Overview:

This assignment requires the completion of a comprehensive SOAP (Subjective, Objective, Assessment, and Plan) note based on a provided case study, focused on assessing, diagnosing, and treating a patient with abdominal, urological, or gynecological complaints. The SOAP note must thoroughly cover each section, requiring both clinical insights and evidence-based support to justify assessment and treatment decisions.

Key components include a subjective review of the patient’s complaints, medical history, and medications, with a comparison of current medications to the American Geriatrics Society’s Beers Criteria®. The objective section will include physical examination findings and any relevant diagnostic test results. In the assessment, the student is expected to present differential diagnoses, explaining the process that prioritizes the primary diagnosis. The plan must outline treatment steps, further diagnostics, referrals, and preventive measures, with a reflection on lessons learned from the case.

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today and get the most reliable research paper help!

Understanding Assignment Objectives:

The main objective of this assignment is to enhance clinical reasoning skills by synthesizing patient data and developing a differential diagnosis, leading to a focused treatment plan. Students are expected to apply critical thinking to evaluate both subjective and objective data, integrate relevant clinical guidelines, and create a safe, evidence-based approach for patient management. The assignment also aims to reinforce an understanding of age-related considerations, especially in medication management, and the importance of health promotion and preventive care.

The Student’s Role:

The student assumes the role of a healthcare provider tasked with accurately assessing and managing a case with urological symptoms. This role requires them to gather a thorough patient history, analyze findings from physical exams and labs, and apply clinical knowledge to generate differential diagnoses. The student must also consider pharmacological interventions and address specific geriatric concerns, such as evaluating the safety of current medications using Beers Criteria®. This assignment challenges the student to bridge clinical theory with practical application, crafting a management plan that is safe, effective, and evidence-based.

Competencies Measured:

This assignment measures competencies in clinical assessment, diagnostic reasoning, and treatment planning. It assesses the ability to:

Collect and interpret comprehensive patient data (history, physical exam, lab results).
Develop and prioritize differential diagnoses using evidence-based criteria.
Craft a holistic and detailed patient management plan that includes treatment, follow-up, and health promotion.
Apply geriatric pharmacology principles to ensure safe medication use.
Reflect on clinical learning experiences to enhance future practice.

You can also read these assignment examples for the NRNP 6540 – Advanced Practice Care of Older Adults Course:

NRNP 6540 Assessment of Older Adults Evaluation Plan Discussion Example

NRNP 6540 Psychosocial Disorders Assessing Diagnosing and Treating Dementia Delirium and Depression Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

Focused SOAP Note Template

Patient Case: R.B., 95-Year-Old Male with Red Urine

Subjective

Chief Complaint: “My urine is really red.”

History of Present Illness (HPI): The patient, a 95-year-old male, reports noticing bright red-colored urine for the past two days. He lives in a skilled nursing facility (SNF) and is accompanied by his son for this visit. The patient denies associated pain, urgency, frequency, or fever. He has a history of urinary issues, including gross hematuria. Recent lab work showed signs consistent with infection, but full culture results are pending.

Past Medical History (PMH):

Cognitive communication deficit
Dysphagia
Right-sided hemiplegia and hemiparesis following ischemic stroke
Moderate vascular dementia
Malignant neoplasm of prostate
New-onset atrial fibrillation (12/2019)
Deep vein thrombosis (DVT) in the left lower extremity
History of gross hematuria

Medication List:

Tamsulosin 0.4 mg, 2 capsules daily
Aspirin 325 mg daily
Atorvastatin 10 mg daily
Donepezil 10 mg at bedtime
Metoprolol 25 mg, 0.5 tablets every 12 hours
Acetaminophen 500 mg, 1 tablet twice daily

Beers Criteria Evaluation: Some medications require monitoring due to age-related risks. Aspirin at 325 mg daily may increase bleeding risk, particularly considering the patient’s hematuria and age. According to Beers Criteria, Donepezil and Metoprolol are typically safe but should be monitored for possible side effects, such as dizziness and bradycardia (American Geriatrics Society, 2019).

Allergies: Penicillin (reaction: hives)

Review of Systems (ROS):

General: No fever, chills, or malaise
Genitourinary: Red-colored urine, denies pain, dysuria, urgency, or incontinence
Cardiovascular: History of atrial fibrillation; managed with metoprolol and aspirin
Neurologic: Cognitive impairment, right-sided weakness
Gastrointestinal: No recent changes in bowel habits or complaints of abdominal pain

Objective

Vital Signs:

BP: 122/70 mmHg
HR: 66 bpm
Temp: 98.0°F
Respiration: 18 breaths per minute
SpO2: 98%

Physical Exam Findings:

General: Alert with moderate dementia; cooperative but with cognitive limitations.
Abdomen: Soft, non-tender, no palpable masses; bladder non-distended.
Genitourinary: Hematuria observed.
Cardiovascular: Regular rate and rhythm, no murmurs or gallops.
Neurological: Right-sided hemiparesis secondary to past CVA.

Lab Results:

Complete Blood Count: RBC 3.53 (low); Hemoglobin 10.2 (low)
Urinalysis (Microscopic Analysis):
- - WBC: 42 (high)
  - RBC: >900 (high)
  - Blood: Large
  - Nitrites: Positive
  - Leukocytes: Small
Specific Gravity: 1.020
Urine pH: 7.0

Assessment

Primary Diagnosis: Urinary Tract Infection (UTI) with Hematuria

Justification: The presence of elevated WBCs, RBCs, positive nitrites, and leukocytes in the urinalysis strongly suggests a urinary tract infection, commonly associated with hematuria in older adults (Gleckman et al., 2020). Additionally, the patient’s prior gross hematuria and prostate cancer history raise his risk for recurrent UTIs.

Differential Diagnoses:

Hemorrhagic Cystitis – Persistent hematuria, without severe pain or fever, may suggest hemorrhagic cystitis, particularly given the patient’s history of prostate issues. However, the positive nitrites lean toward a UTI rather than isolated hemorrhagic cystitis.
Prostate Cancer Progression – The patient’s prostate cancer history could contribute to the observed hematuria. However, the presence of leukocytes and nitrites points more convincingly toward infection rather than tumor progression.

Plan

Diagnostics:

Urine Culture and Sensitivity (C&S): Pending, essential for confirming the causative organism and adjusting antibiotics as needed.
Complete Blood Count (CBC): Monitor RBCs and hemoglobin due to anemia and hematuria.

Medications and Therapeutic Interventions:

Antibiotics: Begin empiric treatment with Nitrofurantoin 100 mg twice daily for 5 days, pending C&S results to confirm bacterial susceptibility (Dale et al., 2021).
Acetaminophen: Continue for pain management as needed.
Medication Adjustment: Consider adjusting aspirin dosage upon further evaluation of bleeding risk, especially with ongoing hematuria (American Geriatrics Society, 2019).

Patient and Caregiver Education:

Educate the patient’s caregiver on signs of worsening infection, including fever, increased confusion, and abdominal pain.
Advise increased fluid intake, if tolerated, to help flush bacteria from the urinary tract.

Follow-Up:

Short-term: Review urinalysis and C&S results in 48 hours to confirm antibiotic choice.
Long-term: Schedule a follow-up appointment in one month to assess infection resolution and reevaluate the need for aspirin or alternative anticoagulation.

Health Promotion and Disease Prevention:

Promote urinary hygiene practices to reduce future UTIs.
Encourage a balanced diet to address anemia and overall health. Consider dietary consultation if anemia persists.

Reflection Statement: This case highlighted the complexity of managing infections in geriatric patients, especially when balancing polypharmacy and the risks of adverse drug reactions. Adopting the Beers Criteria for geriatric pharmacotherapy helped guide safer medication choices, ensuring both therapeutic efficacy and patient safety.

References

American Geriatrics Society. (2019). Updated Beers Criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67(4), 674-694. https://doi.org/10.1111/jgs.15767

Dale, H., Heneghan, C., & Roberts, N. (2021). Empirical antibiotic therapy for urinary tract infections in elderly patients: A systematic review. British Journal of General Practice, 71(3), 135-140. https://doi.org/10.3399/bjgp21X714353

Gleckman, R., Fine, M. J., & Washington, J. (2020). Diagnosis and management of urinary tract infections in older adults. Annals of Internal Medicine, 172(5), 391-399. https://doi.org/10.7326/AIM.10545

Detailed Assessment Instructions for the NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

The Assignment:

Complete the Focused SOAP Note Template provided for the patient in the case study. Be sure to address the following:

Subjective: What was the patient’s subjective complaint? What details did the patient provide regarding their history of present illness and personal and medical history? Include a list of prescription and over-the-counter drugs the patient is currently taking. Compare this list to the American Geriatrics Society Beers Criteria®, and consider alternative drugs if appropriate. Provide a review of systems.
Objective: What observations did you note from the physical assessment? What were the lab, imaging, or functional assessments results?
Assessment: Provide a minimum of three differential diagnoses. List them from top priority to least priority. Compare the diagnostic criteria for each, and explain what rules each differential in or out. Explain you critical thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Plan: Provide a detailed treatment plan for the patient that addresses each diagnosis, as applicable. Include documentation of diagnostic studies that will be obtained, referrals to other health-care providers, therapeutic interventions, education, disposition of the patient, caregiver support, and any planned follow-up visits. Provide a discussion of health promotion and disease prevention for the patient, taking into consideration patient factors, past medical history (PMH), and other risk factors. Finally, include a reflection statement on the case that describes insights or lessons learned.
Provide at least three evidence-based peer-reviewed journal articles or evidenced-based guidelines, which relate to this case to support your diagnostics and differentials diagnoses. Be sure they are current (no more than 5 years old) and support the treatment plan in following current standards of care. Follow APA 7th edition formatting.

Week 7: Abdominal, Urinary, and Gynecological

Case 1: UTI

R.B. 95-year-old, white male, currently living in a skilled nursing facility (SNF)

Chief complaint: “My urine is really red.”

HPI: On Wednesday (2 days ago) the patient was brought to your clinic by his son and complained that his urine appeared to be bright red in color. You ordered labs, urinalysis, culture, and sensitivity, and the results are below.

Allergies: Penicillin: Hives

Medications: Tamsulosin 0.4 mcg, 2 capsules daily, Aspirin 325 mg daily, Atorvastatin 10 mg 1 tablet daily, Donepezil 10 mg 1 tablet PO QHS, Metoprolol 25 mg 0.5 mg tablet every 12 hours, Acetaminophen 500 mg 1 tablet BID

Code status: DNR Regular diet, pureed texture, honey-thickened liquids

Vitals: BP 122/70, HR 66, Temp 98.0 F, Resp 18, Pulse ox 98% Weight:____ BMI:____

PMH: Cognitive communication deficit, pneumonitis due to inhalation of food and vomit, dysphagia, R-side hemiplegia and hemiparesis past ischemic CVA, moderate vascular dementia, malignant neoplasm of prostate, new-onset atrial fibrillation (12/2019), DVT on left lower extremity, gross hematuria

Labs:

RBC 3.53 (L)

Hemoglobin 10.2 (L)

Microscopic Analysis, Urine, straight Cath

Component:

WBC UA 42 (H) (0-5/ HPF)

RBC, UA >900 (H) (0-5/HPF)

Epithelial cells, urine 2 (0-4 /HPF)

Hyaline casts, UA 0 (0-2 /LPF)

Urinalysis

Color Red

Appearance (Urine) Clear

Ketones, UA Trace

Specific gravity 1.020 (1.005-1.025)

Blood, UA Large

PH, Urine 7.0 (5.0-8.0)

Leukocytes Small

Nitrites Positive

C&S results were not available yet.

Give Your Grades a Boost with Our Expert Nursing Paper Writing Services!

Are you overwhelmed by challenging nursing topics? Look no further! At ReliablePapers.com, we’re proud to be your go-to nursing writing service. Our team of skilled nursing essay writers is dedicated to delivering customized and original nursing papers that ensure top-notch grades.

Writing Nursing Assignments Made Easy

Whether you’re dealing with complex topics, tight deadlines, or specific instructions, we’ve got your back. From crafting a custom nursing research paper to assisting with your nursing assignments, our professionals are here to lend a helping hand.

How We Can Assist You

Our pro nursing writers create outstanding nursing essay papers from scratch, addressing any topic, meeting any deadline, and following your specific instructions. At ReliablePapers.com, we understand the importance of your academic success.

Why Choose Us?

Affordable Prices: Our online nursing papers are priced affordably, ensuring accessibility for all college students.
Expert Writers: Let our skilled writers make your paper perfect, providing the expertise needed for exceptional results.
Originality Guaranteed: Say goodbye to plagiarized papers. Our nursing experts craft original and customized nursing essays for your academic success.
Easy Ordering Process: Ready to place your order? It’s hassle-free! Visit our “Place Order” page, provide paper details, proceed to checkout, and your order will be assigned to a suitable expert.

Why Trust Our Professionals?

Professionals at ReliablePapers.com are updated with the latest nursing trends, ensuring your nursing research paper stands out. Our skilled writers offer the best nursing writing services, meeting your desires and ensuring timely submissions.

As a nursing student, balancing assignments and class participation can be overwhelming. Seeking help enables you to submit research on time and ensures exceptional performance in your nursing research papers and assignments. Trust ReliablePapers.com for your academic success! Our online nursing essays are unmatched both in quality and affordability.

Save Time, Secure Top Grades

Ready to save time and secure the grades you deserve? Visit our “Place Order” page, fill in your paper details, proceed to checkout, and trust us to make your nursing papers perfect. Don’t wait until the last minute; fill in your requirements and let our experts deliver your work ASAP.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 11, 2024/by Reliable Papers

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

Blog, Sample Papers, Writing Guides

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example NRNP 6540 Week 4 Assignment: A 67-Year-Old with Tachycardia and Coughing

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Brief

Assignment Instructions Overview

This assignment is centered on the assessment, diagnosis, and management of cardiovascular and pulmonary disorders. It requires students to analyze a case study involving a patient with complex health issues, including respiratory and cardiovascular symptoms. Through this case, students must demonstrate an ability to integrate subjective and objective findings, interpret diagnostic results, and develop a treatment plan based on current evidence-based guidelines.

The assignment involves answering 10 specific questions about a hypothetical patient’s symptoms, diagnosis, and potential treatments. Students are expected to identify relevant assessment tools, evaluate differential diagnoses, propose treatment regimens, and provide patient education. The goal is to develop a comprehensive understanding of the patient’s condition, including the appropriate steps to assess, diagnose, and manage her symptoms effectively.

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today and get the most reliable research paper help!

Understanding Assignment Objectives

The primary objectives of this assignment are to enhance students’ clinical reasoning, diagnostic skills, and treatment planning abilities in managing cardiovascular and pulmonary conditions. Students are expected to:

Assess and interpret clinical signs and symptoms within the context of cardiovascular and respiratory disorders.
Utilize assessment tools and clinical guidelines to establish diagnoses and determine the severity of conditions.
Identify appropriate diagnostic tests to further evaluate symptoms and rule out differential diagnoses.
Propose evidence-based interventions, including pharmacological and non-pharmacological treatments, tailored to the patient’s condition and history.
Educate patients and families on managing symptoms, medication adherence, and follow-up care to prevent complications.

The Student’s Role

In this assignment, students take on the role of a healthcare provider, responsible for analyzing a patient’s health history, conducting a thorough assessment, interpreting laboratory and diagnostic data, and creating a comprehensive care plan. Students must:

Apply clinical guidelines and professional standards to ensure appropriate decision-making.
Think critically about the patient’s symptoms, using tools like the CURB-65 to assess pneumonia severity or an Ankle-Brachial Index (ABI) to evaluate vascular health.
Integrate knowledge of the patient’s existing chronic conditions, such as COPD, into the treatment plan to address both acute and chronic aspects of the case.
Develop patient-centered care strategies, considering the patient’s daily living needs, family dynamics, and health education requirements.

Competencies Measured

This assignment measures a range of essential competencies for advanced practice nursing, including:

Clinical Decision-Making: Students are evaluated on their ability to assess a patient’s condition accurately, differentiate between possible diagnoses, and select appropriate treatment options.
Evidence-Based Practice: This competency is demonstrated through the use of current guidelines, research-based assessment tools, and validated interventions for managing cardiovascular and pulmonary diseases.
Patient Education and Advocacy: Students must show proficiency in educating patients and caregivers about their health, potential risk factors, and steps for disease management. This includes communicating complex information clearly and providing actionable follow-up instructions.
Professional and Ethical Responsibility: Students are expected to approach each question with a patient-centered, ethical perspective, ensuring that care recommendations respect the patient’s preferences, lifestyle, and health goals.

You can also read these assignment examples for the NRNP 6540 – Advanced Practice Care of Older Adults Course:

NRNP 6540 Assessment of Older Adults Evaluation Plan Discussion Example

NRNP 6540 Psychosocial Disorders Assessing Diagnosing and Treating Dementia Delirium and Depression Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Abdominal Urological and Gynecological Disorders Assignment Example

NRNP 6540 Assessing Diagnosing and Treating Hematological and Immune System Disorders Assignment Example

NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

Introduction

Ms. Baker, a 68-year-old woman, presents with a rapid heart rate and frequent coughing. With a medical history including chronic obstructive pulmonary disease (COPD), hypertension, hyperlipidemia, and vitamin D deficiency, she also experiences intermittent leg pain while walking, which subsides with rest. Given her recent symptoms, vital signs, and laboratory results, the following assessment and management plan will explore her diagnosis, treatment options, and education needs.

Question 1: Expected Chest X-ray Findings for Pneumonia

For a patient like Ms. Baker, who is diagnosed with pneumonia, common radiographic findings on her chest X-ray would likely include areas of consolidation, which represent fluid and pus-filled alveolar spaces due to infection (Marrie, 2018). Given her diagnosis of left lower lobe pneumonia, we would anticipate localized opacities or infiltrates within the left lower lobe. Additional signs may include air bronchograms or increased vascular markings due to inflammation in the affected lung tissue.

Question 2: Classification of Pneumonia – CAP vs. HAP

Ms. Baker’s pneumonia is best classified as community-acquired pneumonia (CAP). CAP is an infection acquired outside of a hospital or healthcare facility, typically diagnosed in patients presenting from the community with no recent healthcare exposure (Metlay et al., 2019). In contrast, hospital-acquired pneumonia (HAP) occurs 48 hours or more after admission to a healthcare setting (Mandell, 2020). Since Ms. Baker’s symptoms developed at home, her pneumonia aligns with CAP criteria.

Question 3: Assessment Tool and Application (CURB-65)

3A) The CURB-65 score is a widely used tool to assess pneumonia severity and guide treatment. It assigns points based on five factors: confusion, urea >7 mmol/L, respiratory rate ≥30, blood pressure <90/60 mmHg, and age ≥65 (Lim et al., 2010).

3B) In Ms. Baker’s case:

Confusion: Not present

Urea: Not elevated (BUN is 17 mg/dL)

Respiratory rate: Elevated at 22 breaths per minute but does not meet the ≥30 criterion

Blood pressure: Normal at 126/78 mmHg

Age: She is 68, scoring 1 point for age alone.

Based on her CURB-65 score of 1, Ms. Baker could likely be managed as an outpatient with oral antibiotics and close monitoring (Lim et al., 2010).

Question 4: Treatment Plan Based on CAP Guidelines

For Ms. Baker’s CAP, recommended treatment aligns with amoxicillin/clavulanate combined with a macrolide like azithromycin. The combination covers common CAP pathogens, including Streptococcus pneumoniae and Haemophilus influenzae (Metlay et al., 2019). Given her COPD history, this regimen is optimal as it addresses potential bacterial pathogens in COPD patients, who are at higher risk of secondary infections. Ms. Baker should also use bronchodilators, such as her ProAir HFA inhaler, to manage respiratory symptoms related to her COPD exacerbation (GOLD, 2023).

Question 5: Gold Standard for Measuring COPD Airflow Limitation

The gold standard for assessing airflow limitation in COPD patients is spirometry. Specifically, FEV1 (Forced Expiratory Volume in 1 second) measures airflow limitation severity (GOLD, 2023). Regular spirometry assessments will help monitor Ms. Baker’s disease progression and adjust her COPD management plan accordingly.

Question 6: Most Likely Diagnosis for Intermittent Leg Pain

The best diagnosis for Ms. Baker’s intermittent leg pain is intermittent claudication. Intermittent claudication is commonly associated with peripheral artery disease (PAD) and is characterized by leg pain or cramping during activity that subsides with rest (Criqui & Aboyans, 2015). Ms. Baker’s smoking history and hypertension further increase her PAD risk, making this diagnosis more likely than other options, such as DVT, cellulitis, or electrolyte imbalance, which have different symptom profiles.

Question 7: Diagnostic Test for Intermittent Claudication

To evaluate Ms. Baker’s suspected intermittent claudication, an Ankle-Brachial Index (ABI) test is appropriate. The ABI measures blood flow by comparing blood pressure in the ankle and arm, with abnormal values indicating PAD (Aboyans et al., 2018). Positive findings would prompt further vascular assessment and guide treatment to improve her walking tolerance.

Question 8: Differential Diagnoses for Initial Presentation

COPD Exacerbation: Her increased cough and reliance on her inhaler suggest a potential COPD exacerbation, especially with a history of smoking and COPD (GOLD, 2023).
Community-Acquired Pneumonia (CAP): Symptoms like cough, sputum production, and tachycardia align with pneumonia, a confirmed diagnosis through assessment.
Heart Failure: Given her history of hypertension, heart failure should be considered as a differential, as it can manifest with fatigue, cough, and peripheral symptoms (McDonagh et al., 2021).

Question 9: Patient Education and Follow-Up

Education: Ms. Baker should be advised on the importance of medication adherence, including using her inhaler correctly and consistently taking her prescribed antibiotics. She should also receive education on recognizing symptoms of worsening COPD or pneumonia, such as increased shortness of breath or high fever, and on avoiding respiratory infections by practicing good hygiene and considering pneumococcal and influenza vaccinations (GOLD, 2023).

Follow-Up: Ms. Baker should be scheduled for a follow-up within 1–2 weeks to reassess her respiratory symptoms, confirm pneumonia resolution, and adjust her COPD treatment if necessary.

Question 10: Suitability of Amoxicillin/Clavulanate + Macrolide

Yes, amoxicillin/clavulanate plus a macrolide would be an appropriate choice for Ms. Baker’s CAP treatment. This combination targets both typical and atypical CAP pathogens and is recommended for patients with COPD due to their higher risk of infection by gram-negative and atypical bacteria (Metlay et al., 2019). However, given her penicillin allergy, alternative options should be considered, such as doxycycline or a quinolone, based on her allergy severity and response history.

Conclusion

Ms. Baker’s case highlights the need for comprehensive assessment and individualized care to address her respiratory and cardiovascular health needs. By following evidence-based guidelines and carefully considering her COPD and smoking history, her CAP can be effectively managed, and additional cardiovascular concerns, such as intermittent claudication, can be evaluated to improve her overall quality of life.

References

Aboyans, V., Ricco, J. B., Bartelink, M. L. E. L., et al. (2018). ESC Guidelines on the diagnosis and treatment of peripheral artery diseases. European Heart Journal, 39(9), 763-816.

Criqui, M. H., & Aboyans, V. (2015). Epidemiology of peripheral artery disease. Circulation Research, 116(9), 1509–1526.

GOLD. (2023). Global strategy for the diagnosis, management, and prevention of chronic obstructive pulmonary disease. Global Initiative for Chronic Obstructive Lung Disease.

Lim, W. S., van der Eerden, M. M., Laing, R., et al. (2010). Defining community-acquired pneumonia severity on presentation to hospital: An international derivation and validation study. Thorax, 58(5), 377–382.

Mandell, L. A. (2020). The treatment of community-acquired pneumonia: A year in the life of a clinician. Clinical Infectious Diseases, 71(6), 1294-1301.

Marrie, T. J. (2018). Pneumonia: Symptoms, types, and treatment. American Family Physician, 97(7), 433-440.

McDonagh, T. A., Metra, M., Adamo, M., et al. (2021). 2021 ESC Guidelines for the diagnosis and treatment of acute and chronic heart failure. European Heart Journal, 42(36), 3599-3726.

Metlay, J. P., Waterer, G. W., Long, A. C., et al. (2019). Diagnosis and treatment of adults with community-acquired pneumonia. American Journal of Respiratory and Critical Care Medicine, 200(7), e45-e67.

Detailed Assessment Instructions for the NRNP 6540 Assessing Cardiovascular and Pulmonary Disorders Assignment Example

NRNP 6540 Week 5 Case Assignment

Case Title: A 67-year-old With Tachycardia and Coughing

Ms. Baker is a 68-year-old female who is brought to your office today by her daughter Rebecca. Ms. Baker lives with her daughter and is able to perform all activities of daily living (ADLs) independently. Her daughter reports that her mother’s heart rate has been quite elevated, and she has been coughing a lot over the last 2 days. Ms. Baker has a 30-pack per year history of smoking cigarettes but quit smoking 3 years ago. Other known history includes chronic obstructive pulmonary disease (COPD), hypertension, vitamin D deficiency, and hyperlipidemia. She also reports some complaints of intermittent pain/cramping in her bilateral lower extremities when walking and has to stop walking at times for the pain to subside. She also reports some pain to the left side of her back, and some pain with aspiration.

Ms. Baker reports she has been coughing a lot lately, and notices some thick, brown-tinged sputum. She states she has COPD and has been using her albuterol inhaler more than usual. She says it helps her “get the cold up.” Her legs feel tired but denies any worsening shortness of breath. She admits that she has some weakness and fatigue but is still able to carry out her daily routine.

Vital Signs: 99.2, 126/78, 90, RR 22

Labs: Complete Metabolic Panel and CBC done and were within normal limits

CMP Component	Value	CBC Component	Value
Glucose, Serum	86 mg/dL	White blood cell count	5.0 x 10E3/uL
BUN	17 mg/dL	RBC	4.71 x10E6/uL
Creatinine, Serum	0.63 mg/dL	Hemoglobin	10.9 g/dL
EGFR	120 mL/min	Hematocrit	36.4%
Sodium, Serum	141 mmol/L	Mean Corpuscular Volume	79 fL
Potassium, Serum	4.0 mmol/L	Mean Corpus HgB	28.9 pg
Chloride, Serum	100 mmol/L	Mean Corpus HgB Conc	32.5 g/dL
Carbon Dioxide	26 mmol/L	RBC Distribution Width	12.3%
Calcium	8.7 mg/dL	Platelet Count	178 x 10E3/uL
Protein, Total, Serum	6.0 g/dL
Albumin	4.8 g/dL
Globulin	2.4 g/dL
Bilirubin	1.0 mg/dL
AST	17 IU/L
ALT	15 IU/L

Allergies: Penicillin

Current Medications:

Atorvastatin 40mg p.o. daily
Multivitamin 1 tablet p.o. daily
Losartan 50mg p.o. daily
ProAir HFA 90mcg 2 puffs q4–6 hrs. prn
Caltrate 600mg+ D3 1 tablet p.o. daily

Diagnosis: Pneumonia

Directions: Answer the following 10 questions and upload your document to Canvas site by due date.

Question 1: What findings would you expect to be reported or seen on her chest x-ray results, given the diagnosis of pneumonia?

Question 2: Define further what type of pneumonia Ms. Baker has, HAP (hospital-acquired pneumonia) or CAP (community-acquired pneumonia)? What’s the difference/criteria?

Question 3:

3A) What assessment tool should be used to determine the severity of pneumonia and treatment options?
3B) Based on Ms. Baker’s subjective and objective findings, apply that tool and elaborate on each clinical factor for this patient.

Question 4: Ms. Baker was diagnosed with left lower lobe pneumonia. What would your treatment be for her based on her diagnosis, case scenario, and evidence-based guidelines?

Question 5: Ms. Baker has a known history of COPD. What is the gold standard for measuring airflow limitation?

Question 6: Ms. Baker mentions intermittent pain in her bilateral legs when walking and having to rest to stop the leg pain/cramps. Which choice below would be the best choice for a potential diagnosis for this? Explain your reasoning.

DVT (Deep Vein Thrombosis)
Intermittent Claudication
Cellulitis
Electrolyte Imbalance

Question 7: Ms. Baker mentions intermittent pain in her bilateral legs when walking and having to rest to stop the leg pain. What test could be ordered to further evaluate this?

Question 8: Name three (3) differentials for Ms. Baker’s initial presentation.

Question 9: What patient education would you give Ms. Baker and her daughter? What would be your follow-up instructions?

Question 10: Would amoxicillin/clavulanate plus a macrolide have been an option to treat Ms. Baker’s Pneumonia? Explain why or why not.

Give Your Grades a Boost with Our Expert Nursing Paper Writing Services!

Writing Nursing Assignments Made Easy

How We Can Assist You

Why Choose Us?

Affordable Prices: Our online nursing papers are priced affordably, ensuring accessibility for all college students.
Expert Writers: Let our skilled writers make your paper perfect, providing the expertise needed for exceptional results.
Originality Guaranteed: Say goodbye to plagiarized papers. Our nursing experts craft original and customized nursing essays for your academic success.
Easy Ordering Process: Ready to place your order? It’s hassle-free! Visit our “Place Order” page, provide paper details, proceed to checkout, and your order will be assigned to a suitable expert.

Why Trust Our Professionals?

Save Time, Secure Top Grades

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 11, 2024/by Reliable Papers

NUR 319 Nursing Assignment Hermanson and Åstrandb

Blog, Sample Papers, Writing Guides

NUR 319 Nursing Assignment Hermanson and Åstrandb

NUR 319 Nursing Assignment Hermanson and Åstrandb (2020)

What is meant by evidence-based practice?

Evidence-based practice (EBP) is the use of the best available evidence in combination with clinical expertise and patient values to guide healthcare decision-making. EBP involves critically appraising research evidence to identify the most relevant and reliable findings, which can then be integrated with clinical expertise and patient preferences to inform healthcare decisions.

Why is it important that we use evidence-based practice?

There are several reasons why healthcare professionals should use evidence-based practice:

Improved patient outcomes: Evidence-based practice is associated with better patient outcomes, as it involves using interventions that have been shown to be effective in research studies.
More efficient use of resources: By using evidence-based practice, healthcare professionals can avoid using interventions that have not been shown to be effective, thereby reducing waste and unnecessary expenditure.
Greater consistency of care: Evidence-based practice helps to ensure that patients receive consistent, high-quality care, regardless of the healthcare professional they see.
Enhances clinical decision-making: Using evidence-based practice ensures that healthcare decisions are informed by the best available research evidence, leading to more informed and effective clinical decision-making.

Check out another post by our nursing paper writing experts aimed at assisting students on Assignment: Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders

Hermanson and Åstrandb (2020) Study Critique Questions

The study by Hermanson and Åstrandb (2020) investigated the effects of early pacifier use on breastfeeding outcomes. The following questions are related to the study design:

Did the research address a clearly focused research question?

A focused research question is a clear and concise statement of the problem being studied. The research question was clearly identified as “What are the effects of early pacifier use on breastfeeding?” This question is focused and specific and helps to guide the study design and analysis.

Were the participants clearly identified? Why is this important?

Clear identification of study participants is important to ensure that the study results are applicable to the population of interest. In the study by Hermanson and Åstrandb, participants were clearly identified as primiparous women who planned to breastfeed and had given birth to a healthy term infant. Participants were recruited from a single hospital in Sweden, which may limit the generalizability of the study results.

Was the intervention clearly described? Why is this important?

A clear description of study interventions is important to ensure that the intervention can be replicated by other researchers and healthcare providers. In the study by Hermanson and Åstrandb, the intervention (early pacifier use) was clearly described as offering a pacifier within 2 hours of birth and allowing unrestricted pacifier use. However, it is unclear whether the control group received any pacifier use, which may limit the interpretation of study results.

Was the assignment of participants to interventions randomized?

Randomization is the process of assigning study participants to treatment or control groups randomly, to minimize the risk of bias. In the study by Hermanson and Åstrandb, participants were randomized to either the intervention group (early pacifier use) or the control group (no pacifier use). The authors used computer-generated randomization, which is a commonly used and adequate method of randomization.

How was randomization carried out, and was it sufficient to eliminate systematic bias?

Randomization was carried out using a computer-generated randomization list. This method of randomization is sufficient to eliminate systematic bias and ensures that participants are assigned to study groups in a way that is not influenced by the researcher.

Was the aim of the research clearly identified, and why is this important?

Yes, the aim of the research was clearly identified. The aim of the study was to determine the effects of early pacifier use on breastfeeding outcomes among newborn infants. Clearly identifying the aim of the research helps to ensure that the study is conducted in a focused and systematic manner.

Discuss the reasons why observational studies have found associations between pacifier use and shorter breastfeeding duration, while results from randomized controlled trials (RCTs) did not reveal any difference in breastfeeding outcomes.

Observational studies have found associations between pacifier use and shorter breastfeeding duration, while RCTs have not consistently shown a difference in breastfeeding outcomes. One possible explanation for this discrepancy is that observational studies are prone to bias, including selection bias, confounding bias, and information bias. Observational studies often involve non-randomized samples and may be subject to a range of confounding variables that cannot be controlled for, such as maternal breastfeeding attitudes, maternal education, and socioeconomic status. In contrast, RCTs involve the randomization of participants, which can help to reduce bias and increase the internal validity of the study.

Another explanation for the discrepancy between observational studies and RCTs is that observational studies may be influenced by reverse causation. For example, mothers who are having difficulty breastfeeding may be more likely to use pacifiers to soothe their infants, rather than the other way around. In contrast, RCTs are less prone to this type of bias because they involve the random allocation of participants to interventions, which reduces the likelihood of reverse causation.

Were all participants who entered the study accounted for at its conclusion?

Yes, all participants who entered the study were accounted for at its conclusion. The researchers reported a 100% follow-up rate, which means that all participants who were enrolled in the study were included in the final analysis. Accounting for all study participants is important to ensure that the study results accurately reflect the study population and minimize the risk of bias.

Methodological Considerations

Were the participants ‘blind’ to the intervention they were given? Consider the benefits of using a ‘blind’ design.

The study does not explicitly state whether the participants were blinded to the intervention they were given. However, blinding is an important aspect of RCTs because it helps to eliminate bias and ensure that the groups are comparable. In this study, blinding could have been achieved by providing all participants with a pacifier, but only activating it in the intervention group. This would help to ensure that any differences in breastfeeding outcomes were due to the use of the pacifier and not to other factors, such as the psychological effect of receiving a pacifier.

Were the baseline characteristics of each study group (intervention group and control group) clearly identified?

Yes, the baseline characteristics of each study group were clearly identified. The study reports that the two groups were similar in terms of demographic and obstetric characteristics, including age, parity, gestational age, birth weight, and mode of delivery.

Prior to collecting data why is important that the questionnaires used, were validated?

It is important to validate questionnaires prior to collecting data because it helps to ensure that they measure what they are intended to measure. If a questionnaire is not validated, it may not accurately reflect the construct of interest, which can lead to inaccurate results. Validating questionnaires involves testing their reliability and validity, which involves assessing their internal consistency, test-retest reliability, and construct validity. In this study, the researchers used a validated questionnaire to assess breastfeeding outcomes, which helps to ensure that the results are accurate and reliable.

Apart from the experimental intervention, did each study group receive the same level of care (that is, were they treated equally)? Why is this important?

It is important to ensure that each study group receives the same level of care, as this helps to control for any extraneous factors that may influence the outcome of the study. If one group receives more attention, support or care than the other group, it can confound the results and make it difficult to determine the true effect of the intervention being studied. In this study, the researchers did not explicitly state whether both groups received the same level of care, but they did state that both groups received standard postnatal care according to hospital guidelines.

Conclusion

In conclusion, the study conducted by Hermanson and Åstrand (2020) was a well-designed RCT that addressed a focused research question related to the effects of early pacifier use on breastfeeding. The study was adequately powered and had a good sample size, and the participants were clearly identified. The intervention was also clearly described, and the assignment of participants to interventions was randomized. The aim of the research was clearly identified and the results were analyzed using appropriate statistical methods. The study also had some limitations, such as the fact that it was conducted in a single hospital and may not be generalizable to other settings. Overall, the study provides important evidence to inform clinical practice in relation to the use of pacifiers and their potential impact on breastfeeding.

Get Expert Writers to Work on Your Nursing Assignment Study Critique Paper

Our company provides reliable custom writing services for various academic assignments, including nursing assignments.

We have a pool of expert nursing writers to work on nursing assignments such as the Hermanson and Åstrandb (2020) study critique paper on the effects of early pacifier use on breastfeeding.

We provide all of our clients with custom-written papers that meet the needs of their assignments and are turned in on time.

To get expert writers to work on your nursing assignment study critique paper, you can order your custom nursing paper with us now.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 11, 2024/by Reliable Papers

Asthma Exacerbation Gabriel Martinez Shadow Health

Blog, Sample Papers, Writing Guides, Writing Tips

Asthma Exacerbation Gabriel Martinez Shadow Health

Asthma Exacerbation Gabriel Martinez shadow health Objective Data

Introduction of Gabriel Martinez Shadow Health Case

Asthma is a chronic respiratory condition characterized by airway inflammation, constriction, and excessive mucus production. Asthma exacerbation is a sudden worsening of asthma symptoms that can be triggered by various factors such as allergens, viral infections, exercise, or stress. In this assignment, the focus will be on Gabriel Martinez, a pediatric patient who presents with asthma exacerbation.

The nurse student will interview Gabriel and his guardian to establish his chief complaint, gather a history of present illness, assess his home medications and social history, review relevant systems, and assess his pediatric asthma severity score to better understand the severity of his condition.

Interview the Patient and Guardian to Establish Chief Complaint: Gabriel Martinez Shadow Health

The first step in assessing Gabriel’s asthma exacerbation is to establish his chief complaint by conducting an interview with him and his guardian. The nurse student should ask open-ended questions to gather as much information as possible. The following are some important topics that should be covered during the interview:

Reason for visit: The nurse should ask Gabriel and his guardian about the reason for their visit to the healthcare facility. Gabriel’s guardian may have scheduled the appointment or brought him in for urgent care due to his symptoms.
Current symptoms: The nurse should ask about the specific symptoms Gabriel is experiencing, such as coughing, wheezing, shortness of breath, or chest tightness. The nurse should also ask about the frequency and severity of these symptoms.
Onset and progression of symptoms: The nurse should ask Gabriel and his guardian about when the symptoms started and how they have progressed over time. This will help determine the severity of the exacerbation.
Previous asthma exacerbations or hospitalizations: The nurse should ask about any previous asthma exacerbations or hospitalizations that Gabriel has experienced. This will provide a baseline for the severity of the current exacerbation.
Triggers for exacerbation: The nurse should ask about any triggers that may have caused the current exacerbation, such as exposure to allergens or physical activity.
How symptoms affect daily life: The nurse should ask about how Gabriel’s symptoms are affecting his daily life, such as his ability to participate in school, sports, or other activities.

By gathering this information, the nurse student can establish Gabriel’s chief complaint and assess the severity of his asthma exacerbation. The nurse student can also use this information to develop a plan of care for Gabriel, including medication management, environmental modifications, and education on asthma management.

Check out posts that our nursing paper writing experts have written aimed at assisting students on tina jones shadow health assesment, ethical and legal implications of prescribing drugs, nur 350 module five health education activity, and application of nursing theory paper.

Pediatric Asthma Severity Score: Gabriel Martinez Shadow Health

Pediatric Asthma Severity Score (PAS) is a tool used by healthcare professionals to assess the severity of asthma exacerbation in children. It is based on the child’s symptoms, physical examination, and response to treatment.

The PAS score ranges from 0 to 12, with higher scores indicating more severe exacerbations. The score is calculated based on the following parameters:

Respiratory Rate: The child’s respiratory rate is measured and scored as follows:

0: ≤ 12 breaths per minute
1: >12-16 breaths per minute
2: >16-20 breaths per minute
3: >20 breaths per minute

Wheezing: The presence or absence of wheezing is noted and scored as follows:

0: No wheezing
1: Wheezing present on expiration only
2: Wheezing present on inspiration and expiration

Retractions: The degree of chest retractions is evaluated and scored as follows:

0: No retractions
1: Mild retractions (suprasternal or intercostal)
2: Moderate retractions (suprasternal, intercostal, and subcostal)
3: Severe retractions (suprasternal, intercostal, subcostal, and sternal)

Oxygen Saturation: The child’s oxygen saturation level is measured and scored as follows:

0: >94%
1: 91-94%
2: <91%

Based on these parameters, the nurse can calculate the PAS score and assess the severity of the child’s asthma exacerbation. A score of 0-3 indicates mild exacerbation, 4-7 indicates moderate exacerbation and 8-12 indicates severe exacerbation.

The PAS score is a useful tool for healthcare professionals to monitor the child’s response to treatment and adjust the treatment plan accordingly. A higher score may require more aggressive treatment, such as oxygen therapy, bronchodilators, or systemic corticosteroids, while a lower score may indicate that the child’s symptoms are under control and may not require additional interventions.

It is important to note that the PAS score is just one part of the overall assessment of the child’s condition and should be used in conjunction with other clinical indicators and the child’s medical history.

Chief Complaint (Patient):

The chief complaint is the primary reason for the patient seeking medical attention. In the case of Gabriel Martinez, who is experiencing an asthma exacerbation, his chief complaint may include shortness of breath, chest tightness, wheezing, coughing, and difficulty breathing. Gabriel or his guardian may describe feeling like he is “wheezing more than usual” or that he is “having trouble catching his breath.”

To fully understand the nature and severity of Gabriel’s chief complaint, you can ask further questions to gather more information. For example, you can ask about the timing of the symptoms (i.e. when they started, how long they have been going on), any triggers that may have led to the exacerbation (i.e. exposure to allergens or irritants), and any previous episodes of asthma exacerbation or hospitalizations. You can also ask about any recent changes in medications or other factors that may have contributed to the exacerbation.

It’s important to listen carefully to the patient or their guardian to get a clear understanding of their chief complaint and any accompanying symptoms. By gathering this information, you can determine the appropriate course of action and provide effective treatment and management of the patient’s asthma exacerbation.

History of Present Illness (Patient):

The history of present illness (HPI) is a detailed account of the patient’s current symptoms and the progression of their illness. In the case of Gabriel Martinez, his HPI may include a description of his asthma symptoms, such as the frequency, duration, and severity of his episodes, as well as any recent changes in symptoms.

When taking Gabriel’s HPI, it’s important to ask questions to gather as much information as possible. Some relevant questions to ask may include:

When did you first start experiencing these symptoms?
Have your symptoms gotten worse over time or stayed the same?
Do you have any triggers that seem to make your symptoms worse?
Have you been taking your asthma medications as prescribed?
Have you experienced any other respiratory symptoms, such as coughing or wheezing?
Have you had any recent asthma exacerbations that required medical attention or hospitalization?

In addition to gathering information on the current symptoms, it’s important to ask about any relevant medical history, such as previous hospitalizations or surgeries, allergies, and chronic medical conditions. This information can help guide treatment decisions and ensure that any potential risk factors are taken into consideration.

By taking a thorough history of the present illness, healthcare providers can gain a better understanding of the patient’s condition and provide appropriate treatment and management.

Home Medications (Patient):

The home medications part of the patient’s medical history involves gathering information on any medications the patient is currently taking to manage their asthma or other health conditions. For Gabriel Martinez, this may include medications such as inhaled bronchodilators, corticosteroids, and leukotriene modifiers.

When gathering information on home medications, it’s important to ask about the name of the medication, the dose, and the frequency of administration. It’s also important to ask how long the patient has been taking the medication, if they have experienced any side effects, and if they have noticed any improvement in their symptoms since starting the medication.

In addition to prescription medications, it’s important to ask about any over-the-counter medications, herbal supplements, or other treatments the patient may be taking. This information can help healthcare providers identify potential drug interactions or other risks associated with the patient’s current medication regimen.

It’s important to stress the importance of adhering to medication regimens, especially for chronic conditions such as asthma. Patients should be advised to take their medications as prescribed and to keep a record of when they take each medication to avoid missing doses. They should also be instructed on proper medication administration techniques, such as using a spacer device with their inhaler.

By gathering information on the patient’s home medications, healthcare providers can ensure that they are providing appropriate treatment and management for the patient’s condition, and identify any potential medication-related issues that may need to be addressed.

Social History (Patient):

The social history part of the patient’s medical history involves gathering information on the patient’s lifestyle and habits that may have an impact on their health. For Gabriel Martinez, this may include factors such as his living environment, occupational exposure, and any lifestyle habits that may contribute to his asthma symptoms.

When gathering social history information, healthcare providers may ask questions about:

Living environment: Does the patient live in a home with pets, smokers, or mold? Is there adequate ventilation in the home?
Occupational exposures: Does the patient work in an environment with exposure to dust, chemicals, or other irritants that may trigger asthma symptoms?
Lifestyle habits: Does the patient smoke or use other tobacco products? Do they engage in physical activity or exercise regularly? Do they follow a healthy diet?
Social support: Does the patient have a support system in place to help manage their asthma? Do they have access to transportation to attend medical appointments?

It’s important to note that social history information can have a significant impact on the patient’s health and well-being. For example, exposure to secondhand smoke or occupational irritants may exacerbate asthma symptoms, while engaging in regular physical activity and following a healthy diet may help to improve overall lung function and reduce symptoms.

By gathering information on the patient’s social history, healthcare providers can develop a comprehensive treatment plan that takes into account any environmental or lifestyle factors that may be contributing to the patient’s condition. They can also provide counseling and resources to help the patient make positive changes that may improve their overall health and quality of life.

Review of Relevant Systems (Patient):

The review of relevant systems (ROS) is a structured approach used to gather information about the patient’s overall health and to identify any additional symptoms or conditions that may be related to their chief complaint. This part of the patient’s medical history involves gathering information on various body systems and their related symptoms.

For Gabriel Martinez, a review of relevant systems may involve asking questions about:

Respiratory system: In addition to asthma symptoms, does the patient experience cough, shortness of breath, wheezing, or chest pain?
Cardiovascular system: Does the patient experience any chest pain or discomfort, palpitations, or shortness of breath with exertion?
Gastrointestinal system: Does the patient experience any nausea, vomiting, diarrhea, or abdominal pain?
Neurological system: Does the patient experience any headaches, dizziness, or weakness?
Musculoskeletal system: Does the patient experience any joint pain or stiffness, muscle weakness, or difficulty with mobility?
Skin and hair: Does the patient have any rashes, lesions, or changes in skin color or texture?

By gathering information on the patient’s review of relevant systems, healthcare providers can identify any additional symptoms or conditions that may be related to the patient’s chief complaint. This can help to guide further diagnostic testing or treatment planning.

It’s important to note that a thorough review of relevant systems should be conducted for every patient, regardless of their chief complaint. This can help to identify any underlying health conditions or concerns that may require further evaluation or management.

History of Present Illness (Guardian):

The history of present illness (HPI) by Gabriel’s guardian is an important aspect of the patient assessment that can provide valuable information about Gabriel’s current asthma exacerbation. Here are some key questions to ask during the HPI assessment:

Onset:

When did Gabriel’s asthma symptoms begin to worsen?
Were there any identifiable triggers that led to the onset of Gabriel’s symptoms?

Symptoms:

What symptoms is Gabriel experiencing, such as shortness of breath, wheezing, coughing, or chest tightness?

Are Gabriel’s symptoms constant or intermittent?

Duration:

How long has Gabriel’s current episode of asthma symptoms been going on?
Has Gabriel experienced similar symptoms in the past, and if so, how long did they last?

Severity:

How severe are Gabriel’s current symptoms on a scale of 1-10?

Have Gabriel’s symptoms been severe enough to require emergency medical treatment or hospitalization in the past?

Response to treatment:

What treatments have been used to manage Gabriel’s symptoms, and how effective have they been?
Have any changes been made to Gabriel’s medication regimen or asthma management plan in response to his current symptoms?

Triggers:

Are there any triggers that seem to exacerbate the patient’s symptoms? These may include exposure to allergens, irritants, changes in weather, or some exercises or physical activities.

It is important to ask these questions to better understand the nature and severity of Gabriel’s asthma exacerbation, as well as any potential triggers or underlying factors that may be contributing to his symptoms. This information can be used to guide further diagnostic testing or treatment planning, as well as to provide education and resources to help the patient and their family manage their symptoms more effectively.

Home Medications (Guardian):

Home medications are an important aspect of the patient assessment that can provide valuable information about Gabriel’s current asthma management plan. Here are some key questions to ask during the home medications assessment:

Asthma medications:

Is Gabriel currently taking any medications to manage his asthma symptoms, such as rescue inhalers, long-acting bronchodilators, or inhaled corticosteroids?
How often is Gabriel taking his medications and are they providing effective symptom relief?

Other medications:

Is Gabriel taking any other medications or supplements that may be affecting his asthma, such as over-the-counter pain medications or herbal remedies?

Adherence:

Does Gabriel consistently take his medications as prescribed, or have there been any issues with adherence?
Are there any barriers to medication adherence that Gabriel’s guardian has identified, such as difficulty remembering to take medications or concerns about side effects?

It is important to ask these questions to ensure that Gabriel is receiving appropriate medication management for his asthma and to identify any potential issues with adherence or effectiveness of his current medication regimen. Knowing about Gabriel’s current medication regimen can help his healthcare providers determine whether his asthma is well-controlled and whether any changes need to be made to his treatment plan. For example, if his asthma symptoms are not well-controlled with his current medication regimen, his healthcare providers may consider adjusting the dosage or adding another medication to better manage his symptoms. Additionally, it can help guide the development of an asthma management plan that includes appropriate medication use and monitoring.

Past Medical History (Guardian):

Past medical history is an important component of the patient assessment that can help identify any previous medical conditions or treatments that may be contributing to Gabriel’s current asthma exacerbation. Here are some key questions to ask during the past medical history assessment:

Medical conditions:

Has Gabriel’s guardian been diagnosed with any medical conditions, such as heart disease, diabetes, or high blood pressure?
Has Gabriel’s guardian been hospitalized or had any surgeries in the past?

Allergies:

Does Gabriel’s guardian have any known allergies, such as food allergies or allergies to medications?

Medications:

Is Gabriel’s guardian currently taking any medications or supplements?
Has Gabriel’s guardian taken any medications in the past that may have had an impact on his respiratory system, such as antibiotics or medications for other conditions?

Immunizations:

Is Gabriel’s guardian up-to-date on all recommended immunizations?

It is important to ask these questions to identify any potential underlying health problems or complications that may be contributing to Gabriel’s asthma exacerbation. Additionally, it can help identify any medications or treatments that may need to be adjusted or changed to better manage his asthma symptoms. Knowing about Gabriel’s past medical history can help his healthcare providers understand the severity and chronicity of his asthma, as well as identify any potential risk factors or complications that may impact his treatment. For example, Gabriel’s history of hospitalization for asthma exacerbation indicates that he may be at higher risk for severe asthma attacks and may require more aggressive treatment to prevent future exacerbations. Similarly, his peanut allergy is a potential trigger for asthma exacerbation, and his healthcare providers may need to take this into consideration when developing his treatment plan.

Social History (Guardian):

Social history is an important aspect of the patient assessment that can provide valuable information about Gabriel’s home environment and lifestyle, which may be contributing to his asthma exacerbation. Here are some key questions to ask during the social history assessment:

Occupation:

Does Gabriel’s guardian work in a job that involves exposure to any potential respiratory irritants, such as dust, fumes, or chemicals?

Housing:

Does Gabriel live in a home with pets or have exposure to secondhand smoke?
Is Gabriel’s home in an area with high levels of air pollution or other environmental triggers that may exacerbate asthma symptoms?

Diet and exercise:

Does Gabriel eat a healthy diet that includes plenty of fruits, vegetables, and lean protein?
Does Gabriel participate in regular physical activity and exercise?

Substance use:

Does anyone in the household smoke or use tobacco products?
Does Gabriel’s guardian drink alcohol or use recreational drugs?

Mental health:

Does Gabriel’s guardian have a history of depression, anxiety, or other mental health conditions that may be affecting his ability to manage Gabriel’s asthma?

It is important to ask these questions to identify any potential environmental or lifestyle factors that may be contributing to Gabriel’s asthma exacerbation. This information can help guide the development of an asthma management plan that addresses both medical and non-medical factors that may be impacting Gabriel’s health.

Family Medical History (Guardian):

Family medical history is an important component of the patient assessment that can help identify any genetic or familial risk factors that may be contributing to Gabriel’s asthma exacerbation. Here are some key questions to ask during the family medical history assessment:

Respiratory conditions:

Has anyone in Gabriel’s immediate family, such as his parents or siblings, been diagnosed with asthma, allergies, or other respiratory conditions?

Has anyone in the family been hospitalized or had any complications related to asthma?

Cardiovascular conditions:

Has anyone in the family been diagnosed with heart disease, high blood pressure, or stroke?

Endocrine conditions:

Has anyone in the family been diagnosed with diabetes, thyroid disease, or other endocrine disorders?

Gastrointestinal conditions:

Has anyone in the family been diagnosed with Crohn’s disease, ulcerative colitis, or other gastrointestinal conditions?

Neurological conditions:

Has anyone in the family been diagnosed with epilepsy, Parkinson’s disease, or Alzheimer’s disease?

Cancer:

Has anyone in the family been diagnosed with any type of cancer?

It is important to ask these questions to determine any potential genetic or familial risk factors that may increase the likelihood of Gabriel developing asthma or other related conditions. Additionally, it can help identify any potential environmental factors or triggers that may be contributing to his asthma exacerbation. Additionally, knowing about Gabriel’s family medical history can help his healthcare providers assess his risk for certain medical conditions and tailor his treatment plan accordingly.

Review of Relevant Systems (Guardian):

A comprehensive review of the patient’s body systems to identify any symptoms related to the chief complaint, as reported by the guardian.

Here are some key questions to ask during the assessment:

Respiratory system:

Have you noticed any coughing, wheezing, or shortness of breath in Gabriel recently?
Has Gabriel had any difficulty breathing during exercise or at rest?
Has Gabriel been using his inhaler or nebulizer more frequently than usual?

Cardiovascular system:

Has Gabriel complained of chest pain or discomfort?
Have you noticed any rapid or irregular heartbeats in Gabriel?

Gastrointestinal system:

Has Gabriel had any nausea, vomiting, or diarrhea?
Have you noticed any changes in Gabriel’s appetite or weight?

Urinary system:

Has Gabriel had any difficulty or pain during urination?
Has Gabriel had any changes in his urinary habits or frequency?

Musculoskeletal system:

Has Gabriel complained of any joint pain or stiffness?
Has Gabriel had any difficulty with mobility or range of motion?

Integumentary system:

Has Gabriel had any rashes, hives, or skin lesions?
Have you noticed any changes in Gabriel’s skin color or texture?

Neurological system:

Has Gabriel had any headaches, dizziness, or seizures?
Have you noticed any changes in Gabriel’s behavior or cognitive function?

Endocrine system:

Has Gabriel had any excessive thirst or urination?
Has Gabriel had any changes in his growth or development?

It is important to ask these questions to identify any potential underlying health problems or complications that may be contributing to Gabriel’s asthma exacerbation.

Get Expert Help to Write Your Gabriel Martinez Shadow Health Paper for You

The idea of getting expert help to write your Gabriel Martinez Shadow Health paper is the best solution to ensure you produce a top-notch paper.

Contrary to the view of some professors, seeking expert help to write a paper when you need it is the best decision you can make to ensure you get the grades you desire and don’t delay your graduation time.

With the help of our nursing assignment experts, nursing students can get the best nursing papers on time and at prices, they can afford.

We understand that nursing students often have a lot of training to attend, which leaves them with limited time to write their assignments. Our nursing coursework help experts have the knowledge and skills to handle these kinds of assignments and take some of your stress and worry away.

Our nursing paper writing services assist students in writing term papers, dissertations, case studies, and other types of nursing assignment writing.

All of the papers that our experts write are properly proofread and have a high level of grammar. We also offer unlimited revisions in case the student isn’t happy or needs more information.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 10, 2024/by Reliable Papers

NRS 429VN VARK Analysis Paper Assignment Example

Blog, Sample Papers, Writing Guides

NRS-429VN VARK Analysis Paper Assignment Example

NRS 429VN VARK Analysis Paper Assignment Brief

Assignment Overview:

The NRS 429VN VARK Analysis Paper aims to help nursing students explore and understand their learning styles using the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire. The assignment requires students to analyze their VARK results, compare their learning styles with others, and think about how this awareness influences their ideas about teaching and learning in a healthcare context.

Assignment Objectives:

Identify Learning Style: Use the VARK questionnaire to find out your preferred learning style.
Analyze Learning Strategies: Compare your current preferred learning strategies with the strategies for your learning style.
Reflect on Educational Impact: Think about how individual learning styles affect the understanding and performance of educational activities.
Explore Teaching and Learning: Talk about why educators need to figure out individual learning styles when working with learners.
Health Promotion Focus: Explore why understanding learning styles is crucial in health promotion, and discuss how learning styles affect the possibility for behavioral change.
Provide Evidence: Cite at least 4 peer-reviewed or scholarly sources published within the last 5 years to support your analysis.

Understanding Assignment Objectives:

This assignment aims to increase your awareness of personal learning styles and their implications for teaching and learning in healthcare settings. By figuring out your preferred learning strategies, you will gain insights into how you process information effectively. The analysis should not only talk about your learning style but also explore its relevance in nursing education and health promotion.

The Student’s Role:

Complete VARK Questionnaire: Access and complete “The VARK Questionnaire” available on the VARK website (https://vark-learn.com/the-vark-questionnaire/).
Analyze Results: Review your questionnaire scores and explore the corresponding link to understand your learning preference.
Compare Learning Styles: Compare your preferred learning strategies with visual, aural, read/write, kinesthetic, and multimodal styles identified on the VARK Results page.
Reflect on Educational Impact: Think about how your learning style influences your ability to understand and perform educational activities. Reflect on personal experiences and preferences.
Discuss Teaching and Learning: Talk about why educators need to figure out individual learning styles in healthcare education. Explore how diverse teaching approaches can cater to different learning preferences.
Explore Health Promotion: Investigate the importance of understanding learning styles in health promotion. Discuss how accommodating diverse learning styles can enhance the potential for behavioral change in health-related interventions.

Detailed Assessment Description of the VARK Analysis Paper Assignment

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website ( https://vark-learn.com/the-vark-questionnaire/ ), and then complete the following:

Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (900-words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

Provide a summary of your learning style according the VARK questionnaire.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least 4 peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to APA guidelines.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite, so no plagiarism.

Course Code	Class Code
NRS-429VN	NRS-429VN-O505	VARK Analysis Paper	100.0

Criteria	Percentage	Unsatisfactory (0.00%)	Less than Satisfactory (75.00%)	Satisfactory (79.00%)	Good (89.00%)	Excellent (100.00%)
Content	80.0%
Personal Learning Styles According to VARK Questionnaire	20.0%	Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.	Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.	Personal learning style according to the VARK questionnaire is identified and basic summary is provided.	Personal learning style according to the VARK questionnaire is identified and described.	Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.

Preferred Learning Strategies	20.0%	Personal learning strategy content is missing.	Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.	Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.	Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.	Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.

Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)	20.0%	Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.	Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.	Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.	Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.	Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.

Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)	20.0%	Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.	Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.	Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.	Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.	Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.


Organization and Effectiveness	15.0%
Thesis Development and Purpose	5.0%	Paper lacks any discernible overall purpose or organizing claim.	Thesis is insufficiently developed or vague. Purpose is not clear.	Thesis is apparent and appropriate to purpose.	Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction	5.0%	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.


Format	5.0%
Paper Format (use of appropriate style for the major and assignment)	2.0%	Template is not used appropriately or documentation format is rarely followed correctly.	Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	Template is used, and formatting is correct, although some minor errors may be present.	Template is fully used; There are virtually no errors in formatting style.	All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	3.0%	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage	100%

NRS-429VN VARK Analysis Paper Assignment Example

Introduction

Learning styles play a crucial role in the educational journey of individuals, influencing how they process information and acquire knowledge (Almigbal, 2015). The Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, designed by Neil Fleming, is a valuable tool that helps individuals identify their preferred learning styles. This paper explores the VARK analysis of a nurse, highlighting the significance of understanding learning styles in the context of health promotion and nursing education.

Summary of VARK Analysis

Upon completing the VARK questionnaire, I identified myself as a multimodal learner with a strong emphasis on read/write and kinesthetic modalities. Multimodal learners, as described by Fleming, are individuals who benefit from a combination of two or more learning styles (Bhagat et al., 2015). In my case, the preference for read/write and kinesthetic modalities is particularly evident in my approach to learning, both in theory and practical applications.

The highest scores in kinesthetics align with my hands-on learning preference, especially in clinical settings. For instance, I excel in tasks like catheter insertions by combining hands-on experience with visual aids, dictionaries, and handouts. Additionally, when preparing for exams, I find written materials and textbooks to be essential, showcasing my reliance on the read/write modality.

Preferred Learning Strategies

As a kinesthetic learner, I thrive on acquiring knowledge through practice and real-world exposure. The incorporation of all senses—smell, touch, sight, hearing, and taste—enhances my understanding of information. Activities such as working in a hospital laboratory, participating in field trips, listening to real-life scenario lectures, and hands-on experiences contribute significantly to my learning process. Visual elements, such as graphs and color-coded information, also capture my attention and aid in content retention (Prithishkumar & Michael, 2014).

Comparison of Learning Styles

While my preferred learning style is primarily kinesthetic, the analysis revealed high scores in all four modalities, demonstrating flexibility in adapting to various learning situations. Surprisingly, the visual modality did not rank at the top, highlighting the unique interplay between visual and kinesthetic preferences. Recognizing the utility of different modalities allows for a more holistic learning experience.

Improving Learning Behavior

Upon reflection, certain modifications are necessary to enhance my learning capabilities. These adjustments include incorporating more visual elements such as books and diagrams. Additionally, utilizing a tape recorder to articulate ideas and explain concepts to others can reinforce my understanding. Recognizing the importance of learning styles and implementing diverse strategies will contribute to improved study habits, academic performance, and overall satisfaction in both work and studies (Laxman et al., 2014).

Impact on Teaching and Learning

Educators play a pivotal role in shaping the learning experiences of students. Understanding the diverse learning styles of individuals is crucial for tailoring teaching approaches to meet the needs of learners effectively. For instance, students with multimodal preferences, like myself, benefit from a variety of instructional methods that encompass visual, aural, read/write, and kinesthetic elements. Research suggests that educators who align their teaching styles with students’ preferred learning styles achieve better outcomes (Laxman et al., 2014).

Importance in Health Promotion

In the context of health promotion, awareness of individual learning styles becomes paramount. Different individuals engage with health-related information in varied ways, and tailoring educational strategies to accommodate diverse learning styles enhances the effectiveness of health promotion initiatives. Understanding learning styles is directly linked to the potential for behavioral change. By catering to individuals’ preferred modalities, health educators can create interventions that resonate with the target audience, increasing the likelihood of positive behavioral outcomes (Bhagat et al., 2015).

Conclusion

The VARK analysis has provided valuable insights into my learning preferences and strategies. As a nurse, recognizing and embracing a multimodal approach, with a focus on read/write and kinesthetic modalities, will contribute to a more effective educational experience. The incorporation of diverse learning styles in nursing education and health promotion efforts is essential for addressing the unique needs of individuals. By acknowledging and accommodating different learning styles, educators and healthcare professionals can foster a positive and impactful learning environment.

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3).

NRS-429VN VARK Analysis Paper Assignment Example Two

Learning Style Summary According to the VARK Questionnaire

Human beings are perpetual learners, embarking on the journey of acquiring knowledge from birth until their last breath. Recognizing that everyone possesses distinct learning styles, it becomes imperative for each individual to discover the approach that suits them best (Husmann & O’Loughlin, 2019). The Visual, Aural, Read/Write, and Kinesthetic (VARK) questionnaire, devised by Neil Fleming in 1987, serves as a tool to identify individual learning styles. With sixteen questions, this assessment categorizes individuals into five strategies, offering valuable insights into their preferred modes of learning. This paper aims to delve into the VARK questionnaire scores for a nurse, comparing their learning style with others and contemplating necessary changes for improved learning behavior.

Preferred Learning Strategies

Learning styles encompass the modes individuals employ to collect, interpret, process, and reflect on educational materials. These preferences, rooted in natural inclinations, are crucial for educators to consider when delivering information. Effective teaching involves incorporating activities that stimulate visual, aural, read/write, and kinesthetic learning modalities, catering to diverse student preferences. The analysis of my VARK scores reveals a multimodal learning style with a blend of read/write and kinesthetic preferences. Being flexible in delivering information, especially through hands-on approaches, aligns with my intended nursing practices.

Impact on Educational Activities

Individual learning styles significantly influence the understanding and execution of educational activities. As a kinesthetic learner with the highest score in this modality, I excel in activities that involve hands-on experiences. Clinical rotations, such as catheter insertions, become more manageable through overlapping visual aids, dictionaries, handouts, and practical engagement. The preference for reading textbooks and written materials for exams aligns with my kinesthetic learning style. Retaining information is enhanced through real-life exposure, utilizing all senses to grasp knowledge. Understanding how different modalities contribute to memory retention shapes effective learning practices.

Importance in Health Promotion

Understanding the learning styles of individuals participating in health promotion is paramount for achieving desired outcomes. Learning styles play a crucial role in behavioral change, impacting how individuals absorb and apply health-related information. In health promotion interventions, accommodating diverse learning styles becomes essential for enhancing the possibility of behavioral change. Educators and health professionals must recognize and tailor their approaches to align with individuals’ learning preferences, ensuring effective communication and engagement.

In conclusion, the VARK questionnaire provides valuable insights into preferred learning styles. For nurses and healthcare professionals, understanding one’s learning style is crucial for effective education and practice. Embracing diverse learning modalities contributes to enhanced study habits, education, and overall satisfaction in both work and studies.

References:

Husmann, P. R., & O’Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19.

Idrizi, E., & Filiposka, S. (2018). VARK learning styles and online education: Case Study. Learning, 5-6.

Khongpit, V., Sintanakul, K., & Nomphonkrang, T. (2018). The VARK learning style of the university student in computer course. International Journal of Learning and Teaching, 4(2), 102-106.

Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances in medical education and practice, 11, 15.

NRS-429VN VARK Analysis Paper Assignment Example Three

Preferred Learning Strategy

According to my VARK assessment, my favored learning strategy is the multimodal approach, encompassing aural (listening) and kinesthetic (doing) methods. In this assessment, I scored 10 in aural and 9 in kinesthetic learning, highlighting a strong inclination towards these two strategies.

In my aural learning preference, I thrive on absorbing ideas through discussions, emphasizing concepts with a variety of voices. I find clarity in explaining what I learn through verbal communication. I often read my notes aloud, aiding my understanding of concepts. Additionally, discussing and explaining notes to a peer with similar aural preferences enhances my retention, as I tend to remember information better through hearing and speaking.

Embracing the kinesthetic learning strategy, I discover that I excel when engaged in practical activities. Physical involvement in creating and designing concepts resonates with my learning style. Real-world experiences, such as visiting sites and collaborating with community members, are vital to my understanding. As a nurse, I prefer learning about immunization processes in a clinical setting, allowing me to observe and participate actively in the procedures. These preferences align seamlessly with the strategies outlined for kinesthetic learners on the VARK website (VARK, 2020).

This multimodal learning approach, combining aural and kinesthetic strategies, allows me to leverage diverse methods for a comprehensive and effective learning experience.

Individual Learning Styles and Educational Activities

Individual learning styles significantly impact the understanding of educational activities. As a kinesthetic and aural learner, my understanding is heightened when I observe and engage in real-world applications. For example, as a nurse, witnessing immunization procedures in a clinical setting enhances my comprehension.

Educators must identify students’ learning styles to tailor lesson materials accordingly. Aligning the teaching approach with students’ preferences fosters effective learning. For instance, using aural methods for read/write learners may lead to challenges. Considering learning styles enhances collaboration and cooperation in the classroom, preventing frustration and maintaining focus.

Understanding learning styles in health promotion is pivotal for achieving desired outcomes. Tailoring health education to participants’ preferred styles ensures better understanding and accurate implementation. For a diabetic patient with a read/write preference, providing written instructions for insulin injection may be more effective than a demonstration.

This understanding also promotes collaboration and adherence from patients, crucial for positive health outcomes. Adapting teaching styles to patients’ preferences fosters a deeper understanding of health concepts, increasing the likelihood of behavioral change. For instance, if a patient with a kinesthetic preference encounters a clinician using the same style, they are more likely to adjust their practices for improved health.

Individual Learning Styles and Their Impact on Educational Activities

Individual learning styles play a crucial role in shaping the understanding of educational activities, as they influence how learners absorb and process information. In my case, I identify with the kinesthetic and aural styles. The kinesthetic style involves using my senses, particularly sight, to learn, as seen in my preference for observing real-world activities like immunizations in clinical settings. This hands-on approach enhances my retention of knowledge.

Educators bear the responsibility of recognizing students’ learning styles, a task essential for tailoring learning materials to align with these preferences (Bastable, 2019). For instance, if students favor the read/write style, educators should provide written materials and encourage note-taking to facilitate their understanding. Failure to align teaching methods with students’ learning styles, such as using aural approaches for those inclined towards read/write styles, may hinder comprehension and render lessons less effective.

Considering learners’ styles is pivotal for promoting collaboration and cooperation in the classroom (Bastable, 2019). Mismatched teaching methods can lead to frustration, resulting in distractions and a lack of focus among students. This mismatch might manifest as students engaging in off-topic conversations instead of concentrating on the lesson. To cultivate collaboration and cooperation, educators should adopt teaching styles that resonate with students’ familiar and preferred learning approaches, thereby boosting overall classroom engagement.

Understanding and accommodating diverse learning styles contribute significantly to creating an effective and inclusive learning environment.

Learning Styles and Their Impact on Health Promotion

Understanding learning styles in health promotion is pivotal for achieving successful outcomes. Tailoring health education to align with participants’ learning styles enhances comprehension and the accurate implementation of health concepts. During health promotion sessions, educators should assess participants’ learning styles to customize information delivery. For example, when instructing a diabetic patient on insulin injection, considering their learning style is crucial. If the patient prefers the read/write style, providing written instructions might be more effective than a hands-on demonstration.

Furthermore, awareness of learning styles in health promotion encourages collaboration and adherence from patients, crucial for positive health outcomes (Sharma & Branscum, 2020). When clinicians align their communication with patients’ preferred styles, it fosters trust and cooperation. For instance, if a patient prefers the aural learning style, clinicians should verbalize prescription details rather than relying solely on written instructions. This personalized approach promotes patient engagement, understanding, and, ultimately, adherence to health interventions.

Learning styles significantly impact the potential for behavioral change by facilitating a deeper understanding of concepts. When patients encounter educators who match their learning style, it enhances comprehension and motivates behavioral adjustments. For instance, a patient with a kinesthetic learning preference, when guided by a clinical educator using a hands-on approach, is more likely to understand and implement health recommendations effectively.

Reference

Bastable, S. (2019). Health Professional as Educator. Jones & Bartlett Learning.

Sharma, M., & Branscum, P. (2020). Foundations of Mental Health Promotion. Jones & Bartlett Learning.

VARK. (2020). VARK – A Guide to Learning Styles. Retrieved from https://vark-learn.com.

Your Academic Solution: ReliablePapers.com – The Go-To for Nursing Essays

Feeling overwhelmed with nursing assignments? No need to stress – ReliablePapers.com is here to help! As a top-notch nursing paper writing service, we understand that certain topics can be tough, and deadlines can be tight. Our team of professional nursing essay writers is ready to create customized and original papers just for you, ensuring you not only save time but also achieve excellent grades.

If the samples on the [NRS-429VN – VARK Analysis Paper Assignment Examples] page don’t quite match what you need, our experts can craft a unique custom nursing essay to fit your requirements. Say goodbye to the worry of submitting a plagiarized paper – trust our writers for authenticity and quality.

What makes us stand out?

Our online nursing papers are not only high-quality but also affordable for all college students. Whether you’re dealing with a complex topic, facing a tight deadline, or seeking guidance on nursing assignments, ReliablePapers.com has got you covered.

Ready to succeed academically?

Placing your order is simple! Visit our “Place Order” page, provide details for your paper, proceed to checkout, and let our experts handle the rest. Take the first step towards securing the grades you deserve with ReliablePapers.com. Trust us to provide original papers tailored to your instructions and save time for what matters most!

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 9, 2024/by Reliable Papers

NUR 350 Module Five Health Education Activity

Blog, Sample Papers, Writing Guides

NUR 350 Module Five Health Education Activity

The activity involves choosing a vulnerable population, assessing their needs, and planning, implementing, and evaluating a health education activity to address those needs.

You will need to review available data and demographics for your local area to choose a population to assess and diagnose their need. Then, you will plan, implement, and evaluate a health education activity that addresses their need.

Here is some general guidance on how to approach this health education activity based on the instructions and guidelines you have been provided by your instructor.

Health Education Activity Process Step: Assessment

In this section, you should summarize your assessment of the vulnerable elderly population at Mary Manning Walsh related to pressure ulcers. Consider factors such as demographics, health status, access to healthcare, and social support. Gather data from reliable sources such as government health reports, local health departments, and healthcare providers.

Health Education Activity Process Step: Diagnosis

Based on your assessment, identify the health needs of the chosen vulnerable population. A NANDA community nursing diagnosis related to pressure ulcers in the elderly population could be a “Risk for impaired skin integrity related to immobility, sensory deficit, and/or incontinence.” Support your diagnosis with evidence from your assessment.

Health Education Activity Process Step: Plan

Outline your plan for implementing a health education activity that will meet the needs of your chosen vulnerable population. Identify two SMART goals that your activity will achieve. For example, a SMART goal could be to increase knowledge about pressure ulcer prevention by 50% among elderly residents of Mary Manning Walsh within three months. Describe your plans to evaluate the achievement of these goals.

Health Education Activity Process Step: Implementation

Explain the process for implementing your health education activity. Describe what you did and how you did it. Provide details such as the type of activity, location, materials, and audience. Consider how you adapted your approach to meet the specific needs of the vulnerable elderly population.

Health Education Activity Process Step: Evaluation

Evaluate the success of your health education activity based on feedback from the audience. Describe how you collected feedback and what it revealed about the effectiveness of your activity. Did you achieve your SMART goals? Support your evaluation with evidence from your assessment and feedback.

Health Education Activity Process Step: Reflection

Reflect on the strengths and weaknesses of your approach to the health education activity. Consider what you would do differently in the future to improve health education opportunities for vulnerable populations. Identify areas where you excelled and areas where you could improve.

Health Education Activity Process Step: Log of Hours

Ensure that you have completed eight hours of clinical practice experience related to your health education activity. Fill out the log accurately and include all activities related to preparing for, implementing, and evaluating your health education activity.

Remember to follow the provided guidelines and rubric for this health education activity and complete all sections of the Health Education Activity Planner and Log worksheet. Good luck with your project!

We have also provided some written examples to guide you in writing your NUR 350 module five health education activity.

Check out another post by our paper writing experts aimed at assisting students on NUR 319 Nursing Assignment

NUR 350 Module Five Health Education Activity Example One

Process Step: Assessment

The vulnerable population chosen for this health education activity is the elderly population at Mary Manning Walsh. According to the demographic data available, the elderly population is increasing in this area, with an estimated 15% of the population being over the age of 65. Furthermore, a review of patient records revealed that pressure ulcers are a significant problem among this population. It was noted that most of these patients had limited mobility and required assistance with their daily activities. The majority of these patients also had chronic conditions, such as diabetes and heart disease, which increases the risk of developing pressure ulcers.

Process Step: Diagnosis

The NANDA community nursing diagnosis identified for this population is “Risk for impaired skin integrity related to immobility and chronic illness.” Evidence from patient records indicates that this population is at high risk for developing pressure ulcers due to their limited mobility and chronic conditions.

Process Step: Plan

The plan for implementing a health education activity for this vulnerable population includes two SMART goals:

Increase knowledge and awareness of pressure ulcers and their prevention among the elderly population at Mary Manning Walsh by 50% within six months.
Decrease the incidence of pressure ulcers among the elderly population at Mary Manning Walsh by 25% within six months.

To achieve these goals, the health education activity will include a presentation on the causes, prevention, and treatment of pressure ulcers. The presentation will be tailored to the elderly population and will include practical tips for preventing pressure ulcers, such as repositioning frequently and maintaining good nutrition. The effectiveness of the presentation will be evaluated through pre and post-surveys, and the incidence of pressure ulcers will be tracked through patient records.

Process Step: Implementation

The health education activity was implemented through a 30-minute presentation to the elderly population at Mary Manning Walsh. The presentation covered the causes and prevention of pressure ulcers, as well as practical tips for preventing them. Attendees were engaged through the use of visual aids and were encouraged to ask questions. The presentation was well-received, and attendees reported feeling more knowledgeable about pressure ulcers and their prevention.

Process Step: Evaluation

The success of the health education activity was evaluated based on feedback from the audience and the incidence of pressure ulcers among the population. Pre and post-surveys revealed a 60% increase in knowledge and awareness of pressure ulcers and their prevention. The incidence of pressure ulcers decreased by 30% within six months of the presentation. These results indicate that the SMART goals were achieved, and the health education activity was successful in reducing the incidence of pressure ulcers among the vulnerable population.

Process Step: Reflection

Looking back on the steps completed so far, it is evident that the approach taken was effective in achieving the goals of the health education activity. However, it is also clear that more time could have been spent tailoring the presentation to the specific needs of the audience. In future health education opportunities, more emphasis will be placed on customizing the presentation to meet the unique needs of the population. Additionally, more attention will be given to tracking the long-term impact of the presentation on the incidence of pressure ulcers among the population.

Process Step: Log of Hours

Preparing for the health education activity took approximately 4 hours, which included reviewing patient records and demographic data and developing the presentation. Implementing the health education activity took approximately 2 hours, which included delivering the presentation and collecting feedback from the audience. Evaluating the success of the health education activity took approximately 2 hours, which included analyzing survey results and tracking the incidence of pressure ulcers among the population. Overall, 8 hours were spent on this health education activity.

NUR 350 Module Five Health Education Activity Example Two

Process Step: Assessment

For this health education activity, the vulnerable population chosen is elderly individuals who reside at Mary Manning Walsh nursing home. A review of available data and demographics in the local area indicates that the elderly population is at risk of developing pressure ulcers due to their age, reduced mobility, and decreased skin integrity. Pressure ulcers are a common problem among the elderly population in nursing homes, and this can result in significant pain, discomfort, and increased healthcare costs. A review of the medical records of the patients at Mary Manning Walsh nursing home indicated that pressure ulcers are a significant health problem that requires urgent attention.

Process Step: Diagnosis

The health needs of the vulnerable elderly population at Mary Manning Walsh nursing home are pressure ulcer prevention and management. The NANDA community nursing diagnosis that will guide the health education activity is “Risk for impaired skin integrity related to immobility and reduced tissue perfusion as evidenced by the presence of pressure ulcers.” The evidence supporting this diagnosis is the high prevalence of pressure ulcers among the elderly population in nursing homes, as well as the risk factors associated with this condition.

Process Step: Plan

The plan for implementing a health education activity that will meet the needs of the vulnerable elderly population at Mary Manning Walsh nursing home includes the following SMART goals:

By the end of the health education activity, 80% of the elderly residents at Mary Manning Walsh nursing home will be able to identify at least three risk factors associated with pressure ulcers.
By the end of the health education activity, 70% of the elderly residents at Mary Manning Walsh nursing home will be able to demonstrate at least one self-care technique to prevent pressure ulcers.

To evaluate the achievement of these goals, a pre-and post-education survey will be conducted. The survey will assess the residents’ knowledge of pressure ulcers and their risk factors and self-care techniques before and after the health education activity.

Process Step: Implementation

The implementation process for the health education activity involved collaboration with the nursing staff at Mary Manning Walsh nursing home to identify the residents who would benefit from the education. The education session was conducted in the residents’ common area, and a PowerPoint presentation was used to educate them on the risk factors associated with pressure ulcers and self-care techniques to prevent them. The residents were also provided with handouts summarizing the key points of the education session.

Process Step: Evaluation

The success of the health education activity was evaluated based on feedback from the residents and the results of the pre-and post-education survey. The residents reported that the education session was informative, and they appreciated the opportunity to learn about pressure ulcer prevention. The pre-and post-education survey results showed a significant increase in the residents’ knowledge of pressure ulcer risk factors and self-care techniques, with 85% of residents being able to identify at least three risk factors and 75% being able to demonstrate at least one self-care technique. Therefore, the SMART goals were achieved.

Process Step: Reflection

Looking back at all the steps completed so far, I think the strengths of my approach were a collaboration with the nursing staff, the use of a PowerPoint presentation, and the pre-and post-education survey to evaluate the success of the activity. However, the weakness was that the education session was conducted in the residents’ common area, which may have led to distractions and reduced engagement. In future health education opportunities, I will ensure that the education sessions are conducted in a quieter environment to maximize resident engagement.

Process Step: Log of Hours

I spent eight hours preparing for, implementing, and evaluating the health education activity. The time was spent on research, collaboration with the nursing staff, development of the PowerPoint presentation and handouts, conducting the education session, and data collection for the pre-and post-education survey.

NUR 350 Module Five Health Education Activity Example Three

Process Step: Assessment

The vulnerable elderly population at Mary Manning Walsh is at risk for pressure ulcers due to factors such as immobility, sensory deficits, and incontinence. The majority of residents are over the age of 65 and have multiple chronic health conditions, including diabetes, heart disease, and dementia. Access to healthcare is limited, as many residents have mobility issues and rely on staff for transportation to appointments. Social support is also limited, as many residents do not have family or friends nearby and may feel isolated. Data from local health departments and healthcare providers indicate that pressure ulcers are a common issue among this population.

Process Step: Diagnosis

The health needs of the vulnerable elderly population at Mary Manning Walsh include preventing pressure ulcers and improving skin integrity. A NANDA community nursing diagnosis related to pressure ulcers in the elderly population could be a “Risk for impaired skin integrity related to immobility, sensory deficit, and/or incontinence.” This diagnosis is supported by evidence from the assessment, which identified the risk factors for pressure ulcers among this population.

Process Step: Plan

The plan for implementing a health education activity for the vulnerable elderly population at Mary Manning Walsh includes developing a presentation on pressure ulcer prevention and skin integrity. The two SMART goals for this activity are:

Increase knowledge about pressure ulcer prevention by 50% among elderly residents of Mary Manning Walsh within three months
Improve skin integrity by reducing the incidence of pressure ulcers by 20% within six months

Plans to evaluate the achievement of these goals include administering pre- and post-education surveys to assess knowledge and track the incidence of pressure ulcers over time.

Process Step: Implementation

The health education activity was implemented by developing a PowerPoint presentation on pressure ulcer prevention and skin integrity. The presentation was given to groups of residents at Mary Manning Walsh, as well as staff members who work closely with the vulnerable elderly population. The presentation included information on the causes of pressure ulcers, risk factors, prevention strategies, and how to maintain skin integrity. Handouts and posters were provided to reinforce the information presented. The presentation was adapted to meet the specific needs of the vulnerable elderly population, with larger font sizes and simplified language.

Process Step: Evaluation

The success of the health education activity was evaluated based on feedback from the audience. The pre-and post-education surveys showed a 60% increase in knowledge about pressure ulcer prevention among residents and staff members who attended the presentation. The incidence of pressure ulcers decreased by 15% within six months, which was close to the target goal of 20%. Overall, the SMART goals were achieved, indicating that the health education activity was successful in meeting the needs of the vulnerable elderly population.

Process Step: Reflection

The strengths of this approach to the health education activity include tailoring the presentation to meet the specific needs of the vulnerable elderly population, providing handouts and posters to reinforce the information presented, and tracking the incidence of pressure ulcers over time to evaluate the effectiveness of the activity. The weaknesses include limited access to healthcare and social support, which may have impacted the success of the activity. In the future, more emphasis could be placed on engaging family members and volunteers to provide social support and help with healthcare needs. The activity could also be expanded to include other health topics relevant to the vulnerable elderly population.

Process Step: Log of Hours

Date | Activity | Hours

02/10/2023 | Research and planning for health education activity | 2 hours
02/15/2023 | Developing PowerPoint presentation and handouts | 3 hours
02/18/2023 | Giving presentation to residents and staff members | 2 hours
02/20/2023 | Evaluating pre- and post-education surveys | 1 hour
02/25/2023 | Tracking incidence of pressure ulcers | 1 hour

Get Expert Writers to Work on Your NUR 350 Module Five Health Education Activity

ReliablePapers.com has hired nursing paper writers with a wealth of experience to write high-quality papers. These papers are written by nursing assignment help writers who are experts in nursing education.

Getting help from professional writers to write your health education activity can be beneficial in many ways.

Professional writers have more knowledge and experience, so they can give you high-quality content that is well-researched and written in a clear and concise way.

Nursing students can be sure that ReliablePapers.com will help them with their essays in the best way possible, on time, and at a price, they can afford.

You can get nursing term paper writing assistance with writing your papers from scratch or rewriting an existing paper.

If you require a reliable writing service, our experienced nursing paper writers are always available to assist you with any nursing coursework help.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 8, 2024/by Reliable Papers

NURS 6053 IO003 Assignment: Personal Leadership Philosophies Example

Blog, Writing Guides, Writing Tips

NURS 6053 IO003 Assignment: Personal Leadership Philosophies Example

NURS 6053 Week 6 Assignment: Personal Leadership Philosophies

NURS 6053 IO003 Assignment: Personal Leadership Philosophies Assignment Brief

Assignment Instructions Overview:

In this assignment, students will develop a personal leadership philosophy by reflecting on core values, strengths, and areas for improvement. The purpose is to cultivate self-awareness in leadership and understand the influence of personal traits on leading effectively. Students are asked to consider key scholarly insights on leadership behaviors that promote healthy work environments, relate these findings to their own traits, and outline strategies for personal development in their leadership journey.

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today and get the most reliable research paper help!

Understanding Assignment Objectives:

This assignment aims to enhance self-reflection in leadership, helping students identify and articulate their unique leadership philosophies. By engaging with scholarly resources, students will gain insights into essential leadership behaviors that contribute to constructive, healthy workplace dynamics. Moreover, students will examine their CliftonStrengths Assessment results to better understand how their strengths and potential growth areas can be harnessed for leadership success.

The Student’s Role:

Students are expected to reflect on their own leadership qualities, values, and strengths as identified through the CliftonStrengths Assessment. They will be required to relate these strengths to scholarly resources and articulate a personal mission or vision statement. Additionally, students will need to select two key behaviors they wish to develop further and create a specific, actionable plan for enhancing these areas. By completing this assignment, students will foster an understanding of how self-awareness and continuous improvement can inform and enrich their approach to leadership.

Competencies Measured:

This assignment assesses the following competencies:

Self-Awareness in Leadership: Understanding and articulating one’s core values, mission, and vision.
Strength Identification and Utilization: Leveraging the CliftonStrengths Assessment results to identify leadership strengths and areas for improvement.
Development Planning: Creating an actionable plan for professional and personal growth in leadership, incorporating reflection and evidence-based strategies.
Effective Communication of Personal Philosophy: Synthesizing insights into a cohesive, well-supported personal leadership philosophy that reflects scholarly findings and personal reflections.

You Can Also Check Other Related Assessments for the NURS 6053 – Interprofessional Organizational and Systems Leadership Course:

NURS 6053 IO001 Analysis of a Pertinent Healthcare Issue Example

NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Assignment Example

NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare Issues Assignment Example

NURS 6053 IO002 Developing Organizational Policies and Practices Example

NURS 6053 IO004 Workplace Environment Assessment Assignment Example

NURS 6053 IO005 Change Implementation and Management Plan Assignment Example

NURS 6053 IO003 Assignment: Personal Leadership Philosophies Example

Introduction

Effective leadership in healthcare requires more than technical skills—it demands a deep alignment with one’s core values, a clear vision, and an understanding of personal strengths and areas for growth. Leaders who act based on a personal leadership philosophy tend to inspire trust, foster resilience, and create positive, productive environments for both staff and patients (Marshall & Broome, 2017). This paper presents a personal leadership philosophy shaped by values, an individualized mission, and insights from the Clifton Strengths Assessment. Additionally, it explores specific behaviors for development and a structured plan for personal and professional growth.

Core Values

Core values are the guiding principles that shape how a leader behaves, makes decisions, and interacts with others. According to Shanafelt and Noseworthy (2017), values are central to fostering healthy work environments, especially in high-stakes settings like healthcare. My core values are integrity, empathy, and accountability. These principles anchor my leadership philosophy and inspire me to prioritize ethical behavior, compassionate care, and personal responsibility.

Integrity: Integrity involves maintaining ethical standards, honesty, and transparency, even in challenging situations. As a healthcare leader, I believe integrity is essential for building trust within a team and with patients. This value encourages clear communication and ensures that decision-making aligns with ethical standards (Marshall & Broome, 2017).
Empathy: Empathy allows leaders to understand and connect with their team members’ feelings and perspectives, promoting emotional support and cohesion. In healthcare, empathy enhances patient care and team morale (Rath, 2007). Empathetic leadership also encourages open communication and trust, which are essential for high-performing teams.
Accountability: Accountability is essential for effective leadership and drives responsibility in decision-making and patient care. Leaders who prioritize accountability foster environments where team members feel empowered to take ownership of their roles and outcomes (Marshall & Broome, 2017). This value motivates me to continually evaluate my actions and decisions to improve as a leader.

Personal Mission/Vision Statement

My vision as a leader is to create an inclusive, supportive work environment that encourages personal growth, teamwork, and excellence in patient care. My mission is to lead with empathy, foster open communication, and inspire my team to deliver compassionate, high-quality care. This mission reflects my commitment to developing a workplace where everyone feels valued, empowered, and motivated to achieve their full potential.

Check out another post by our nursing paper writing experts aimed at assisting students on tina jones shadow health assesment and gabriel martinez shadow health objective data.

Analysis of CliftonStrengths Assessment

The CliftonStrengths Assessment highlighted my top strengths as Learner, Activator, Intellection, Individualization, and Achiever. Each strength reflects a unique aspect of my leadership style and contributes to my ability to lead effectively in a healthcare setting.

Learner: As a Learner, I am passionate about acquiring knowledge and skills, which enhances my adaptability and ability to address new challenges. In healthcare, where continuous learning is vital, this strength motivates me to stay informed about the latest evidence-based practices (Rath, 2007).
Activator: Activators turn ideas into action, a strength that drives my proactive approach to problem-solving. This trait helps me implement changes efficiently and motivates others to take action in high-stakes situations (Rath, 2007).
Intellection: This strength reflects my inclination towards introspective and intellectual discussions, which allow me to carefully consider complex issues before making decisions. Intellection supports my ability to approach problems thoughtfully, which is essential in a field as nuanced as healthcare.
Individualization: As someone with Individualization, I recognize and appreciate the unique qualities of each team member, enabling me to build diverse and effective teams. This strength enhances my ability to tailor support and mentorship to individual needs, fostering a culture of growth and inclusion (Clifton, 2020).
Achiever: The Achiever strength reflects my drive for consistent productivity and accomplishment. While this quality helps me set and meet high standards, I must also be cautious of burnout and ensure that my expectations are balanced with self-care.

Together, these strengths contribute to my ability to lead in a dynamic healthcare environment. However, areas such as Individualization and Achiever require further development to ensure balanced, effective leadership.

Key Behaviors to Strengthen

To become a more effective leader, I am focusing on enhancing two specific behaviors: Individualization and Achiever.

Individualization: While I value each team member’s unique qualities, I need to strengthen my ability to tailor my communication and leadership style to different personalities. By enhancing this behavior, I can foster a more inclusive work environment where everyone feels respected and valued (Marshall & Broome, 2017).
Achiever: My drive for accomplishment can sometimes lead to overly high expectations, which may contribute to stress. I aim to balance this strength by setting realistic goals and recognizing the importance of rest and self-care. Strengthening this behavior will help me maintain productivity without compromising well-being (Rath, 2007).

Development Plan

Individualization

Active Listening and Communication: To improve my Individualization strength, I will practice active listening by engaging more deeply with team members to understand their perspectives and needs better. Regular one-on-one meetings will allow me to gather feedback and demonstrate that I value each individual’s contributions (Shanafelt & Noseworthy, 2017).
Cultural Competence Training: I will attend workshops on cultural competence and diversity to enhance my ability to connect with team members from different backgrounds. This training will equip me to better support team members with diverse perspectives, fostering an inclusive work environment.

Timeline: I plan to complete two cultural competence workshops within the next six months. Additionally, I will conduct monthly one-on-one check-ins with my team to gather feedback and adjust my approach as needed.

Achiever

Goal Prioritization: To address the Achiever tendency, I will set prioritized, achievable goals that allow for breaks and prevent burnout. By defining clear boundaries for work hours, I can ensure I balance high productivity with necessary downtime (Marshall & Broome, 2017).
Reflection Practices: I will implement weekly reflection sessions to assess my progress and adjust my goals based on realistic expectations. This practice will help me recognize the importance of well-being in achieving sustainable productivity (Rath, 2007).

Timeline: Over the next quarter, I will document and evaluate my goals weekly to assess workload and effectiveness. This reflection will help me develop a healthier approach to goal-setting and achievement.

Conclusion

My leadership philosophy is grounded in core values of integrity, empathy, and accountability, reinforced by a mission to foster inclusivity and personal growth. By leveraging my strengths and continuously improving on key behaviors, I am committed to creating a positive, supportive environment that prioritizes the well-being of both patients and team members. This philosophy reflects a lifelong commitment to growth, resilience, and compassionate care, ensuring my leadership positively impacts those I lead.

References

Clifton, D. (2020). Your Signature Themes SURVEY COMPLETION DATE: 06-30-2020. Gallup.

Marshall, E. S., & Broome, M. E. (2017). Transformational Leadership in Nursing (2nd ed.). Springer.

Rath, T. (2007). StrengthsFinder 2.0. Gallup Press.

Shanafelt, T. D., & Noseworthy, J. H. (2017). Executive leadership and physician well-being: Nine organizational strategies to promote engagement and reduce burnout. Mayo Clinic Proceedings, 92(1), 129-146.

Detailed Assessment Instructions for the NURS 6053 IO003 Assignment: Personal Leadership Philosophies Assignment

Assignment: Personal Leadership Philosophies

Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.

To Prepare:

Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
Reflect on your results of the Clifton Strengths Assessment, and consider how the results relate to your leadership traits.
Download your Signature Theme Report to submit for this Assignment.

The Assignment (2-3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

A description of your core values.
A personal mission/vision statement.
An analysis of your Clifton Strengths Assessment summarizing the results of your profile
A description of two key behaviors that you wish to strengthen.
A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.

INSTRUCTORS RESOURCES

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 21: Mechanisms of Hormonal Regulation, including Summary Review
Chapter 22: Alterations of Hormonal Regulation, including Summary Review
Chapter 23: Obesity and Disorders of Nutrition, including Summary Review

American Diabetes Association (2020). Standards of medical care of patients with diabetes mellitus. Diabetes Care, 26(suppl 1), pp. s33-s50. https://care.diabetesjournals.org/content/26/suppl_1/s33

Orlander, P. R. (2018). Hypothyroidism. Retrieved from https://emedicine.medscape.com/article/122393-overview

Hoorn, E. J., & Zietse, R. (2017). Diagnosis and treatment of hyponatremia: Compilation of the guidelines. Journal of the American Society of Nephrology, 28(5), 1340–1349

The Questions

A description of your core values.

Your Top 5 Themes

Learner
Activator
Intellection
Individualization
Achiever

A personal mission/vision statement.
An analysis of your CliftonStrengths Assessment summarizing the results of your profile. (That is the Clifton Strength Assessment Report)
A description of two key behaviors that you wish to strengthen.

(Individualization and Achiever)

A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.

Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.

NURS_6053_Module03_Week06_Assignment_Rubric

Show Descriptions Show Feedback

Levels of Achievement:

Excellent 14 (14.00%) – 15 (15.00%)

Good 12 (12.00%) – 13 (13.00%)

Fair 11 (11.00%) – 11 (11.00%)

Poor 0 (0.00%) – 10 (10.00%)

Analysis of your CliftonStrengths Assessment summarizing the results of your profile. · A description of two key behaviors you wish to strengthen.–

Levels of Achievement:

Excellent 14 (14.00%) – 15 (15.00%)

Good 12 (12.00%) – 13 (13.00%)

Fair 11 (11.00%) – 11 (11.00%)

Poor 0 (0.00%) – 10 (10.00%)

A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.–

Levels of Achievement:

Excellent 50 (50.00%) – 55 (55.00%)

Good 44 (44.00%) – 49 (49.00%)

Fair 39 (39.00%) – 43 (43.00%)

Poor 0 (0.00%) – 38 (38.00%)

Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.–

Levels of Achievement:

Excellent 5 (5.00%) – 5 (5.00%)

Good 4 (4.00%) – 4 (4.00%)

Fair 3.5 (3.50%) – 3.5 (3.50%)

Poor 0 (0.00%) – 3 (3.00%)

Give Your Grades a Boost with Our Expert Nursing Paper Writing Services!

Writing Nursing Assignments Made Easy

How We Can Assist You

Why Choose Us?

Affordable Prices: Our online nursing papers are priced affordably, ensuring accessibility for all college students.
Expert Writers: Let our skilled writers make your paper perfect, providing the expertise needed for exceptional results.
Originality Guaranteed: Say goodbye to plagiarized papers. Our nursing experts craft original and customized nursing essays for your academic success.
Easy Ordering Process: Ready to place your order? It’s hassle-free! Visit our “Place Order” page, provide paper details, proceed to checkout, and your order will be assigned to a suitable expert.

Why Trust Our Professionals?

Save Time, Secure Top Grades

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 7, 2024/by Reliable Papers

Benchmark Theoretical Foundations of Organizational Change

Blog, Writing Guides, Writing Tips

Benchmark Theoretical Foundations of Organizational Change

Organizational change has been a topic of great interest for researchers and practitioners alike for many decades. The ability of organizations to adapt to changes in their environment, whether they are technological, economic, or social, is critical for their success and survival. As such, the study of organizational change has become a vibrant field of research, with scholars from various disciplines exploring different aspects of the process of change. In this article, we will delve into the theoretical foundations of organizational change research, examining the different theoretical perspectives that have been used to understand the dynamics of change in organizations. We will explore the various drivers of change, the role of leadership in facilitating change, and the challenges that organizations face when attempting to implement change initiatives. Ultimately, this article aims to provide students with examples and a comprehensive overview of the theoretical foundations of organizational change research, helping to advance our understanding of this complex and multifaceted phenomenon.

Valuable Tips for Writing Theoretical Foundations of Organizational Change Research Papers

Start with a clear understanding of the topic: Make sure you have a clear understanding of what organizational change is and the different aspects of it that you want to explore. This will help you develop a clear and focused research question and ensure that your paper remains on-topic throughout.
Conduct a thorough literature review: Organizational change is a well-researched topic, and there is a wealth of literature available on the subject. Make sure you conduct a thorough literature review to identify the key theories, concepts, and frameworks that have been used to understand organizational change. This will help you build a strong theoretical foundation for your research paper.
Choose the right theoretical framework: There are many different theoretical frameworks that can be used to understand organizational change. Choose the one that best fits your research question and provides the most comprehensive and nuanced understanding of the phenomenon you are exploring.
Use a variety of sources: To ensure that your research is well-rounded, use a variety of sources to support your arguments. This could include peer-reviewed journal articles, books, reports, and other reputable sources.
Be critical of the literature: As you review the literature, be critical of the theories and frameworks presented. Consider their strengths and weaknesses, and evaluate their relevance to your research question or hypothesis.
Provide clear definitions: When discussing theoretical concepts and frameworks, make sure you provide clear definitions and explanations of the terminology you are using. This will help ensure that your readers understand the concepts you are discussing and can follow your argument.
Use examples: Using real-world examples of organizational change initiatives can help bring your theoretical discussion to life and make it more relatable to your readers. Make sure you choose relevant and well-documented examples that support your argument.
Be critical: While it is important to build a strong theoretical foundation for your research paper, it is also important to be critical of the theories and frameworks you are using. Identify any limitations or weaknesses in the theoretical perspectives you are discussing and suggest ways in which they could be improved or extended.
Follow academic writing conventions: Make sure you follow academic writing conventions, including proper citation and referencing clear and concise language, and a well-structured argument. This will help ensure that your research paper is clear, professional, and easy to read.
Consider practical implications: Finally, as you explore different theoretical perspectives, consider their practical implications for organizations. What strategies can organizations use to effectively manage change, and how can they apply the insights gained from your research? By considering the practical implications of your research, you can help to ensure that your work has a real-world impact.

You can find more paper writing tips and examples, such as understanding how to get better at writing papers, in another article.

Examples of Benchmark Theoretical Foundations of Organizational Change Research Papers

Benchmark Theoretical Foundations of Organizational Change Example One

Introduction

Organizational change is a complex process that involves various factors such as leadership, management, culture, and technology. The success of any change initiative depends on the understanding of the theoretical foundations of organizational change. This paper explores the factors that contribute to the organic evolution of change, strategic development approaches, models, and interventions of change leadership, leadership and management skills required for continuous change models, evaluation of change models, and gathering and analyzing data for timing change.

Organic Evolution of Change

The organic evolution of change refers to the natural and gradual process of change in an organization. According to Lewin’s Change Management Model, change occurs in three stages: unfreezing, changing, and refreezing. In the unfreezing stage, the organization recognizes the need for change, and it prepares for it. In the changing stage, the organization implements the change, and in the refreezing stage, the organization institutionalizes the change (Lewin, 1947).

Several factors contribute to the organic evolution of change, including internal and external factors. Internal factors include organizational culture, leadership, and management style, while external factors include technology, economic conditions, and competition. For instance, technological advancements have necessitated the need for organizations to adopt new technology to remain competitive. Changes in economic conditions, such as a recession, may require organizations to change their strategy to remain profitable.

Formulating Strategic Development Approaches

Formulating strategic development approaches requires an understanding of the organizational culture, vision, and mission. The organization needs to identify the current and future state and develop a roadmap to achieve its goals. Change leadership involves identifying models and interventions to drive change. Some of the models of change include Kotter’s 8-step model, Lewin’s Change Management Model, and ADKAR (Awareness, Desire, Knowledge, Ability, and Reinforcement) Model.

Kotter’s 8-step model involves establishing a sense of urgency, creating a coalition, developing a vision and strategy, communicating the change vision, empowering others to act, creating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the organization’s culture (Kotter, 1996).

ADKAR Model involves building awareness of the need for change, developing a desire to participate in the change, providing knowledge and skills to enable change, reinforcing change to sustain it, and ensuring change become part of the organizational culture (Hiatt, 2006).

Leadership and Management Skills for Continuous Change Models

Leadership and management are two critical components in implementing continuous change models. Leadership involves creating a vision, setting goals, motivating and inspiring employees, and creating a sense of purpose. On the other hand, management involves planning, organizing, directing, and controlling resources to achieve the organization’s goals.

To implement continuous change models, leaders must possess skills such as communication, decision-making, problem-solving, and adaptability. Leaders must communicate the vision and strategy for change to all employees, involve them in the process, and ensure that they understand the benefits of the change. Leaders must also be able to make tough decisions and solve problems that arise during the change process.

Management skills required for continuous change models include planning, organizing, directing, and controlling resources. Managers must be able to plan and organize the resources required for change, direct employees toward the change, and control the resources to ensure that they are being utilized effectively.

Evaluation of Change Models

Evaluation of change models is crucial to determine their effectiveness and impact on the organization. The evaluation process involves measuring the results of the change initiative against the goals and objectives set during the planning phase. The organization can use various methods such as surveys, interviews, and focus groups to collect feedback from employees and stakeholders.

The effectiveness of a change model is determined by its ability to facilitate organizational adaptation while maintaining a high level of follower commitment. The evaluation process can identify areas where the change model has been successful and areas that need improvement. Feedback from employees and stakeholders can be used to make adjustments to the change model to ensure that it meets the organization’s needs.

Gathering and Analyzing Data for Timing Change

Gathering and analyzing data is critical to determine the most efficacious timing of the change. Data can be collected from various sources such as customer feedback, financial data, and employee performance metrics. Data analysis involves examining the data to identify trends, patterns, and insights that can inform the change initiative’s timing.

For instance, if customer feedback indicates a need for a new product or service, the organization can analyze the data to determine the best time to introduce the new product or service. Financial data can also be analyzed to identify areas where the organization can reduce costs or increase revenue.

Conclusion

Organizational change is a complex process that requires an understanding of the theoretical foundations of change. The organic evolution of change involves both internal and external factors that influence the change process. Formulating strategic development approaches and identifying models and interventions for change leadership is critical to implementing successful change initiatives. Leadership and management skills are necessary to integrate continuous change models into the organization’s culture. Evaluation of change models is crucial to identify areas that need improvement, and gathering and analyzing data is critical to determining the most efficacious timing of the change. Successful change initiatives require a comprehensive understanding of the theoretical foundations of organizational change and effective leadership and management skills to drive the change process.

Benchmark Theoretical Foundations of Organizational Change Example Two

Introduction

Organizational change is an essential process for any organization that wishes to remain competitive, relevant, and successful in today’s fast-paced business environment. Change is inevitable, and organizations must continuously adapt to internal and external factors such as technological advancements, changing customer preferences, and emerging market trends. Therefore, it is essential to have a solid theoretical foundation to understand the factors that contribute to the organic evolution of change and how to implement change models that facilitate organizational adaptation while maintaining a high level of follower commitment. This paper explores the theoretical foundations of organizational change, focusing on these key areas.

Factors Contributing to the Organic Evolution of Change

Organizational change occurs naturally, and it is a process that evolves over time. Several factors contribute to the organic evolution of change, including technology, competition, and customer preferences. Technological advancements, for example, can disrupt traditional business models and force organizations to change to remain relevant. Competition from other firms can also drive organizations to innovate and change to gain a competitive edge. Additionally, changing customer preferences and market trends can force organizations to adapt to remain relevant and meet customers’ evolving needs.

Another factor contributing to the organic evolution of change is leadership. Leaders play a crucial role in driving change within organizations. They must understand the need for change and communicate it effectively to employees to gain their support. Leaders must also provide direction, resources, and support to ensure the change process runs smoothly. Without effective leadership, change initiatives are likely to fail.

Formulating Strategic Development Approaches and Identifying Models for Change

To implement successful change initiatives, organizations must have a solid strategic development approach. This approach involves identifying the organization’s vision, mission, and goals, and aligning them with the change initiative’s objectives. Organizations must also identify the change models and interventions that best suit their needs. There are several change models, including Lewin’s Change Management Model, Kotter’s 8-Step Change Model, and ADKAR Model, among others. Each model has its strengths and weaknesses, and organizations must choose the model that best suits their needs.

Organizations must also identify the change interventions that best suit their needs. Change interventions are actions taken to initiate and facilitate change within an organization. Examples of change interventions include training and development programs, process redesign, and team-building activities. Organizations must choose the interventions that best suit their needs and align with their strategic development approach.

Leadership and Management Skills Necessary to Implement Continuous Change Models

Implementing continuous change models requires a combination of leadership and management skills. Leadership is essential in driving change within an organization. Leaders must create a vision for change and communicate it effectively to employees to gain their support. They must also provide direction, resources, and support to ensure the change process runs smoothly. Effective leaders also motivate and inspire employees to embrace change and work towards achieving the organization’s goals.

Management skills are also critical in implementing continuous change models. Managers must ensure that the change process is executed efficiently and effectively. They must also ensure that employees are adequately trained and supported throughout the change process. Additionally, managers must monitor the progress of the change initiative and make necessary adjustments to ensure that it stays on track.

Integration of Continuous Change Models as a Component of Both Leadership and Management

Integrating continuous change models as a component of both leadership and management is essential in facilitating organizational adaptation. Leaders must create a culture of continuous improvement, where change is viewed as an opportunity to grow and innovate. Managers must ensure that employees are adequately trained and supported throughout the change process. Additionally, managers must monitor the progress of the change initiative and make necessary adjustments to ensure that it stays on track.

Evaluation of Change Models that Facilitate Organizational Adaptation while Maintaining a High Level of Follower Commitment

Evaluating change models that facilitate organizational adaptation while maintaining a high level of follower commitment is critical in ensuring that the change process is successful. The evaluation process should include collecting and analyzing data to determine the effectiveness of the change initiative. The evaluation should assess whether the change initiative achieved its objectives, whether it was completed on time, and within budget, and whether it met the needs of stakeholders.

The evaluation process should also assess the level of follower commitment. Follower commitment is critical in ensuring the success of the change initiative. If employees are not committed to the change process, the initiative is likely to fail. Therefore, organizations must assess the level of employee commitment and take necessary steps to increase it.

Gathering and Analyzing Data to Determine the Most Efficacious Timing of the Change

Gathering and analyzing data is critical in determining the most efficacious timing of the change. The data should include both internal and external factors that may affect the change process. Internal factors may include organizational culture, employee skills, and resources, while external factors may include market trends, competition, and technological advancements.

Organizations should also consider the timing of the change initiative. Timing is critical in ensuring that the change process is successful. Organizations must assess the most appropriate time to implement the change initiative. For example, organizations may choose to implement the change during the low season to minimize the impact on the business or during high season to take advantage of increased demand.

Conclusion

Organizational change is a critical process that organizations must undergo to remain competitive, relevant, and successful in today’s fast-paced business environment. This paper has explored the theoretical foundations of organizational change, focusing on the factors that contribute to the organic evolution of change, formulating strategic development approaches, identifying models and interventions of change leadership, the leadership and management skills necessary to implement continuous change models, integrating continuous change models as a component of both leadership and management, evaluating change models that facilitate organizational adaptation while maintaining a high level of follower commitment and gathering and analyzing data to determine the most efficacious timing of the change. By understanding these key areas, organizations can implement change initiatives that facilitate organizational adaptation while maintaining a high level of follower commitment.

Benchmark Theoretical Foundations of Organizational Change Example Three

Introduction

Organizational change is a process that involves intentional alterations made to the structure, processes, and culture of an organization with the aim of improving its performance and adapting to the changing business environment. While change is necessary for organizational growth and development, it can be challenging, complex, and disruptive to the normal operations of an organization. Therefore, it is important for leaders to have a deep understanding of the theoretical foundations of organizational change and the skills necessary to lead and manage change initiatives. This paper explores the theoretical foundations of organizational change, the factors that contribute to the organic evolution of change, the strategic development approaches for change, the leadership and management skills required for continuous change models, and how to gather and analyze data to determine the most efficacious timing of the change.

Factors Contributing to the Organic Evolution of Change

Organizational change can occur either organically or as a result of planned interventions. Organic evolution refers to the natural changes that occur in an organization as a result of external and internal factors. Internal factors include changes in the workforce, technology, and management practices, while external factors include changes in the competitive landscape, government regulations, and customer demands.

The organic evolution of change is influenced by several factors. One of the primary factors is organizational culture. Culture refers to the shared beliefs, values, norms, and behaviors that characterize an organization. A strong culture that values innovation, creativity, and continuous improvement is more likely to foster the organic evolution of change.

Another factor that contributes to the organic evolution of change is leadership. Leaders who embrace change and are willing to take calculated risks are more likely to create an environment that supports change initiatives. Similarly, the workforce’s commitment to change is critical in driving the organic evolution of change. Employees who are empowered and engaged in the change process are more likely to embrace change initiatives.

Formulating Strategic Development Approaches and Identifying Models for Change

To successfully implement organizational change, leaders need to formulate strategic development approaches and identify models for change. The first step in this process is to assess the current state of the organization and identify areas that require improvement. The second step is to develop a vision for the future state of the organization and create a roadmap for achieving the desired outcomes.

One of the most commonly used models for change is Lewin’s Change Management Model. This model consists of three stages: unfreezing, changing, and refreezing. Unfreezing involves creating a sense of urgency and preparing the organization for change. Changing involves implementing the desired changes, while refreezing involves anchoring the changes into the organization’s culture and processes.

Another model for change is Kotter’s 8-Step Change Model. This model involves eight stages: creating a sense of urgency, forming a powerful coalition, creating a vision for change, communicating the vision, empowering others to act on the vision, creating short-term wins, consolidating gains and producing more change, and anchoring new approaches in the organization’s culture.

Leadership and Management Skills for Continuous Change Models

Leadership and management play critical roles in facilitating organizational adaptation and implementing continuous change models. Leadership is essential for creating a vision for change, communicating the vision, and inspiring employees to embrace the change initiatives. Management, on the other hand, is responsible for executing the change initiatives, allocating resources, and monitoring progress.

To implement continuous change models, leaders need to possess several key skills. These include communication, strategic thinking, visioning, decision-making, and emotional intelligence. Effective communication is critical in building trust, inspiring employees, and managing resistance to change. Strategic thinking involves the ability to anticipate future trends and opportunities, identify potential challenges, and develop strategies to overcome them. Visioning involves creating a compelling vision for the future state of the organization and aligning employees’ efforts toward achieving the vision. Effective decision-making involves gathering and analyzing data, weighing options, and making informed decisions that align with the organization’s goals and values. Emotional intelligence involves the ability to understand and manage one’s emotions and those of others, build relationships, and effectively navigate change.

Management skills necessary for implementing continuous change models include project management, resource allocation, risk management, and performance measurement. Effective project management involves planning, organizing, and executing change initiatives within the set timelines and budget. Resource allocation involves allocating the necessary resources, including finances, personnel, and equipment, to ensure successful change initiatives. Risk management involves identifying potential risks and developing strategies to mitigate or eliminate them. Performance measurement involves tracking progress, monitoring results, and making necessary adjustments to ensure that the change initiatives align with the organization’s objectives.

Evaluating Change Models that Facilitate Organizational Adaptation while Maintaining a High Level of Follower Commitment

Organizational change can be challenging and disruptive, and leaders must evaluate change models that facilitate organizational adaptation while maintaining a high level of follower commitment. Effective change models should consider employees’ needs and concerns, involve them in the change process, and create a sense of ownership and commitment to the change initiatives.

One model that has been effective in facilitating organizational adaptation while maintaining a high level of follower commitment is the Appreciative Inquiry model. This model focuses on identifying and building upon an organization’s strengths and positive attributes to create a shared vision for the future state of the organization. The model involves four stages: discovery, dream, design, and destiny. Discovery involves identifying the organization’s strengths and successes, while the dream stage involves creating a shared vision for the future state of the organization. The design stage involves developing action plans to achieve the desired outcomes, and the destiny stage involves implementing and sustaining the change initiatives.

Gathering and Analyzing Data to Determine the Most Efficacious Timing of Change

Determining the most efficacious timing of change requires leaders to gather and analyze data to identify the best time to implement change initiatives. Data can be gathered through several methods, including surveys, focus groups, interviews, and performance metrics.

Surveys and focus groups can provide insight into employees’ perceptions, attitudes, and concerns about the change initiatives. Interviews with key stakeholders, including customers and suppliers, can provide additional information about external factors that may impact the timing of the change initiatives. Performance metrics can be used to track progress and identify areas that require improvement.

Data analysis involves interpreting and making sense of the data collected. Leaders can use data analysis to identify patterns, trends, and areas that require improvement. The data can also be used to determine the best time to implement change initiatives, taking into consideration factors such as employee workload, budget constraints, and external factors.

Conclusion

Organizational change is a complex process that requires a deep understanding of the theoretical foundations of organizational change, the factors that contribute to the organic evolution of change, the strategic development approaches for change, the leadership and management skills required for continuous change models, and how to gather and analyze data to determine the most efficacious timing of the change. Effective change models should consider employees’ needs and concerns, involve them in the change process, and create a sense of ownership and commitment to the change initiatives. Effective leadership and management are critical in facilitating organizational adaptation and implementing continuous change models. By understanding these factors, leaders can successfully navigate change initiatives and drive organizational growth and development.

Get Expert Help to Write Your Benchmark Theoretical Foundations of Organizational Change Paper

Students can get expert help to write their benchmark theoretical foundations of organizational change paper by consulting a paper writing company like ReliablePapers.com.

Reliable Papers specializes in writing essays and papers for school, business writing, and writing and editing research papers. We have a team of experienced essay writing experts whose goal is to help students write great essays.

Reliablepapers.com has received positive reviews on resellerratings.com for our exceptional custom writing services and the quality of papers delivered to our customers.

Customers can be sure that they will get high-quality paper writing help with any academic paper when they use reliablepapers.com.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 6, 2024/by Reliable Papers

Evolving Roles of Nurse Educators in Diverse Environments

Blog

Evolving Roles of Nurse Educators in Diverse Environments – C918; Describe Challenges to the Ane Role As A Result Of Dynamic Cultural, Political, And Economic Forces In Healthcare and Society In General

Evolving Roles of Nurse Educators in Diverse Environments

Academic Nurse Educator Interview

The Academic Nurse Educator Interview conducted with Renee Shalvoy, RN, MSN, provided insights into the evolving roles of nurse educators in diverse environments. As an academic nurse educator at a large university in Columbus, Ohio, Renee shared valuable information on the challenges she faces in her role as a result of dynamic cultural, political, and economic forces in healthcare and society in general.

During the interview, Renee elaborated on her job responsibilities and the various roles she handles within the facility. Despite her busy schedule, she was willing to respond to the questions asked, providing detailed and informative answers. The interview primarily focused on the academic nurse educator’s role and the surrounding components, offering valuable insights into the evolving roles of nurse educators in diverse environments.

Check out another task that our nursing essay writing services have assisted another student on Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders.

Part A: Evolving Roles Nurse Educators Diverse Environments

Interview guide entailing Questions and Answers

What are the qualities most needed to be a successful advanced nurse educator?

According to Renee Shalvoy, the qualities most needed to be a successful advanced nurse educator include strong communication skills, critical thinking, and the ability to adapt to changing situations. She also emphasizes the importance of being knowledgeable about current healthcare practices, technologies, and trends in nursing education.

Precisely, Renee Shalvoy emphasized on the following attributes for one to be a successful advanced nurse educator:

Strong communication skills: Nurse educators must be able to communicate effectively with students, colleagues, and other healthcare professionals. Effective communication skills are critical in facilitating learning and building collaborative relationships.
Clinical expertise: Advanced nurse educators must have a thorough understanding of nursing practice and be able to effectively integrate theoretical knowledge with practical skills.
Critical thinking skills: Advanced nurse educators must be able to analyze complex situations, evaluate evidence, and make sound decisions.
Flexibility and adaptability: Nurse Educators must be able to adapt to changing circumstances and be willing to learn new techniques and methods.
Commitment to lifelong learning: Advanced nurse educators must be dedicated to their ongoing professional development and the development of their students.

Describe challenges to the ANE role as a result of dynamic cultural, political, and economic forces in healthcare and society in general.

The challenges faced by ANEs as a result of dynamic cultural, political, and economic forces in healthcare and society in general include meeting the demands of a diverse student population, navigating changes in healthcare policy and regulations, and adapting to advancements in technology. ANEs must also stay up-to-date with cultural shifts and trends, and provide inclusive and equitable learning environments for all students. Specifically, the evolving roles of nurse educators in diverse environments are usually affected by these challenges in the following ways:

Cultural diversity: Cultural differences among students can present significant challenges for nurse educators. It is essential to create an inclusive learning environment that values and respects the diversity of students.
Political forces: Changes in healthcare policies and regulations can impact the delivery of nursing education. Nurse educators must stay informed about these changes and adjust their teaching strategies accordingly.
Economic forces: Economic factors such as funding cuts and rising tuition costs can impact the ability of students to pursue nursing education. This can also affect the availability of resources and faculty within academic institutions.
Technological advancements: Rapid changes in technology can impact the delivery of nursing education. Nurse educators must stay up-to-date on emerging technologies and incorporate them into their teaching methods.

As an ANE, in what ways are you a change agent, and how is this achieved within your organization?

Renee Shalvoy notes that as an academic nurse educator, one can act as a change agent by:

Encouraging innovation and creativity among students and faculty.
Developing and implementing new teaching methods that promote student engagement and active learning.
Advocating for changes in the nursing curriculum that reflect the evolving needs of the healthcare system.
Encouraging collaboration and interdisciplinary education to improve patient outcomes.

Describe your role as an ANE in facilitating student learning in meeting learning outcomes?

As an academic nurse educator, one has a critical role in facilitating student learning and ensuring that students meet the learning outcomes. This can be achieved by:

Developing clear course objectives and learning outcomes that align with the nursing curriculum.
Using a variety of teaching strategies and techniques that promote active learning and student engagement.
Providing timely and constructive feedback to students to help them improve their performance.
Creating a supportive learning environment that encourages students to seek out additional resources and support when needed.
Utilizing technology to enhance the learning experience and engage students.

How do these responsibilities change over time?

ANE responsibilities change over time as healthcare delivery systems and educational practices evolve. ANEs must continually update their knowledge and skills to keep up with these changes. As new technologies emerge and cultural shifts occur, ANEs must adapt their teaching methods to accommodate the changing needs of their students.

How has technology transformed nursing education and your role as an educator?

Technology has transformed nursing education by providing new tools and resources for teaching and learning. ANEs can use simulation technology, virtual learning environments, and other digital resources to create engaging and effective learning experiences for students. Technology has also made it easier for ANEs to communicate with students and collaborate with other healthcare professionals.

Part B: Evolving Roles Nurse Educators Diverse Environments

Renee Shalvoy is a Master’s of Science in Nursing (MSN) degree holder who works as a nurse educator at the Ohio State University in Columbus, Ohio. According to Hunt (2017), a nurse educator must hold a master’s or doctorate to teach at the university level, and Renee fulfills this requirement. Her job involves teaching courses in the RN to BSN program, which comprises multi-cultural professional adult learners in their mid-20s.

Renee’s work environment is exciting and motivating, and she takes her students through various courses such as Nursing Fundamentals, Evidence-Based Practice and Research, and Oncology Nursing Certification in collaboration with The James Cancer Hospital. She teaches both online and live classes, and her teaching has produced many reputable employees within various hospitals in the nation.

In addition to her teaching responsibilities, Renee works as a nurse educator in collaboration with The James Cancer Hospital outpatient clinic settings, where she onboards new nurses to the organization. She is responsible for creating a two-month orientation calendar specific to the needs of each new employee. Renee’s role is unique in that she is a 50/50 salary employee, half paid from the academic college and half from The Ohio State University Wexner Medical Center.

As an academic nurse educator, Renee’s core responsibilities include designing, updating, evaluating, and implementing nursing education programs in collaboration with the faculty group. She acts as a mentor and advisor to students and conducts numerous assessments to ensure they meet the course objectives. Renee also transfers her skills, experience, and knowledge to her students to prepare them for their future roles in nursing.

From the interview, it is clear that nurse educators have numerous responsibilities, including being leaders, educational advocates, engaging in professional development activities, learning facilitators, and high skilled collaborators and communicators. These responsibilities help to establish a conducive environment for both the learners and other educators, which contributes to the attainment of set objectives.

The role of nurse educators is critical in ensuring that nursing students receive well-packaged information and resources to deliver quality healthcare to patients. Renee’s dual role as an educator in the academic and hospital setting emphasizes the importance of the holistic development of nursing students. Through Renee’s work and experience, it is evident that nurse educators play a vital role in shaping the nursing profession’s future.

Part C: Evolving Roles Nurse Educators Diverse Environments

Roles and responsibilities of an academic nurse educator in ensuring safe, quality patient care in academic and practice settings.

The role of the academic nurse educator goes beyond teaching students theoretical knowledge and practical skills. They also have a responsibility to ensure that their students provide safe, quality patient care in academic and practice settings. This is achieved by teaching nursing students to follow evidence-based practice guidelines and adhere to ethical and legal standards of nursing. ANEs also work closely with clinical instructors to ensure that students are providing safe, quality patient care during clinical rotations.

Renee Shalvoy explains that the nurse educator’s primary responsibility is to ensure that the nursing students understand the importance of patient safety and quality care in academic and practice settings. She mentions that as a nurse educator, she is responsible for ensuring that the students have the necessary knowledge, skills, and critical thinking abilities to deliver safe and high-quality care to their patients.

How the academic nurse educator functions within the parent institution

Academic nurse educators work in a variety of educational institutions, including colleges, universities, and technical schools. They function as faculty members in nursing programs, which means they are responsible for teaching nursing courses and mentoring students. ANEs also participate in faculty meetings and other institutional committees, such as the curriculum committee, to ensure that nursing programs meet accreditation standards and best practices in nursing education.

Renee mentions that the academic nurse educator works within the institution to facilitate the implementation of the nursing curriculum, manage the clinical rotations for nursing students, and evaluate the nursing program’s effectiveness. She also indicates that they collaborate with other departments within the institution to ensure that the nursing program aligns with the institution’s goals and objectives.

Two external stakeholders vital to the role and responsibilities of an ANE

Renee explains that the nursing program’s external stakeholders include the regulatory bodies, such as state boards of nursing, and the healthcare organizations, such as hospitals and clinics.

Regulatory bodies: Regulatory bodies, such as state boards of nursing, are vital to the role and responsibilities of an ANE. These bodies ensure that nursing programs meet certain standards and that nursing graduates meet the educational and competency requirements to become licensed nurses. ANEs must work closely with these bodies to ensure that their nursing programs meet regulatory standards.
Healthcare organizations: Healthcare organizations, such as hospitals and clinics, are also important external stakeholders for ANEs. These organizations provide clinical experiences for nursing students and often hire nursing graduates. ANEs must work closely with healthcare organizations to ensure that nursing programs prepare students for the current healthcare environment and provide graduates who can meet the needs of the healthcare workforce.

Two strategies to facilitate communication with external stakeholders.

Two strategies to facilitate communication with external stakeholders are to establish regular communication channels and collaboration with external stakeholders

Establishing regular communication channels: ANEs should establish regular communication channels with external stakeholders, such as healthcare organizations and regulatory bodies. This may involve regular meetings, email updates, or other forms of communication. By establishing regular channels of communication, ANEs can ensure that they are up-to-date with changes in standards or requirements, and that they are able to communicate their needs and concerns effectively.

ANEs should schedule regular meetings with external stakeholders to discuss program goals, student progress, and any issues that arise. This can help to ensure that everyone is on the same page and that the nursing program is meeting the needs of external stakeholders. Attending nursing conferences for instance, can provide an opportunity to network with other healthcare professionals and learn about the latest advances in nursing education.

Collaboration: ANEs should collaborate with external stakeholders, such as healthcare organizations and regulatory bodies, to develop partnerships that benefit both parties. This may involve collaborating on educational programs, research projects, or other initiatives. By developing partnerships, ANEs can build trust and establish a shared commitment to improving nursing education and patient care. For example, ANEs could work with healthcare organizations to develop clinical experiences that meet the needs of both the nursing program and the healthcare organization.

How the ANE facilitates the development of interprofessional collaborative efforts.

ANEs play a critical role in facilitating interprofessional collaborative efforts between healthcare professionals. ANEs can do this by developing and implementing interprofessional education programs that bring together nursing students and students from other healthcare disciplines, such as medicine, social work, and pharmacy.

By working collaboratively with other healthcare professionals, nursing students can develop a better understanding of the roles and responsibilities of other healthcare team members, which can enhance communication and improve patient outcomes. ANEs can also encourage nursing students to participate in interprofessional clinical experiences, such as clinical rotations, where they can work alongside other healthcare professionals in a real-world setting.

ANE can also facilitate the development of interprofessional collaborative efforts by serving as a liaison between nursing schools and healthcare organizations. ANEs can work with healthcare organizations to identify areas of need and develop training programs that address these needs. Additionally, ANEs can collaborate with healthcare organizations to develop interprofessional education programs that bring together students from different healthcare disciplines.

Ultimately, ANEs play a crucial role in facilitating interprofessional collaborative efforts by providing nursing students with the necessary knowledge and skills to work effectively with other healthcare professionals. By promoting collaboration and communication among healthcare team members, ANEs can help to improve patient outcomes and deliver safe, quality patient care.

Part D: Evolving Roles Nurse Educators Diverse Environments

The educational system is constantly evolving, and this is especially true for nursing education. Nursing schools and academic institutions are continuously adapting to keep up with the changes in healthcare and technology. One of the significant changes in nursing education is the use of technology, which has transformed the way nursing students learn and the role of nurse educators. With the advancements in technology, nursing education has become more accessible, and students can learn through various online platforms, simulation labs, and other technological tools.

Additionally, the nursing curriculum has also evolved to meet the changing needs of the healthcare industry. Nursing schools are now focusing on preparing students for a diverse range of patients, including those with complex health needs and chronic illnesses. The curriculum is also focused on developing students’ critical thinking and problem-solving skills, which are essential in delivering safe, quality patient care.

Part E: Evolving Roles Nurse Educators Diverse Environments

As I transition to the role of an academic nurse educator, I would focus on developing my skills in curriculum development, teaching, and research. My primary goal would be to provide quality education to nursing students and prepare them for the ever-changing healthcare industry. To achieve this, I would stay up to date with the latest advancements in technology and incorporate them into the nursing curriculum.

I would also collaborate with other healthcare professionals to ensure that the nursing curriculum meets the needs of the healthcare industry. This would involve working with healthcare facilities to identify areas of need and developing training programs that address these needs. Additionally, I would seek to establish relationships with external stakeholders, such as healthcare organizations and community leaders, to promote interprofessional education and enhance patient care.

Furthermore, I would focus on mentoring and supporting nursing students throughout their educational journey. I would encourage them to develop their critical thinking and problem-solving skills and provide them with opportunities to work with other healthcare professionals. Ultimately, my goal as an academic nurse educator would be to prepare nursing students for a successful career in the healthcare industry and to provide safe, quality patient care.

References

du Plessis, P. (2014). Corruption in Education–Stealing the Future. Mediterranean Journal of Social Sciences, 5(23), 1308.

Friedrich, M. J. (2017). Corruption Poses Critical Challenge to Global Health Efforts. Jama, 318(15), 1431-1431.

Hunt, D. D. (2017). The new nurse educator: Mastering academe. Springer Publishing Company.

Kokemuller, N. (2017). Who are the Key Stakeholders involved in Nursing Programs? Retrieved from https://careertrend.com/facts-7488416-key-stakeholders-involved-nursing-programs.html

Raziq, A., & Maulabakhsh, R. (2015). Impact of working environment on job satisfaction. Procedia Economics and Finance, 23, 717-725.

Singh, M. D., Pilkington, F. B., & Patrick, L. (2014). Empowerment and mentoring in nursing academia. International journal of nursing education scholarship, 11(1), 101-111.

Sullivan, M., Kiovsky, R. D., Mason, D. J., Hill, C. D., & Dukes, C. (2015). Interprofessional collaboration and education. AJN The American Journal of Nursing, 115(3), 47-54.

Timmons, S., Evans, C., & Nair, S. (2016). The development of the nursing profession in a globalized context: A qualitative case study in Kerala, India. Social Science & Medicine, 166, 41-48.

Get Expert Writers to Work on Your Evolving Roles Nurse Educators Diverse Environments Paper

Professional nursing paper writers at reliablepapers.com can help students write a great paper on the evolving roles of nurse educators in diverse environments.

Our expert nursing assignment writers have experience in the field of nursing education and can provide guidance on how to approach the topic effectively.

Our writers will help with research, writing, editing, and proofreading to make sure that the final product meets academic standards.

It is important to choose a nursing paper writing service with a good reputation that hires qualified writers with experience in nursing education.

By seeking paper writing help from experts, students can improve their understanding of the subject matter and achieve better grades on their assignments.

You can trust that any academic paper you order from reliablepapers.com will be written to the highest standards.

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 5, 2024/by Reliable Papers

NURS 6053 IO005 Change Implementation and Management Plan Assignment Example

Blog, Sample Papers, Writing Guides

NURS 6053 IO005 Change Implementation and Management Plan Assignment Example

NURS 6053 IO005 Change Implementation and Management Plan Assignment Example NURS 6053 IO005 Assignment Module 5: Change Implementation and Management Plan

NURS 6053 IO005 Change Implementation and Management Plan Assignment Brief

Assignment Instructions Overview:

In this assignment, you will design a structured and actionable Change Implementation and Management Plan. The purpose of this plan is to address a specific change need within a healthcare organization, illustrating the process for effectively implementing the change and ensuring smooth adaptation by all stakeholders. Through this exercise, you’ll develop a 5-6 minute narrated PowerPoint presentation that explains the plan in detail, from identifying the problem and stakeholders involved to proposing solutions, managing risks, and outlining a communication strategy.

For top-quality coursework writing help and assignment writing services, trust Reliable Papers. Our expert team delivers 100% original human-written work tailored to your needs. Contact us via phone, WhatsApp, or live chat for assistance today and get the most reliable research paper help!

Understanding Assignment Objectives:

This assignment’s primary objective is to enable you to create a comprehensive framework for initiating and managing a significant change within a healthcare setting. You will explore factors driving the change, justify the change, and demonstrate a keen understanding of how to guide an organization through its implementation. Additionally, you will highlight the benefits of the change, analyze potential risks, and present strategies for risk mitigation, all while focusing on effective communication and leadership practices. By completing this assignment, you will gain practical insights into change management in healthcare, emphasizing collaboration, innovation, and professional communication skills.

The Student’s Role:

As a student, your role is that of a change leader within a healthcare organization, tasked with identifying and addressing a current workplace issue. Using the knowledge gained in this course and evidence-based strategies, you will propose a solution to this issue, define a structured plan for its implementation, and communicate this effectively to both leadership and other team members. You are also responsible for ensuring the plan aligns with organizational goals and the welfare of patients and staff while effectively managing the complexities involved in change processes within healthcare environments.

Competencies Measured:

This assignment measures your competencies in several key areas:

Problem Identification and Analysis: Ability to assess and clearly articulate the issue requiring change, backed by data and organizational needs.
Strategic Planning for Change Implementation: Development of a structured approach to implementing change, including steps, timelines, and resources required.
Stakeholder Identification and Engagement: Recognizing and engaging key stakeholders affected by the change to foster support and commitment.
Risk Management: Anticipating and planning for potential challenges that may arise during the change process and developing strategies to mitigate these risks.
Effective Communication: Crafting a clear communication plan to inform and guide stakeholders through the change, ensuring transparency, understanding, and acceptance.
Leadership and Collaboration: Demonstrating leadership skills in guiding the organization through change, working collaboratively with various teams, and promoting a positive environment for transition.

You Can Also Check Other Related Assessments for the NURS 6053 – Interprofessional Organizational and Systems Leadership Course:

NURS 6053 IO001 Analysis of a Pertinent Healthcare Issue Example

NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Assignment Example

NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare Issues Assignment Example

NURS 6053 IO002 Developing Organizational Policies and Practices Example

NURS 6053 IO003 Assignment: Personal Leadership Philosophies Example

NURS 6053 IO004 Workplace Environment Assessment Assignment Example

NURS 6053 IO005 Change Implementation and Management Plan Assignment Example

Slide 1: Title Page

Title: Implementing a Standardized Patient Intake Process to Improve Nursing Efficiency

Name: [Your Name]

Course: NURS 6053: Interprofessional Organizational and Systems Leadership

Date: [Submission Date]

Slide 2: Executive Summary

Narrative Script for Executive Summary:

The healthcare field is increasingly complex, with nursing professionals managing high patient loads alongside substantial administrative responsibilities (Haddad et al., 2020). A recent internal assessment highlighted administrative inefficiencies, with nurses reporting that excessive paperwork limits their time for direct patient care, contributing to job dissatisfaction and decreased patient satisfaction scores (Smith & Lewis, 2023). This presentation proposes a change to streamline the intake process, which will allow nurses to spend more time with patients, enhancing care quality and increasing efficiency.

Purpose Statement:

The purpose of this presentation is to propose a standardized, technology-assisted intake process to reduce administrative tasks, thereby enabling nurses to focus more on patient care and improving both employee morale and patient satisfaction.

Slide 3: Change and Justification

Problem Statement:

The issue at hand is that current intake processes require extensive manual data entry by nursing staff, which detracts from the time available for patient interaction and clinical care (American Nurses Association [ANA], 2021). This issue primarily affects nurses, leading to burnout and impacting patient satisfaction, as administrative tasks prevent timely care (Ginsburg et al., 2022).

Proposed Change:

The proposed change is to implement a standardized electronic intake system that pre-fills patient information and streamlines data entry (Daly et al., 2023). This process will reduce the time nurses spend on administrative tasks, allowing them to allocate more time to patient care.

Justification for Change:

Implementing this change will likely increase nurse satisfaction and retention by reducing workload and stress, and it is expected to improve patient satisfaction due to quicker and more personalized care (Buerhaus et al., 2020). Moreover, studies have shown that a standardized intake process can decrease patient wait times and improve accuracy in patient records (Hart et al., 2023).

Slide 4: Type and Scope of the Change

Type of Change:

This change is a planned, incremental change targeting a specific workflow within the organization. By introducing the change in phases, starting with high-traffic departments such as the Emergency Department, we can monitor its effectiveness and make necessary adjustments before a full-scale rollout.

Scope of Change:

The initial scope of the change will be limited to the Emergency Department to evaluate feasibility and gather preliminary data on effectiveness (Grol et al., 2022). Following a successful pilot, the change will be expanded to other departments. The project will involve collaboration across nursing, IT, and administrative teams, with ongoing support from management to ensure alignment with organizational goals.

Expected Outcomes:

The primary outcomes include improved nurse job satisfaction, reduced patient wait times, and enhanced accuracy in patient records. These outcomes align with organizational goals for operational efficiency and quality patient care (World Health Organization, 2021).

Slide 5: Stakeholders and Change Management Team

Stakeholders Impacted by the Change:

Nursing Staff: Nurses are the primary stakeholders, as this change directly impacts their workflow and time allocation.
Patients: Patients benefit from improved care efficiency and reduced wait times.
IT Department: Responsible for implementing and troubleshooting the intake technology.
Administration and Management: Interested in the impact on patient satisfaction and operational metrics.

Change Management Team:

Change Agent: The Nurse Manager will serve as the primary change agent, advocating for and guiding nursing staff through the transition (Kotter, 2018).
Project Manager: An IT specialist responsible for the technological integration of the new intake system.
Human Resources Representative: Provides training and ongoing support to nursing staff.
Administrative Coordinator: Oversees data collection on patient satisfaction and workflow efficiency during the pilot phase.

Slide 6: Communication and Risk Mitigation Plans

Communication Plan:

A multi-phase communication approach will be implemented to ensure transparency and engagement. An initial meeting with all nursing staff will present the change plan and its goals, followed by weekly updates and a dedicated feedback channel for ongoing support. After each pilot phase, debrief sessions will be held to discuss observations and adjustments.

Audience: Primarily nursing staff and relevant department heads.
Frequency: Weekly updates, monthly feedback reviews.
Mediums: Email, team meetings, and dedicated online channels for real-time questions.

Risk Mitigation Strategies:

Technical Failures: To prevent interruptions due to technical issues, IT staff will conduct rigorous testing before the system’s full implementation. A technical support team will be available 24/7 during the pilot phase to address any issues immediately (Smith et al., 2023).
Resistance from Staff: Resistance to new systems is anticipated, particularly among staff who may be accustomed to traditional methods. To mitigate this, comprehensive training sessions will be provided, and feedback loops will allow staff to voice concerns and see their input considered in system improvements (Prochaska & Velicer, 1997).
Data Security and Privacy: To address concerns about patient data security, the new intake system will include encrypted data storage and strict access protocols in line with HIPAA guidelines. Regular audits will ensure compliance with data protection standards (U.S. Department of Health & Human Services, 2022).
User Adoption Challenges: The implementation plan includes a phased approach, allowing users to adapt gradually. In addition, staff will have access to an online tutorial and regular support sessions to address usability challenges.

Slide 7: Conclusion

Narrative Script for Conclusion:

In conclusion, implementing a standardized electronic intake system within our nursing workflow addresses the growing need for improved operational efficiency and enhanced patient care. By reducing administrative burdens, we can improve job satisfaction among nursing staff and decrease patient wait times. The planned approach, which includes targeted pilot testing, comprehensive training, and phased rollout, ensures the effective integration of the system across the organization. This change is more than a technology update; it’s a strategic step toward sustainable improvements in our workplace environment and overall patient experience.

This change plan, with a focus on clear communication and effective risk management, will provide our healthcare facility with the necessary tools to thrive in an ever-evolving healthcare landscape. We are confident that these improvements will enhance not only our workflow but also our reputation for quality care.

Slide 8: References

American Nurses Association. (2021). Addressing nursing shortage and the workload impact. Retrieved from [……]

Buerhaus, P. I., Auerbach, D. I., & Staiger, D. O. (2020). Implications of the COVID-19 pandemic for nurses in the United States. The New England Journal of Medicine, 382(21), 1985-1987. https://doi.org/10.1056/NEJMp2003239

Daly, J., Jackson, D., Mannix, J., Davidson, P. M., & Hutchinson, M. (2023). Nursing workforce issues in the global community. Nursing Management, 54(9), 34-39. https://doi.org/10.1097/01.NUMA.0000834872.86789.2c

Ginsburg, L., Bain, L., & Dyck, M. (2022). Improving healthcare efficiency through organizational change. Journal of Healthcare Leadership, 14, 43-54. https://doi.org/10.2147/JHL.S344485

Grol, R., Baker, R., & Moss, F. (2022). Quality improvement research: Understanding the science of change in healthcare. BMJ Quality & Safety, 11(2), 103-108. https://doi.org/10.1136/qhc.11.2.103

Haddad, L. M., Annamaraju, P., & Toney-Butler, T. J. (2020). Nursing shortage. In StatPearls. StatPearls Publishing. Retrieved from […..]

Hart, C. A., Hirschhorn, L. R., & Fraker, T. (2023). Implementing standardized intake for improved care. Health Affairs, 42(6), 965-973. https://doi.org/10.1377/hlthaff.2023.00321

Kotter, J. P. (2018). Leading change. Harvard Business Review Press.

Prochaska, J. O., & Velicer, W. F. (1997). The Transtheoretical Model of health behavior change. American Journal of Health Promotion, 12(1), 38-48. https://doi.org/10.4278/0890-1171-12.1.38

Smith, R., & Lewis, J. (2023). Organizational impact of nursing administrative burdens. Journal of Nursing Administration, 53(4), 183-190. https://doi.org/10.1097/NNA.0000000000000623

U.S. Department of Health & Human Services. (2022). HIPAA compliance for healthcare organizations. Retrieved from [……]

World Health Organization. (2021). Improving healthcare system efficiency. Retrieved from [……]

Detailed Assessment Instructions for the NURS 6053 IO005 Change Implementation and Management Plan Assignment

Description

Assignment: Change Implementation and Management Plan

It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

To Prepare:

Review the Resources and identify one change that you believe is called for in your organization/workplace.
- This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.
Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

The Assignment (5-6-minute narrated PowerPoint presentation):

Change Implementation and Management Plan

Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.

Your narrated presentation should be 5–6 minutes in length.

Your Change Implementation and Management Plan should include the following:

An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant. This is just like an introductory paragraph with a purpose statement.)

A description of the change being proposed. Use the problem/issue statement you have been working with this entire class. Ideas for writing and identifying the problem include these items – not all information is required but it can help you in making your problem/issue more concise and specific.

Who – Who does the problem affect? Specific groups, organizations, customers, etc. such as nurses or patients

What – What are the boundaries of the problem, e.g. organizational, work flow, geographic, customer, segments, etc. –

What is the issue? – What is the impact of the issue? –

What impact is the issue causing? –

What will happen when it is fixed? –

What would happen if we didn’t solve the problem?

When – When does the issue occur? –

When does it need to be fixed?

Where – Where is the issue occurring? Only in certain locations, processes, products, etc.
Why – Why is it important that we fix the problem? –

What impact does it have on the business or customer? –

What impact does it have on all stakeholders, e.g. employees, suppliers, customers, shareholders, etc.

Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
Details about the type and scope of the proposed change
Identification of the stakeholders impacted by the change
Identification of a change management team (by title/role)
A plan for communicating the change you propose
A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose
5-6 references

Rubric

Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following:

An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment).

A description of the changes being proposed.

Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace.–

Excellent 32 (32%) – 35 (35%)

Good 28 (28%) – 31 (31%)

Fair 25 (25%) – 27 (27%)

Poor 0 (0%) – 24 (24%)

Details about the type and scope of the proposed changes.

Identification of the stakeholders impacted by the changes.

Identification of a change management team (by title/role).

A plan for communicating the changes you propose.

A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose.–

Excellent 27 (27%) – 30 (30%)

Good 24 (24%) – 26 (26%)

Fair 21 (21%) – 23 (23%)

Poor 0 (0%) – 20 (20%)

Include a narrated presentation that is 5–6 minutes in length.–

Excellent 27 (27%) – 30 (30%)

Good 24 (24%) – 26 (26%)

Fair 21 (21%) – 23 (23%)

Poor 0 (0%) – 20 (20%)

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation–

Excellent 5 (5%) – 5 (5%)

Good 4 (4%) – 4 (4%)

Fair 3.5 (3.5%) – 3.5 (3.5%)

Poor 0 (0%) – 3 (3%)

Total Points: 100

Give Your Grades a Boost with Our Expert Nursing Paper Writing Services!

Writing Nursing Assignments Made Easy

How We Can Assist You

Why Choose Us?

Affordable Prices: Our online nursing papers are priced affordably, ensuring accessibility for all college students.
Expert Writers: Let our skilled writers make your paper perfect, providing the expertise needed for exceptional results.
Originality Guaranteed: Say goodbye to plagiarized papers. Our nursing experts craft original and customized nursing essays for your academic success.
Easy Ordering Process: Ready to place your order? It’s hassle-free! Visit our “Place Order” page, provide paper details, proceed to checkout, and your order will be assigned to a suitable expert.

Why Trust Our Professionals?

Save Time, Secure Top Grades

Hire an Expert Paper Writer on Any Subject, Any Topic, Any Deadline! Submit your paper instructions by placing your order here to get started!

November 4, 2024/by Reliable Papers