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WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Example

NURS 5202 AWM2 Task 1: Advocating for Policy Change to Improve Health Outcomes in the Community Assignment

NURS 5202 AWM2 Task 1: Advocating for Policy Change to Improve Health Outcomes in the Community Assignment Brief

Assignment Instructions Overview

This assignment focuses on the role of the advanced professional nurse in advocating for policy changes that improve health outcomes in the community. Students will analyze data, identify at-risk populations, and develop a policy proposal addressing social determinants of health (SDOH). Additionally, they will demonstrate interprofessional collaboration, ethical considerations, and policymaker engagement through an (I) SBAR summary.

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Understanding Assignment Objectives

The primary objective of this assignment is to prepare students to lead advocacy efforts as advanced professional nurses. Key components include:

• Distinguishing Advocacy Roles: Comparing advocacy in a clinical setting versus a community health setting.
• Interprofessional Collaboration: Employing evidence-based strategies to collaborate within an Advocacy Action Team (AAT).
• Data Analysis: Identifying a pressing health issue affecting an at-risk population and evaluating existing policies.
• Policy Development: Proposing a policy change and addressing its ethical, social, and implementation challenges.
• Professional Communication: Articulating findings in a structured and persuasive manner.

The Student’s Role

Students will take on the role of an advanced professional nurse advocating for health policy change. They are expected to:

• Gather and Analyze Data: Use reliable sources to validate a health issue and assess its impact on an at-risk population.
• Develop a Policy Proposal: Address gaps in current policies and propose a solution that aligns with ethical standards and equitable healthcare distribution.
• Engage Policymakers: Identify key stakeholders and propose strategies to advance the policy initiative.
• Collaborate with Interprofessional Teams: Utilize evidence-based approaches to foster teamwork and ensure a comprehensive policy framework.

Check out another task that our nursing essay writing services have assisted another student on D026 NURS 5203 Achieving Quality Outcomes Through Value-Based Nursing Care Paper Example.

Competencies Measured

This assignment assesses students on the following competencies:

• Practicing as an Advanced Nursing Professional – Developing lifelong learning strategies essential for nursing practice.
• Recommending Regulatory Policies – Advocating for legal and regulatory changes that enhance patient and community health outcomes.
• Impact of Interprofessional Team Roles – Evaluating team dynamics and their effects on healthcare delivery.
• Analyzing Data for Quality Improvement – Using healthcare data to guide evidence-based policy recommendations and improve health outcomes.

WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Example

Advocating for Policy Change to Improve Health Outcomes in the Community

1. Introduction

Professional nurses play a pivotal role in shaping healthcare policies that enhance patient care and community health outcomes. As advanced professional nurses, their advocacy extends beyond individual patient interactions to influencing systemic changes that address broader public health concerns. This paper examines how advanced professional nurses advocate for at-risk populations, proposes an evidence-based policy change to improve health outcomes, and outlines strategies for effective policy advocacy.

1. Advocacy in Community vs. Clinical Practice Settings

Advanced professional nurses advocate differently in community settings compared to clinical practice.

1. Community Setting

Nurses in community settings focus on public health advocacy, addressing health disparities affecting at-risk populations.

They collaborate with policymakers, community organizations, and stakeholders to develop health programs and policies that enhance access to care.

Nurses use epidemiological data to identify risk factors, develop prevention strategies, and advocate for funding and legislative support to implement community-wide health initiatives (Chiu et al., 2021).

1. Clinical Practice Setting

Advocacy at the clinical level involves ensuring individual patients receive equitable care, access to treatments, and necessary resources.

Nurses advocate for patient rights, ethical care, and personalized interventions tailored to patient needs.

They act as liaisons between patients and healthcare providers, ensuring informed decision-making and adherence to best medical practices (Flaubert et al., 2021).

III. Interprofessional Collaboration Strategies

To promote interprofessional collaboration within an Advocacy Action Team (AAT), advanced professional nurses can utilize the following strategies:

Regular Interdisciplinary Meetings: These facilitate communication among diverse healthcare professionals, fostering a collaborative approach to policy development (Martin et al., 2021).

Utilization of Collaborative Technology: Shared digital platforms and electronic health records (EHR) enhance real-time data sharing, coordination, and seamless integration of care across disciplines.

1. Data Analysis of an At-Risk Population’s Health Issue

HIV among men who have sex with men (MSM) is a significant public health challenge in Miami-Dade County, Florida.

The county reports an HIV incidence rate of 28.4 per 100,000, surpassing the state average.

MSM account for 59% of new HIV cases due to high-risk behaviors influenced by socioeconomic and psychological factors (Gonzales-Zamora et al., 2022).

Key contributors include substance abuse, limited access to healthcare, and societal stigma.

1. Characteristics of the At-Risk Population

Substance Use and Risky Behavior: Many MSM engage in drug and alcohol use, which correlates with unsafe sexual practices and increased HIV transmission.

Social Stigma and Family Rejection: Many MSM experience familial estrangement, leading to decreased support networks and engagement in risky behaviors due to emotional distress.

1. Social Determinant of Health (SDOH) Analysis

Poverty is a primary SDOH predisposing MSM to HIV in Miami-Dade County:

Economic instability limits access to preventative services such as Pre-Exposure Prophylaxis (PrEP) and regular HIV testing.

Many low-income MSM lack health insurance, preventing consistent medical consultations.

Financial hardship contributes to housing instability, increasing susceptibility to high-risk behaviors (Gonzales-Zamora et al., 2022).

VII. Insufficiency of Current Policy

The Florida Medicaid program and existing state initiatives inadequately address poverty-related barriers to HIV prevention and care:

Medicaid covers some HIV treatment but does not provide comprehensive support for preventive measures like PrEP coverage, housing assistance, and mental health services.

Current policies do not address broader social determinants that perpetuate health disparities.

A lack of funding for targeted outreach programs limits awareness and engagement within at-risk populations.

VIII. Policy Proposal

A Comprehensive Income-Based HIV Prevention and Care Program is proposed to address these gaps:

Policy Components:

Expansion of Medicaid coverage to include PrEP and preventive healthcare.

Increased funding for community health programs focusing on culturally competent education.

Establishment of affordable housing initiatives for MSM at risk of homelessness.

Health Impact:

Higher PrEP uptake rates and reduced HIV incidence.

Improved health equity and access to services among low-income MSM.

Equity Considerations:

Culturally appropriate resources for Spanish-speaking and other minority groups.

Tailored outreach programs to increase awareness and accessibility.

Ethical Considerations:

Aligns with ANA Code of Ethics provisions on justice and equitable care.

Promotes advocacy for vulnerable populations.

Barriers to Implementation:

Financial constraints in securing funding.

Legislative resistance from policymakers hesitant to increase social program budgets.

1. Policymaker Identification and Rationale

Dr. Carina Black, Director of the Florida Department of Health

Influence in public health initiatives, resource allocation, and policymaking.

Experience in healthcare disparities makes her well-suited to champion HIV prevention policies.

1. Strategies to Strengthen Professional Practice as a Policy Advocate

Continuing Education on Health Policy: Staying updated on legislative changes and best advocacy practices through research and conferences.

Professional Networking: Engaging with professional organizations to amplify advocacy efforts and leverage resources.

1. (I) SBAR Summary

I – Identify:

HIV incidence among MSM in Miami-Dade County is disproportionately high due to socioeconomic factors.

S – Summary:

Current policies inadequately address social determinants contributing to HIV prevalence. Expanding Medicaid, increasing funding for community outreach, and establishing affordable housing programs are proposed solutions.

B – Background:

The county reports an HIV incidence of 28.4 per 100,000, with MSM disproportionately affected. Socioeconomic barriers limit access to preventive care.

A – Assessment:

A comprehensive program addressing financial, educational, and housing challenges is required to reduce HIV transmission and improve health outcomes.

R – Recommendation:

Policy adoption, increased funding, and collaboration with healthcare stakeholders are necessary to address this urgent public health issue.

XII. Conclusion

Advocacy by advanced professional nurses is essential in influencing health policy changes that address community health disparities. By leveraging data-driven insights, interprofessional collaboration, and policy engagement, nurses can lead transformative efforts to improve healthcare outcomes for at-risk populations.

References

Chiu, P., Cummings, G. G., Thorne, S., & Makaroff, K. S. (2021). Policy advocacy and nursing organizations: A scoping review. Policy, Politics, & Nursing Practice, 22(4), 276–296.

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). The role of nurses in improving health equity. National Academies Press (US).

Gonzales-Zamora, J. A., Ponce-Rosas, L., & Martinez, R. (2022). Determinants of public health and interventions to address HIV infection among MSM in Miami-Dade County, Florida, USA. Infezioni in Medicina, 30(3).

Martin, P., Pighills, A., Burge, V., Argus, G., & Sinclair, L. (2021). Promoting interprofessional education and collaborative practice in rural health settings. International Journal of Environmental Research and Public Health, 18(10), 5162.

Detailed Assessment Instructions for the WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Assignment

Heat maps

AWM2 — AWM2 TASK 1: ADVOCATING FOR POLICY CHANGE TO IMPROVE HEALTH OUTCOMES IN THE COMMUNITY

ESSENTIALS OF ADVANCED NURSING ROLES & INTERPROFESSIONAL PRACTICE — D025 PRFA — AWM2

PREPARATION    TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

 

COMPETENCIES

7063.1.1 : Practicing as an Advanced Nursing Professional

The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.

7063.1.2 : Recommend Regulatory Policies

The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.

7063.1.3 : Impact of Interprofessional Team Roles

The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.

7063.1.4 : Analyze Data for Quality Improvement

The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.

INTRODUCTION

Professional nurses have the potential to influence health policy by using a collective voice for patient and healthcare advocacy. In this assessment, you will demonstrate competence as an advanced professional nurse leading an interprofessional advocacy action team (AAT) to advocate for population health policy change.

You will explore the role of the advanced professional nurse advocating for a policy proposal related to a current health issue for an at-risk population in your community. You will gather and analyze data to identify patients and populations at risk, recommend policy change to improve health outcomes in the community, and identify key stakeholders to serve on the AAT. You will also demonstrate the ability to identify and communicate effectively with essential policymakers to move the policy forward. Finally, you will create a summary of the policy proposal in (I)SBAR format (i.e., identify, summary, background, assessment, recommendation).

Before starting this task, you must have completed CAM2 Task 1 and the “CPE Record” associated with task.

 

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

1. Discuss two differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. Include scholarly source(s) as part of your response. Community Setting:

• Clinical Practice Setting:

1. Describe how the advanced professional nurse will apply two evidence-based strategies to promote interprofessional collaboration within an Advocacy Action Team (AAT). Include one scholarly source to support your description. https://www.ncbi.nlm.nih.gov/books/NBK195418/ consider the healthy people 2030 initiatives and healthcare indicators · Rural Health Information Hub
2. Analyze data that validates a health issue affecting an at-risk population in the county or state where you live or work. Include relevant source(s) as part of your response. · Ideas: · HIV? · MSM? · High risk pregnancies?
3. Describe two characteristics of the at-risk population identified in part C.
4. Analyze how a specific social determinant of health (SDOH) in the county or state is predisposing the at- risk population from part C to the health issue identified in part C.
5. Analyze how current policy is insufficient to address the SDOH identified in part E.

Note: Current policy may be a county ordinance, county or state regulation, state law, program, school curriculum, health initiative, etc.

1. Provide a policy proposal to address the SDOH identified in part E. Include scholarly source(s) to support your policy proposal as part of your response.
   1. Describe how the policy proposal could impact the health issue from part C.
   2. Discuss how the policy proposal will address diversity in the population to ensure equitable distribution of resources.
   3. Describe how the policy proposal upholds two provisions from the ANA Code of Ethics. Include

relevant source(s) as part of your response.

4. Describe two actual or potential barriers in your county or state that impede the implementation of the policy proposal.

 

1. Provide the name and title of one policymaker with authority to move the policy proposal forward.
   1. Provide the rationale for choosing the policymaker identified in part H.

 

1. Describe two strategies you will use as an advanced professional nurse to strengthen your professional practice as a policy advocate.
2. Create an (I)SBAR summary of the policy proposal using the attached “(I)SBAR Summary Template. Save and submit your (I)SBAR summary as a separate .pdf or .docx document.

Note: Refer to the article titled “Using SBAR to Communicate with Policymakers” found in Unit 3 of the Course of Study.

1. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
2. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:ADVANCED PROFESSIONAL NURSE AS ADVOCATE

 

B:INTERPROFESSIONAL  COLLABORATION

 

C:DATA DRIVEN HEALTH ISSUE

 

D:CHARACTERISTICS OF AT-RISK POPULATION

 

E:SOCIAL DETERMINANT OF HEALTH (SDOH)

 

F:CURRENT POLICY

 

G:POLICY PROPOSAL

 

G1:HEALTH ISSUE IMPACT

 

G2:EQUITABLE DISTRIBUTION OF RESOURCES

 

 

G3:ETHICAL PROVISIONS

 

G4:BARRIERS

 

H:POLICY MAKER

 

H1:RATIONALE

 

 

I:STRATEGIC NEXT STEPS

 

J:POLICY SUMMARY

 

K:SOURCES

 

L:PROFESSIONAL  COMMUNICATION

WEB LINKS

Guide for the Policy Proposal – Pathway to Advocate for Change

SUPPORTING DOCUMENTS

(I)SBAR Summary Template.docx AWM2 Template.docx

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Adolescence Contemporary Issue and Resources Sample Paper

Introduction

Depression among adolescents has become an increasingly concerning issue with serious consequences. Recent data from the CDC indicates a troubling rise in the number of teenagers struggling with poor mental health (CDC, 2021). This alarming trend has significant implications for the overall development and well-being of adolescents, a crucial stage in their personal growth.

Depression during adolescence is a complex problem, often aggravated by various external stressors that can have a profound impact on young lives. These stressors encompass academic difficulties, decision-making challenges, and compromised physical health (Hammen, 2018). Academic struggles are especially noteworthy, as the adolescent period is pivotal for shaping one’s educational path.

Fortunately, there have been advances in healthcare support options for adolescents dealing with depression. Improvements in treatment methods, including therapy, medication, and holistic approaches, offer hope for those affected (Kazdin et al., 2022). Early intervention and comprehensive care can make a substantial difference in helping adolescents overcome depression and its associated challenges.

Understanding and addressing depression during adolescence is crucial for better supporting the mental health and resilience of our young people. This paper aims to explore the intricacies of depression in adolescents, the external stressors they face, assessment strategies, and available support options.

Defining Depression and Its External Stressors

Depression is a complex mental health issue that can deeply affect teenagers. It shows up as persistent feelings of sadness, hopelessness, and losing interest in things they once enjoyed (Ngasa et al., 2017). This emotional struggle can mess with their thinking and social life, making it a complicated problem. It’s important to understand that depression in teenagers is influenced by a mix of biological, environmental, and social factors (Ngasa et al., 2017).

External stressors, or things from the outside, play a big role in causing and making depression worse in teenagers. One key stressor is substance abuse. Many teenagers with depression also have a history of using drugs or alcohol, and this dual challenge intensifies their feelings of loneliness, despair, and sadness (Weersing et al., 2016). It’s crucial to address this connection as it presents unique difficulties in treatment and recovery.

Strained parent-child relationships also contribute significantly to adolescent depression. Having caring and supportive parents is really important for a teenager’s mental health. When this support is missing or not good, it raises the chances of getting depressed (Thomson & Carter, 2020). This means we should think about the whole family when helping teenagers with depression.

Besides the strained family relationship issues, failure to get social support such as having close friends or peers can feel even more isolated and lonely, making them more susceptible to depression (Ngasa et al., 2017). Teenagers spend a lot of time with their friends, so not having good friends can hurt their mental health well being. Therefore,  having interventions that focus on strengthening social support systems is crucial for a comprehensive approach to addressing adolescent depression.

Building on recent research, there’s growing awareness of the intricate link between external stressors and adolescent depression. For example, Smith and colleagues (2021) conducted a study that brought attention to cyberbullying as a newly recognized external stressor that can contribute to depression in teenagers. Additionally, the work of Johnson and Davis (2019) delved into how economic disparities can influence the prevalence of depression among teenagers, underscoring the importance of addressing social factors affecting mental health in this age group.

These recent findings highlight that our understanding of adolescent depression is continually evolving. It underscores the crucial role of ongoing research in identifying and addressing the ever-changing external stressors that impact the mental well-being of teenagers.

Assessment Strategies and Ethical Considerations

Evaluating depression in adolescents is a crucial step in ensuring they receive the right care and support they need. Healthcare professionals use various assessment tools to effectively screen for depression and external stressors in this vulnerable group. Two widely utilized tools are the Patient Health Questionnaire (PHQ) and the Hamilton Depression Rating Scale (HAM-D) (Asarnow et al., 2019).

The PHQ and HAM-D are valuable instruments for gauging the presence and severity of depression in adolescents. They contain questions about recent feelings of sadness, depressive thoughts, and other emotional experiences over the past two weeks (Asarnow et al., 2019). These assessments also explore physical symptoms like changes in sleep patterns, energy levels, and appetite, which are often disrupted in adolescents with depression. By covering a range of emotional and physical indicators, these tools paint a comprehensive picture of an adolescent’s mental health.

When assessing adolescent depression, ethical considerations take center stage. Adolescents have the right to privacy and confidentiality in their healthcare interactions (Thomson & Carter, 2020). Trust is essential in providing effective care, and respecting an adolescent’s privacy plays a pivotal role in building and maintaining that trust. Therefore, it is vital to treat all information gathered during the assessment process with the utmost confidentiality.

Furthermore, ethical guidelines dictate that information should not be shared with parents or guardians without the informed consent of the adolescent, except in cases where there is a clear risk of harm to the patient (Thomson & Carter, 2020). This highlights the importance of open and honest communication among healthcare providers, adolescents, and, when appropriate, their families. In situations where an adolescent’s safety is at stake, healthcare professionals must carefully balance the ethical principles of autonomy and beneficence to ensure the patient’s well-being.

In recent times, the field of adolescent depression assessment has seen a growing emphasis on incorporating technology and digital platforms. For instance, smartphone apps and online self-assessment tools have become increasingly popular in making assessments more accessible and convenient for adolescents (Mistry et al., 2021). These digital tools enable regular monitoring of symptoms, providing valuable insights into an adolescent’s mental health journey and facilitating early intervention.

Additionally, research conducted by Johnson and colleagues (2022) has explored the integration of genetic and neuroimaging markers in assessing depression risk in adolescents. This innovative approach holds promise in identifying biological markers that can complement traditional assessment tools, enabling more precise and personalized interventions.

Support Options for Adolescents

Supporting adolescents facing depression is crucial due to its significant impact on their quality of life. Several evidence-based support options are available to address their needs.

Psychotherapy, often referred to as talk therapy, is a cornerstone of treatment for depression across all age groups (Weersing et al., 2016). Various forms of psychotherapy can be beneficial to adolescents, such as cognitive-behavioral therapy (CBT) and interpersonal therapy (IPT). These therapies help adolescents understand and manage their emotions, thoughts, and behaviors, providing them with valuable coping strategies to combat depression. Additionally, psychotherapy offers a safe space for adolescents to express their feelings and concerns, fostering emotional growth and resilience.

Family-focused interventions play a pivotal role in cases where strained parent-child relationships contribute to adolescent depression (Asarnow et al., 2019). Family therapy, a form of psychotherapy, aims to uncover underlying family dynamics that may be worsening the adolescent’s condition. It offers a platform for family members to address issues like anger, hopelessness, and communication breakdown. Through this process, healthier family dynamics can be cultivated, leading to increased happiness and a greater sense of control for the adolescent.

Pharmacotherapy, or medication-based treatment, has also proven effective in managing adolescent depression, especially when external stressors like a lack of social support are prominent (Westergren et al., 2020). Medications such as selective serotonin reuptake inhibitors (SSRIs), including Prozac, Zoloft, and Celexa, have demonstrated efficacy in alleviating depressive symptoms. However, it’s essential to use medication in conjunction with psychotherapy. Combining medication with therapy not only enhances the overall treatment outcome but also equips adolescents with improved communication and relationship skills.

For adolescents whose depression is intertwined with substance abuse, Cognitive Behavioral Therapy (CBT) offers a valuable approach (Weersing et al., 2016). CBT for substance abuse focuses on various aspects, including relapse prevention, contingency management, motivational interviewing, and brief interventions for alcohol and tobacco use. By addressing both depression and substance abuse issues simultaneously, this holistic approach provides adolescents with a comprehensive solution to tackle their complex challenges.

Recent research in the field of adolescent depression support has highlighted the importance of incorporating technology-based interventions. Smartphone applications and online platforms have been developed to deliver psychotherapeutic support and interventions, making mental health resources more accessible to adolescents (Huguet et al., 2022). These digital tools can complement traditional treatment approaches and engage adolescents in their mental health journey.

Additionally, a study conducted by Chen and colleagues (2023) has explored the potential benefits of mindfulness-based interventions in managing depressive symptoms among adolescents. Mindfulness practices have gained attention for their ability to enhance emotional regulation and reduce stress, offering an alternative avenue for support.

Conclusion

In conclusion, addressing depression in adolescents is an imperative contemporary issue that demands our collective attention and action. The alarming rise in teenage depression rates underscores the urgency of this matter, as it has far-reaching consequences on the overall well-being and development of our youth.

Depression during adolescence is a multifaceted challenge influenced by a myriad of external stressors, from substance abuse to strained family relationships and social isolation. Recognizing and understanding these stressors is vital to effectively addressing adolescent depression, as it allows us to develop targeted interventions and support systems.

Assessment strategies, such as the use of tools like the PHQ and HAM-D, play a pivotal role in identifying and evaluating depression in adolescents. However, it is equally crucial to uphold ethical considerations, respecting the privacy and autonomy of adolescents while maintaining their safety.

Fortunately, there are evidence-based support options available to help adolescents navigate the complexities of depression. Psychotherapy, family-focused interventions, pharmacotherapy, and holistic approaches like CBT for substance abuse offer valuable avenues for treatment. Ultimately, it is crucial to embrace the use of technology-based solutions and explore innovative methods like mindfulness practices to further expand the toolkit for helping adolescents dealing with depression.

In essence, it is fundamental to remain committed to ongoing research and the continuous evolution of our understanding of adolescent depression. By doing so, everyone is better placed to be able to tailor their interventions, enhance accessibility to support resources, and ultimately provide adolescents with the care and guidance they need to overcome depression and embark on a path toward a healthier, more fulfilling future.

References

Asarnow, J. R., Kolko, D. J., Miranda, J., & Kazdin, A. E. (2019). Child and adolescent psychiatry and the family. Journal of the American Academy of Child & Adolescent Psychiatry, 58(6), 541-548.

CDC (2021). Youth Risk Behavior Surveillance System (YRBSS). Centers for Disease Control and Prevention. Retrieved from [insert URL].

Chen, Y., Zhang, J., & Zhu, H. (2023). Mindfulness-based interventions for adolescent depression: A systematic review and meta-analysis. Journal of Adolescence, 100, 105-116.

Hammen, C. (2018). Adolescent depression: Stressful interpersonal contexts and risk for recurrence. Current Directions in Psychological Science, 27(3), 221-227.

Huguet, A., Rao, S., McGrath, P. J., Wozney, L., Wheaton, M., Conrod, J., … & Henderson, J. (2022). A systematic review of evidence for the use of digital mental health interventions for depression and anxiety in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 1-19.

Johnson, L., Smith, R., & Williams, A. (2022). Genetic and Neuroimaging Markers for the Assessment of Adolescent Depression Risk: A Review. Journal of Adolescent Psychology, 67(4), 387-401.

Johnson, S., & Davis, L. (2019). Socioeconomic Disparities in Adolescent Depression: A Systematic Review and Meta-Analysis. Journal of Adolescent Health, 64(3), 262-273.

Kazdin, A. E., Blase, S. L., & Fixsen, D. L. (2022). The three-tier model in support of school-based prevention and early intervention for behavior problems in youth. Journal of Emotional and Behavioral Disorders, 30(1), 4-15.

Mistry, A., Darzi, A., & Tikkinen, K. (2021). The Role of Smartphone Apps in Assessing and Monitoring Adolescent Depression: A Systematic Review and Meta-Analysis. JMIR mHealth and uHealth, 9(5), e28815.

Ngasa, S. N., Sama, C. B., Dzekem, B. S., Nforchu, K. N., Tindong, M., Aroke, D., … & Fon, P. N. (2017). Prevalence and factors associated with depression among medical students in Cameroon: A cross-sectional study. BMC Psychiatry, 17(1), 216.

Thomson, L. S., & Carter, A. S. (2020). Family-centered care and support for children with mental health problems: A review. Journal of Clinical Child & Adolescent Psychology, 49(6), 787-798.

Weersing, V. R., Jeffreys, M., Do, M. T., Schwartz, K. T., & Bolano, C. (2016). Evidence-based update of psychosocial treatments for child and adolescent depression. Journal of Clinical Child & Adolescent Psychology, 45(6), 682-706.

Westergren, A., Nordstrand, M., & von Essen, L. (2020). Psychological interventions for adolescent depression: A systematic review and network meta-analysis. JAMA Pediatrics, 174(3), 238-246.

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Ways of Knowing Nursing Essay Example Ideas by Experts

Introduction

Florence Nightingale, the founder of modern nursing, recognized the importance of knowledge in nursing. Since then, many theorists in nursing have tried to identify the ways of knowing. However, it wasn’t until Carper’s seminal article in 1978 that the four ways of knowing were highlighted.

Carper identified four patterns of knowing in nursing: empirical, aesthetic, personal, and ethical knowing. Empirical knowing is the scientific knowledge that nurses acquire through research, observation, and experimentation. Aesthetic knowing is the art of nursing, which involves the use of intuition, creativity, and empathy to understand the patient’s needs. Personal knowing is the self-awareness and self-reflection that nurses use to understand their own biases, values, and beliefs. Ethical knowing is the understanding of ethical principles and values that guide nursing practice.

Carper’s work has been expanded upon by other theorists, such as Chinn and Kramer, who added two additional ways of knowing: emancipatory and sociopolitical knowing. Emancipatory knowing is the recognition of power imbalances in healthcare and the need to advocate for social justice. Sociopolitical knowing is the understanding of how social and political factors affect patient care.

While there have been identified different ways of knowing, these ways of knowing do not exist in isolation. The nurse must use knowledge from all domains to effectively care for the patient as each contributes to the nursing profession. Understanding their interplay and ongoing significance is crucial for nurses as they navigate the complexities of the healthcare landscape in the 21st century. In all areas of health care, knowledge is an important fundamental base for practice. As we navigate the complexities of modern healthcare, it becomes imperative to revisit and reevaluate these ways of knowing, considering the latest research findings and developments in the field in understanding how various ways of knowing inform nursing, education, and practice.

Exploring The Four Ways of Knowing in Nursing

Carper’s identification of four patterns of knowing in nursing, as outlined in her seminal 1978 article, has had a profound impact on the profession and remains a foundational concept for nursing students and practitioners alike. These four ways of knowing provide a comprehensive framework for understanding the diverse dimensions of nursing practice.

Empirical Ways of Knowing Nursing

Empirical knowing, often hailed as the bedrock of nursing practice, encompasses the systematic acquisition of knowledge through rigorous research, keen observation, and diligent experimentation (Carper, 1978). In essence, it constitutes the scientific foundation upon which nursing practice is built, equipping nurses with evidence-based insights and technical proficiency crucial for providing safe and effective patient care.

Within the dynamic landscape of contemporary nursing, empirical knowing continues to evolve, driven by the relentless pursuit of new research findings and the rapid integration of cutting-edge technologies into healthcare delivery (Beckett, 2021). This evolution underscores the critical importance of staying current with the latest developments in empirical knowledge, as it directly impacts the quality of patient care provided by nurses (Whalen, 2023).

Empirical knowing plays an indispensable role in clinical decision-making for nurses. When assessing patient conditions, making diagnostic evaluations, and devising treatment plans, nurses draw upon empirical knowledge to inform their choices and actions (Forough Rafii, et.al., 2021). This evidence-based approach ensures that nursing interventions align with the most up-to-date scientific evidence and best practices, ultimately leading to enhanced patient outcomes.

Moreover, empirical knowledge is foundational in comprehending the intricate workings of the human body and the mechanisms of diseases and treatments. It forms the basis upon which nurses build their expertise and competence, enabling them to provide optimal patient care (Smith et al., 2022). For instance, in the context of a patient presenting with chest pain in the emergency department, nurses leverage empirical knowledge to conduct comprehensive assessments, relying on the latest research findings and evidence-based guidelines to make accurate diagnoses and plan effective interventions.

In light of recent developments, empirical knowing in nursing has encountered unprecedented challenges and opportunities. The emergence of the COVID-19 pandemic has underscored the pivotal role of empirical knowledge in healthcare (De Kock et al., 2021). Nurses, armed with a robust understanding of empirical evidence, have played instrumental roles in managing the pandemic. They have been at the forefront of implementing evidence-based infection control measures, administering vaccines, and conducting research to deepen our understanding of the virus and its management (De Kock et al., 2021).

This adaptability of empirical knowing to rapidly evolving situations reaffirms its ongoing significance in nursing practice. Nurses must not only rely on established scientific principles but also possess the agility to apply empirical knowledge effectively in response to emerging healthcare challenges. The ever-expanding body of nursing research and technological advancements demand that nurses remain vigilant in their pursuit of empirical knowledge, ensuring that it remains a cornerstone of their practice, supporting the provision of the highest quality of care to patients.

Aesthetic Ways of Knowing Nursing

Aesthetic knowing often referred to as the art of nursing, is a fundamental dimension of nursing practice that transcends mere technical proficiency. Rooted in the principles of intuition, creativity, and empathy (Carper, 1978), it acknowledges that nursing is not just a science but also an art form that demands a profound connection with the human experience. Aesthetic knowing invites nurses to reach beyond the confines of routine procedures and engage with patients on a deeply human level.

This form of knowing empowers nurses to discern subtle cues from patients, facilitating a holistic understanding of their individual needs and preferences (Betriana et al., 2022). Aesthetic knowing encourages nurses to perceive each patient as a unique and multifaceted individual, allowing them to customize care approaches accordingly. In doing so, it elevates the overall patient experience and contributes to their well-being.

Moreover, aesthetic knowledge in nursing taps into our appreciation for beauty and artistry. It enables nurses to curate healing environments that promote patient comfort and relaxation, recognizing the significant impact aesthetics can have on a patient’s emotional and psychological well-being (Gregory, Stichler & Zborowsky, 2022). For instance, nurses can leverage aesthetic knowing to design patient rooms that create a soothing and uplifting atmosphere, fostering a sense of tranquility during the often stressful hospital stays.

In the contemporary landscape of nursing, the recognition of the vital role played by creativity and empathy in patient care has gained prominence (Muradov, Petrovskaya & Papathanassoglou, 2021). Recent research has illuminated the profound influence of aesthetic knowing on patient satisfaction and health outcomes. The integration of aesthetic knowing into patient-centered care has been linked to increased patient engagement and enhanced adherence to treatment plans (Carter, Creedy & Sidebotham, 2019). This aligns with the growing emphasis on patient experience as a key metric of healthcare quality.

Furthermore, the integration of technology has expanded the horizons of aesthetic knowing in nursing. Innovations such as virtual reality and art therapy interventions have been leveraged to alleviate pain and anxiety in patients, demonstrating the innovative ways in which aesthetic knowing can be harnessed to augment patient well-being (Carter, Creedy & Sidebotham, 2019). This ongoing exploration of aesthetic knowing’s applications underscores its transformative potential in modern nursing.

In essence, aesthetic knowing in nursing is not a separate entity but rather an integral part of the holistic care approach. It bridges the realms of science and art, enriching nursing practice and enhancing the quality of patient care. As nursing continues to evolve, nurses are encouraged to nurture and apply aesthetic knowing, recognizing its capacity to create profound and meaningful connections with patients while promoting healing and well-being.

Personal Ways of Knowing Nursing

Personal knowing in nursing centers on the critical aspects of self-awareness and self-reflection. Nurses engage in introspection to discern their own biases, values, and beliefs, recognizing the profound influence these personal factors can exert on their interactions with patients (Carper, 1978). It is through this introspective process that nurses can strive to provide culturally competent and patient-centered care, rooted in empathy and genuine respect.

Acknowledging and addressing personal biases is not merely a theoretical exercise; it is an essential component of building therapeutic relationships with patients (Campbell et.al., 2018). Personal knowing empowers nurses to approach each patient with an open mind, free from preconceived notions or judgments. This approach fosters trust and rapport, essential elements of effective patient care, and enhances the overall patient experience.

Personal knowledge in nursing is deeply rooted in the nurse’s own life experiences and observations. It recognizes that each patient is a unique individual with distinct needs and preferences, emphasizing the importance of empathy and refined interpersonal skills in forging meaningful connections (Whalen, 2023). The ability to tailor care to the idiosyncrasies of each patient is a hallmark of personal knowing.

Consider a scenario where a patient, confined to the hospital for an extended period, displays non-compliance and resistance to care. In such instances, personal knowledge becomes paramount as the nurse draws upon their intuition and empathy to comprehend the patient’s perspective. Through empathetic understanding, nurses can foster therapeutic relationships that promote cooperation and enhance the patient’s overall well-being.

In the contemporary landscape of healthcare, characterized by cultural diversity and the imperative of cultural competence, personal knowing retains its status as an indispensable facet of nursing practice (Higginbottom et al., 2019). Nurses are increasingly encouraged to embark on journeys of self-reflection, uncovering and addressing their biases and preconceived assumptions. Recent studies underscore the pivotal role of personal knowing in establishing trust and rapport, particularly when caring for patients from diverse backgrounds (Graham, 2022). By embracing their own biases, nurses contribute to the creation of an inclusive healthcare environment, where patients feel valued, respected, and truly understood.

Furthermore, the advent of telehealth and virtual care platforms has presented novel challenges for personal knowing. Nurses providing care through digital channels must navigate the intricacies of non-verbal communication and cultural sensitivity in innovative ways (Kolluri et al., 2022). The dynamic healthcare landscape necessitates that nurses continually nurture and cultivate personal knowing to effectively meet the evolving needs of their diverse patient populations.

In essence, personal knowing in nursing is not a static concept but rather a dynamic force that drives continuous self-improvement and personal growth. It enhances the nurse’s ability to provide patient-centered care, underpinned by empathy, cultural competence, and a genuine commitment to the well-being of each patient.

Ethical Ways of Knowing Nursing

Ethical knowing in nursing encompasses a profound understanding of the ethical principles and values that underpin the profession (Carper, 1978). In the daily practice of nursing, healthcare professionals often confront complex moral dilemmas, and ethical knowing equips them with a sturdy framework for navigating these intricate challenges. It is founded on an unwavering commitment to uphold the ethical standards of the nursing profession while placing the well-being and rights of patients at the forefront.

At its core, ethical knowing demands that nurses make decisions that align with fundamental ethical principles, including autonomy, beneficence, non-maleficence, and justice (Beauchamp & Childress, 2019). This ethical foundation ensures that patient care is consistently conducted with the utmost integrity and adherence to ethical guidelines, thereby preserving the trust and confidence that patients and their families repose in healthcare professionals.

Ethical knowledge is firmly rooted in individual moral compasses and deeply held values. It serves as a guiding light for nurses as they navigate the complex and often ethically fraught landscape of healthcare. This knowing involves a comprehensive understanding of various ethical frameworks and philosophies, providing nurses with the tools necessary to make ethically sound decisions (Hou et al., 2021).

In practice, ethical knowing becomes particularly salient when nurses are confronted with challenging decisions, such as determining the most appropriate course of action in situations where they must weigh the benefits and risks of a particular treatment. In such instances, nurses rely on their ethical knowledge to ensure that the chosen path aligns harmoniously with the best interests of the patient and remains steadfast in upholding ethical principles.

In an era marked by continually evolving healthcare paradigms and the emergence of novel ethical considerations, nurses’ commitment to ethical knowing has assumed greater significance (De Melo-Martín et al., 2019). Recent developments in healthcare, including gene editing and the integration of artificial intelligence in diagnostics and treatment, have introduced unique ethical challenges. Nurses find themselves grappling with questions concerning patient consent, privacy, and the equitable distribution of resources.

The COVID-19 pandemic, in particular, has placed immense ethical demands on nurses. They have been tasked with making arduous decisions related to resource allocation, triage protocols, and providing emotional support to patients and their families (Smith et al., 2021). Ethical knowing serves as a moral compass in these trying circumstances, offering guidance and principles to nurses as they navigate these intricate ethical landscapes. It reinforces the enduring commitment to patient-centered care, ensuring that patients’ needs and well-being remain paramount in all decision-making processes.

In essence, ethical knowing is not merely an abstract concept; it is a dynamic force that guides nurses in upholding the highest ethical standards of the profession. It empowers nurses to make ethically sound decisions, fostering trust, and preserving the core values of nursing as they navigate the complex moral terrain of healthcare.

Expanding the Ways of Knowing in Nursing

Carper’s pioneering work in identifying four fundamental patterns of knowing in nursing laid a robust foundation for the profession. However, the dynamic nature of healthcare and nursing practice has spurred subsequent nursing theorists to explore and expand upon these essential concepts. Among these trailblazing efforts, Chinn and Kramer (2018) introduced two additional ways of knowing: emancipatory and sociopolitical knowing, which have broadened the scope of nursing knowledge and practice.

Emancipatory Ways of Knowing Nursing

Emancipatory knowing in nursing represents a transformative conceptual framework that confronts the pervasive issue of power imbalances within healthcare systems and society at large. As introduced by Chinn and Kramer (2018), this form of knowing empowers nurses to recognize, question, and challenge oppressive structures and practices within healthcare institutions. More significantly, it equips nurses to be catalysts for social justice, advocating for marginalized and vulnerable patient populations to ensure equitable access to healthcare resources and services.

At its core, emancipatory knowing underscores the nurse’s pivotal role in effecting positive social change within healthcare. Nurses are uniquely positioned to identify and address systemic inequities that adversely affect patient access to quality care. This includes advocating for policies, practices, and interventions that promote equity and fairness in healthcare delivery. By leveraging their knowledge and influence, nurses can contribute to dismantling barriers and fostering an environment where all individuals, regardless of their background or circumstances, can access and receive the care they need (Kagan et al., 2010).

Emancipatory knowing in nursing extends beyond the confines of healthcare institutions. It recognizes the broader societal context in which healthcare operates and the pervasive impact of social, economic, and political factors on health outcomes. Nurses who embrace this form of knowing engage in critical reflection and analysis of the structural and systemic forces that perpetuate health disparities and inequalities (Chinn & Kramer, 2018).

By developing a deep awareness of these issues, nurses can actively challenge and confront the root causes of health inequities. This may involve advocating for policy changes, participating in community initiatives, and collaborating with interdisciplinary teams to address the social determinants of health that disproportionately affect vulnerable populations. Emancipatory knowing compels nurses to be advocates for social justice not only within the clinical setting but also in their communities and on a broader scale (Mason et al., 2020).

In an era marked by increasing awareness of health disparities and the pressing need for healthcare equity, the incorporation of emancipatory knowing into nursing education and practice is paramount. Recent events, such as the COVID-19 pandemic, have laid bare the deep-seated inequities in healthcare access and outcomes. Nurses, armed with an understanding of emancipatory knowing, have a vital role to play in addressing these disparities and advocating for change (Smith et al., 2021).

Sociopolitical Ways of Knowing Nursing

Sociopolitical knowing in nursing is a multifaceted form of knowledge that emphasizes the understanding of how social and political factors intersect with healthcare. As introduced by Chinn and Kramer (2018), this way of knowing acknowledges that healthcare is inextricably linked to the broader sociopolitical landscape. It underscores the profound impact of policies, regulations, and societal norms on patient care and healthcare delivery.

At its essence, sociopolitical knowing requires nurses to be acutely aware of the societal context in which healthcare is delivered. This encompasses issues related to healthcare policies, socioeconomic disparities, cultural norms, and the intricate interplay of social and political forces (Chinn & Kramer, 2018). Nurses who possess sociopolitical knowing are well-equipped to navigate the complexities of the healthcare system and address the social determinants of health that significantly influence their patients’ well-being.

One fundamental aspect of sociopolitical knowing involves sensitivity to the personal goals and values of others, as well as an understanding of society and politics. This knowledge enables nurses to approach patient care in a nonjudgmental manner when dealing with individuals and families who may hold diverse social and political views (Smith et al., 2021). It empowers nurses to make care decisions that respect and acknowledge what is important to patients, regardless of their sociopolitical beliefs.

Moreover, nurses who embrace sociopolitical knowing are poised to be effective advocates on behalf of their patients and communities. They recognize that healthcare is not solely confined to the clinical setting but is deeply intertwined with broader societal issues. Armed with a heightened awareness of how external factors impact health, nurses can actively engage in healthcare policy advocacy, addressing healthcare disparities and working toward a more just and equitable healthcare system (Mason et al., 2020).

In today’s rapidly evolving healthcare landscape, nurses must navigate an array of sociopolitical challenges. Issues such as access to care, health equity, and the allocation of healthcare resources are shaped by societal norms, political decisions, and economic forces. Nurses who possess sociopolitical knowing are well-prepared to engage in discussions and actions aimed at addressing these critical issues and advocating for the best interests of their patients and communities (Smith et al., 2021).

For instance, nurses played pivotal roles in advocating for expanded access to healthcare during the COVID-19 pandemic, emphasizing the importance of equitable distribution of vaccines, testing, and treatment options (Smith et al., 2021). Their understanding of the sociopolitical landscape and its impact on healthcare allowed them to advocate for evidence-based policies that prioritized public health and the well-being of vulnerable populations.

The Interplay of Ways of Knowing in Nursing: A Holistic Approach to Patient Care

In the realm of nursing, the ways of knowing, including empirical, aesthetic, personal, ethical, emancipatory, and sociopolitical knowing, are not isolated domains of knowledge but rather interconnected facets that converge in the dynamic practice of healthcare (Betriana et al., 2022). Nurses draw upon these diverse ways of knowing simultaneously to provide comprehensive and patient-centered care, recognizing that patient needs and circumstances often require a multifaceted approach.

For instance, consider the assessment of a patient’s pain—a common scenario in nursing practice. In this situation, a nurse must seamlessly integrate multiple ways of knowing. Empirical knowledge informs the nurse about evidence-based pain management strategies, ensuring that the patient receives appropriate and effective interventions (Forough Rafii, et.al., 2021). Aesthetic knowing comes into play as the nurse keenly observes the patient’s non-verbal cues, interpreting facial expressions and body language to gain insights into the nature and intensity of pain (Betriana et al., 2022). Personal knowing encourages the nurse to engage in self-reflection, acknowledging and addressing any biases or assumptions that may affect the assessment and management of pain (Thorne, 2020). Ethical knowing ensures that pain relief interventions align with the patient’s values and autonomy, respecting their right to make decisions about their care (Beauchamp & Childress, 2019).

This interconnectedness of ways of knowing exemplifies the complexity of nursing practice. It underscores the importance of nurses’ ability to navigate and apply various forms of knowledge simultaneously, ultimately enhancing the quality of care provided to patients. Furthermore, the synergy among these ways of knowing contributes to a holistic and patient-centered approach to healthcare, aligning with the profession’s core values and principles.

Understanding the interplay of these ways of knowing is particularly pertinent in the 21st-century healthcare landscape. As healthcare continues to evolve with advancements in technology, changing demographics, and shifting societal expectations, nurses must adapt to meet the evolving needs of patients and communities (Whalen, 2023). Each way of knowing contributes uniquely to the nursing profession, providing valuable insights and perspectives that enrich patient care.

In light of these ongoing changes and developments in healthcare, nurses are challenged to revisit and reevaluate these ways of knowing. By doing so, they can ensure that their practice remains aligned with the latest research findings and evidence-based guidelines (Smith et al., 2022). Embracing a holistic approach to knowledge allows nurses to remain nimble and adaptable while upholding their commitment to delivering compassionate, patient-centered, and evidence-based care.

Conclusion

In conclusion, the exploration of ways of knowing in nursing underscores the complexity and interconnectedness inherent in nursing practice. The foundational recognition by Florence Nightingale of the pivotal role of knowledge in nursing has paved the way for a profound understanding of how different dimensions of knowledge contribute to the nursing profession. Carper’s identification of empirical, aesthetic, personal, and ethical knowing, complemented by Chinn and Kramer’s addition of emancipatory and sociopolitical knowing, has provided nurses with a comprehensive framework for delivering patient-centered care.

These ways of knowing do not operate in isolation but rather converge and interact dynamically in the ever-evolving practice of nursing. Nurses skillfully draw upon empirical knowledge to make evidence-based decisions, employ aesthetic knowing to forge meaningful connections with patients, engage in personal knowing to address biases and values, and apply ethical knowing to navigate complex moral quandaries. Emancipatory knowing empowers nurses to be advocates for social justice, while sociopolitical knowing equips them to understand the broader societal context shaping healthcare.

In the 21st century, the nursing profession is continually transformed by technological advancements, demographic shifts, and evolving healthcare paradigms. As nurses navigate these intricate challenges, it becomes imperative to reassess and reevaluate these ways of knowing, incorporating the latest research findings and emerging developments in the field. By embracing a holistic approach to knowledge, nurses can remain adaptable and resilient, delivering care that is both compassionate and evidence-based, thus upholding the core values of the nursing profession. In this ongoing journey, nurses pay homage to the legacy of Florence Nightingale and continue the noble pursuit of excellence in nursing practice.

References

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Campbell, T. D., Penz, K., Dietrich-Leurer, M., Juckes, K., & Rodger, K. (2018). Ways of knowing as a framework for developing reflective practice among nursing students. International Journal of Nursing Education Scholarship, 15(1). https://doi.org/10.1515/ijnes-2017-0043

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Carter, A. G., Creedy, D. K., & Sidebotham, M. (2019). The interplay of ways of knowing in midwifery practice: A sociocultural perspective. Midwifery, 74, 41-47.

Chinn, P. L., & Kramer, M. K. (2018). Knowledge development in nursing: Theory and process (10th ed.). Elsevier.

De Kock, J. H., Latham, H. A., Leslie, S. J., Grindle, M., Munoz, S., Ellis, L., Polson, R., & O’Malley, C. M. (2021). A rapid review of the impact of COVID-19 on the mental health of healthcare workers: Implications for supporting psychological well-being. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-020-10070-3

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Graham, M. M. (2022). Navigating professional and personal knowing through reflective storytelling amidst COVID-19. Journal of Holistic Nursing, 40(4), 372-382. https://doi.org/10.1177/08980101211072289

Gregory, D. D., Stichler, J. F., & Zborowsky, T. (2022). Adapting and creating healing environments: Lessons nurses have learned from the COVID-19 pandemic. Nurse Leader, 20(2), 201-207. https://doi.org/10.1016/j.mnl.2021.10.013

Higginbottom, G. M., Safipour, J., Yohani, S., O’Brien, B., Mumtaz, Z., Paton, P., Chiu, Y., & Barolia, R. (2019). An ethnographic investigation of the maternity healthcare experience of immigrants in rural and urban Alberta, Canada. BMC Pregnancy and Childbirth, 16(1). https://doi.org/10.1186/s12884-015-0773-z

Hou, Y., Timmins, F., Zhou, Q., & Wang, J. (2021). A cross-sectional exploration of emergency department nurses’ moral distress, ethical climate and nursing practice environment. International Emergency Nursing, 55, 100972. https://doi.org/10.1016/j.ienj.2021.100972

Kagan, P. N., Smith, M. C., Cowling III, W. R., & Chinn, P. L. (2010). A nursing manifesto: An emancipatory call for knowledge development, conscience, and praxis. Nursing Philosophy, 11(1), 67-84. https://doi.org/10.1111/j.1466-769x.2009.00422.x

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education

C922 NURS 6005: Emerging Trends and Challenges in 21st Century Nursing Education Assignment Brief

Assignment Instructions Overview

This assignment requires students to propose the integration of emerging technology into the curriculum of “The Role of the BSN Nurse in Promoting Community Health.” The objective is to identify an educational technology that enhances nursing education and aligns with professional recommendations. The proposal must be supported by a literature review using five peer-reviewed articles, an assessment of the current technology gap, stakeholder collaboration strategies, and a force field analysis for implementation. Students will also apply a change theory to justify their proposed curricular update and discuss potential barriers and facilitators of change.

Understanding Assignment Objectives

This task is designed to develop critical competencies in recognizing emerging educational trends, proposing effective nursing education strategies, and initiating organizational change within academic settings. The assignment emphasizes evidence-based decision-making and strategic implementation of technology to enhance nursing education outcomes.

The Student’s Role

Students will assume the role of an academic nurse educator, responsible for evaluating current technological challenges in nursing education, conducting a literature review, performing a needs-gap analysis, and collaborating with key stakeholders. The proposal should include a clear rationale for technology integration, an analysis of implementation factors, and strategies to overcome resistance. Additionally, students must use a structured, well-referenced format to ensure clarity and academic rigor.

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

Emerging Trends in Nursing Education – C922Emerging Trends and Challenges in 21st Century Nursing Education

Executive Summary

The landscape of nursing education has undergone a significant transformation in the 21st century, driven by the integration of technology to enhance educational delivery, learning experiences, and student success. One of the most effective curricular technologies proposed for the Community Health course is the Lippincott Solutions platform. This platform fosters evidence-based learning, enhances institutional reputation, and strengthens the overall nursing education infrastructure. Compared to other technologies like Zoom for Education, Lippincott Solutions enables learners to interact with a standardized and research-driven curriculum, equipping them with the necessary skills for contemporary nursing practice.

However, despite its numerous advantages, challenges exist. Students with limited financial resources may struggle to access the platform, creating disparities in educational benefits. Additionally, institutional stakeholders, including administrators, educators, learners, and IT specialists, must align efforts for successful implementation. The adoption of Lippincott Solutions follows Lewin’s Change Theory, which involves the stages of unfreezing, change, and refreezing. This structured approach ensures a smooth transition and effective integration into the curriculum. Beyond improving learning outcomes, the implementation of Lippincott Solutions prepares nursing students for technologically advanced healthcare environments, ensuring seamless adaptation to digital tools in clinical settings.

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Literature Review

Research Findings and Support for Proposal

Nursing education is experiencing a paradigm shift where traditional classroom settings are increasingly replaced with blended learning models. According to Delungahawatta et al. (2022), integrating technology into nursing education enhances instructional quality, accessibility, and engagement. Additionally, McCutcheon et al. (2018) emphasizes that digital learning facilitates e-learning by leveraging handheld devices, reducing geographical barriers, and promoting flexible learning opportunities.

Further research by Santo et al. (2022) indicates that institutions implementing online learning models reduce commute-related costs for students and ensure uninterrupted access to educational materials. While some institutions fully transition to online learning, others adopt a blended approach to maintain an interactive educational environment. Similarly, Rouleau et al. (2017) and Delungahawatta et al. (2022) highlight that integrating mobile applications into nursing curricula enhances cognitive development and learning efficiency compared to traditional lecture-based methods.

Additionally, Ongor and Uslusoy (2023) emphasize that digital learning platforms promote inclusive education by catering to diverse student needs. Advanced technologies allow educators to modify learning objectives, develop course content, and implement visual aids, simulations, and multimedia resources. This technological evolution in nursing education ultimately strengthens the profession and improves patient care quality.

Need for Further Research and Development

While technological advancements enhance nursing education, they also introduce challenges related to pedagogical adaptation. According to Rouleau et al. (2017), the rapid evolution of digital tools may lead to gaps in instructional methodologies, requiring ongoing faculty development and curriculum revision. Moreover, McCutcheon et al. (2018) points out that mobile learning tools are underutilized in community health courses, limiting students’ ability to access critical public health resources. To address these gaps, institutions must train educators on innovative teaching modalities to optimize technology integration.

Another prevalent issue is the generational divide in digital literacy. Younger nursing students, accustomed to technology, adapt easily, whereas older students may struggle with e-learning platforms. Institutions must implement comprehensive digital literacy training programs to bridge this gap and ensure equitable access to technological resources.

Needs Assessment

A systematic needs assessment is essential to ensure the effective integration of curricular technology into nursing education. This process involves analyzing current educational challenges, evaluating technology gaps, and aligning implementation strategies with institutional goals.

Need-Gap Analysis

As the nursing curriculum evolves, there is a growing need for standardized technological solutions to support educational delivery. Many institutions struggle with an overloaded undergraduate curriculum and require streamlined digital resources to facilitate efficient learning transitions. Conducting stakeholder surveys and evaluating prior learning methodologies will help identify the specific needs of the Community Health course and address existing curriculum gaps (Penuel et al., 2020). Stakeholder engagement is crucial in determining the current state of nursing education and the optimal technology required for improvement.

Collaboration with Stakeholders

Successful implementation of curricular technology requires collaboration among key stakeholders, including institutional administrators, nurse educators, learners, and IT specialists.

Institution Administration

Administrators play a vital role in budget allocation, resource management, and policy implementation to support technological advancements in nursing education.

Nurse Educators

Nurse educators help identify gaps in the current curriculum and facilitate technology integration to enhance student learning experiences.

Learners

Students are primary beneficiaries of curricular technology. Their diverse learning needs, digital literacy levels, and engagement with technology must be assessed to ensure successful adoption.

Information Technology Personnel

IT specialists oversee the technical implementation, system maintenance, and user support necessary for effective technology integration.

Collaboration Methods

A combination of effective communication and task-oriented collaboration is essential for project success. According to Penuel et al. (2020), structured communication plans, including weekly meetings, email updates, and stakeholder feedback sessions, enhance engagement and project efficiency. Additionally, employing a transformational leadership approach fosters inclusivity and encourages stakeholder commitment.

Current Technology Challenges

Current and Emerging Technologies

The primary technologies used in nursing education include Zoom for Education and Lippincott Solutions (Table 1).

Technology	Advantages	Disadvantages
Zoom for Education	Enhances remote learning, fosters student engagement, and supports hybrid learning models	Requires stable internet access; may present learning curve for new users
Lippincott Solutions	Provides standardized, evidence-based nursing curriculum; supports critical thinking development	Requires financial investment; periodic maintenance may limit access

 

Current State of Technology Challenges

1. Accessibility and Infrastructure

Many institutions lack the necessary technical infrastructure, leading to digital disparities among students. Limited internet access, lack of technical support, and outdated digital tools create barriers to equal learning opportunities.

2. High Cost of Textbooks and Journals

The financial burden of nursing education is a significant challenge, with many students struggling to afford costly textbooks and research materials (Santo et al., 2022).

3. Textbook Bulkiness and Information Overload

Physical textbooks are cumbersome and limit students’ ability to access real-time, updated research. Digital platforms like Lippincott Solutions address this issue by streamlining content and integrating interactive learning materials.

Overcoming Challenges

Implementing Lippincott Solutions can address these challenges by standardizing nursing education, reducing costs, and enhancing accessibility (Nettina, 2019). The platform provides affordable access to digital learning materials, encourages evidence-based research, and supports student competency development.

Summary of Curricular Technology Needs Assessment

Integrating Lippincott Solutions into the nursing curriculum will significantly enhance student learning experiences, competency, and critical thinking skills. This platform fosters an evidence-based, student-centered learning environment, supporting both theoretical knowledge and clinical application. By implementing structured digital learning strategies, nursing institutions can ensure students acquire the essential skills needed for modern healthcare practice, thereby improving patient safety and overall healthcare quality (Rouleau et al., 2017).

Stakeholder Consensus

The project team collaborated with the main stakeholders to agree on implementing Lippincott Solutions programs. As a result, the project team met with these stakeholders, where they brainstormed on their respective disciplines’ readiness to embrace change in the new curricular proposal (Penuel et al., 2020). Also, through the stakeholders, it was easy to assess the prior and current learning activities to provide accurate and relevant data to showcase the current nursing curriculum’s existing capabilities and point out the gaps or needs that the current modality offers compared to the desired modality.

Additionally, stakeholder engagement ensured the inclusion of diverse perspectives, enhancing the feasibility and acceptance of the proposed integration. Regular meetings, surveys, and workshops were conducted to facilitate a participatory approach, ensuring that faculty members, administrators, and students had an opportunity to express concerns and provide insights into optimizing the implementation process.

Literature Review Summary

Table 1 presents a summary of key studies that support the integration of e-learning and blended learning technologies in nursing education.

Table 1: Literature Review Summary

First Author (Pub. Year)	Title	Purpose	Context	Findings	Relevance	Strength of Evidence
McCutcheon (2018)	Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.	Assess learning outcomes for nursing students using blended learning versus online learning.	Nurse learners in Ireland’s higher learning institutions.	Blended learning was more effective than online learning due to its ability to cater to individual needs.	Demonstrates the importance of both online and traditional learning to meet diverse learning needs.	Level II
Ongor (2023)	The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.	Assess the impact of multimedia teaching materials on students’ motivation and achievement.	Nursing students.	Multimedia enhances nursing education by integrating practical learning more effectively than traditional methods.	Shows that multimedia-based e-learning improves academic success.	Level II
Rouleau (2017)	Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative, and mixed studies reviews (protocol).	Evaluate how e-learning affects continuing nursing students.	Nurses in continuing education.	E-learning influences knowledge, reactions, and skills, particularly in the first two levels of the Kirkpatrick model.	Helps identify factors influencing continuing students’ acceptance of e-learning.	Level I
Santo (2022)	The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.	Assess the role of emotions in e-learning satisfaction.	Italian undergraduate nursing students.	Learners’ emotions significantly impact e-learning satisfaction.	Provides insights into how emotions shape the e-learning experience.	Level IV
Delungahawatta (2022)	Advances in e-learning in undergraduate clinical medicine: A systematic review.	Explore the effectiveness of active e-learning in nursing education.	Undergraduate nursing students.	Integrating e-learning programs in nursing academic settings enhances learners’ success.	Highlights the importance of evidence-based active learning strategies in e-learning.	Level I

 

Curriculum Technology Need-Gap Analysis

Table 2 highlights the gap between the current and desired technologies in nursing education and the necessary action steps.

Table 2: Curriculum Technology Need-Gap Analysis

Current Curriculum Technology	Desired Curriculum Technology	Need-Gap	Action Steps to Meet the Need-Gap
Printed journals and articles	Lippincott Solutions program to support blended learning and evidence-based research.	Lack of an interactive, digital knowledge repository that promotes cognition and critical thinking.	Purchase Lippincott Solutions, hire IT personnel for training, train all users, and conduct annual training.
Textbooks	Zoom for educators (supports messaging, webinars, virtual conferences, and meetings).	Need for real-time collaboration and engagement.	Order Zoom for Educators, hire IT personnel for training, train users, and conduct annual training.

 

Force Field Analysis

Table 3 outlines the driving and restraining forces affecting the integration of Lippincott Solutions.

Table 3: Force Field Analysis

Forces for Curriculum Proposal	Curriculum Proposal	Forces Against Curriculum Proposal
Offers an evidence-based practice platform	Lippincott Solutions implementation proposal	Implementation cost
Provides a standardized curriculum		High expenses for resources and training
Supports training for learners, educators, and the nursing school		Resistance from faculty and students

 

Organizational Factors and Forces to Consider

The organization factors will include internal and external factors.

Internal Factors

The main internal factors that may affect the implementation of Lippincott Solutions are budgetary limitations, inadequate resources, and inadequate nurse educators. For instance, the budgetary and resource limitations may affect training, software upgrades, installation, and the money needed to purchase backup computers (Table 3). For inadequate nurse educators, the factor may limit how the institution trains the learners on better usage of Lippincott Solutions technology.

Additionally, resistance to technology adoption within the institution may pose a challenge. Some educators and staff members may feel overwhelmed by the transition, particularly if they are unfamiliar with e-learning technologies. To mitigate this, comprehensive training sessions, mentorship programs, and a phased implementation strategy will be employed to ensure a smooth transition.

External Factors

The main external factors that may impact the project include competition, vendor-related issues, and accrediting bodies. According to Penuel et al. (2020), competition may affect how the nursing school operates; thus, there is a need to assess better means to enhance the institution’s competitiveness and sustainability. Vendor-related issues include late delivery of the Lippincott Solutions software or provision of software that does not meet the HIPAA rule, thus delaying the project. Additionally, accrediting bodies like the Commission on Collegiate Nursing Education (CCNE) may affect the institution’s sustainability since learners and nursing employers prefer dealing with accredited institutions.

Further, government policies and evolving healthcare regulations may influence the adoption process. Compliance with legal and ethical standards, such as data privacy laws and educational accreditation requirements, must be ensured to maintain the credibility and acceptance of the Lippincott Solutions platform.

References

Delungahawatta, T. (2022). Advances in e-learning in undergraduate clinical medicine: A systematic review.

McCutcheon, K. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.

Ongor, H. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.

Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2020). Organizing research and development at the intersection of learning, implementation, and design.

Rouleau, G. (2017). Effects of e-learning in a continuing education context on nursing care: A review of systematic qualitative, quantitative, and mixed studies reviews (protocol).

Santo, L. (2022). The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.

Detailed Assessment Instructions for the C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Assignment

WGU Performance Assessment

MKP3 MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION

EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION – C922

PRFA- MKP3

TASK OVERVIEW

SUBMISSIONS

EVALUATION REPORT

COMPETENCIES

7057.1.1: Recognize Educational Developments

The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.

7057.1.2: Propose Nursing Education Strategies

The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.

7057.1.3: Initiate Change

The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.

INTRODUCTION

Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market. I

For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.

Note: You must submit and pass C921 before submitting the task in C922.

REQUIREMENTS

https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview

DHA

1/11

2/6/24, 1:43 PM

WGU Performance Assessment

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.”

1. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.

Note: The executive summary is written after you have completed your proposal.

1. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
2. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
3. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
4. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
5. Complete a needs assessment and examine the current technology challenges by doing the following:
6. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”.
7. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
8. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
9. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.”
10. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
11. Explain how you will overcome the three challenges from part C3.
12. Summarize your findings of the curricular technology needs assessment. https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview
13. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
14. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
15. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
16. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
17. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
18. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
19. Identify a change theory appropriate for your technology integration and adoption.
20. Justify the selected change theory from part D2.
21. Describe potential resistance and barriers to the technology change.
22. Discuss how you plan to implement the change theory identified in part D2.
23. Write a conclusion focusing on the impact and significance of your proposal by doing the following:
24. Discuss the purpose and rationale of your proposal.
25. Explain how your proposal fills the identified curriculum needs gap.
26. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
27. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
28. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! -_.'()

File size limit: 200 MB

 

 

2. The task is hypothetical, use your creativity and imagination.  You do not have to really meet with a preceptor and stakeholders.  Yes, you are making this up.
3. We encourage students to start with section C and complete section A-Executive summary last.
4. There are a ton of readings in the course so pace it out over time.  Unit 5 is about the change theory which is important for this course and the Field Experience/CapStone
5. Pick a change theory to use in section D. You can use a change theory that you may have used in a previous course, like Lewin’s Theory. Get familiar with that theory and use it again for your FE/CS.
6. For C discuss the actual steps taken to determine the gap.  This is the discussion of the information placed in Table 2.  Insert the Table into this section of the paper.  Table 2 includes the current technology, desired technology, the needs gap (what you want), and the Action Steps to get there (the plan of action).C1a identify the internal stakeholders and discuss the role they will have in implementing the curriculum/technology change.  C1b- least two methods of collaboration that could be used with the interprofessional team, how each method could be used, and why each method would be effective. C2, I encourage students to compare the current and desired technology that you put in your needs gap table.  It can be 2 current or 2 emerging, or 1 current and 1 emerging.  C2 is a discussion and separate from Table 2.    For section C3, discuss the current/old state of the technology and challenges.  For example, if the current state of technology is using an online learning management system (Canvas, Blackboard) a student may not feel comfortable with online quizzing because they are used to paper and pencil-based exams. That would be an issue related to the student learning style.  
7. Section B is the literature review.  B1 says to provide five credible sources published in the last five years that are “relevant to your curriculum proposal project”.  That means your specific technology- not in general. Make sure all 5 articles are discussed.  You want to synthesize and look for common themes using all 5 articles.  
8. For section D, note there is a difference between forces and factors. 11.  You will find a discussion of internal and external organizational factors.  As for the forces in D1b and D1c these are the forces that you have identified in your force field analysis. Discuss three that will facilitate change and three that may impede the proposed change.

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Outline

[Title of Your Curriculum Technology Proposal]

Literature Review

Research Findings and Support of Proposal

Need for Further Research or Development

Needs Assessment

Need-Gap Analysis

Collaboration with Stakeholders

Current Technology Challenges

Current or Emerging Technologies

Technology Challenges

Overcoming Challenges

Summary of Curricular Technology Needs Assessment

Stakeholder Consensus

Factors and Forces to Consider

Organizational Factors

Forces for Integration

Challenges to Integration

Change Theory

Justification of Change Theory

Potential Resistance to the Technology

Plans to Implement Change Theory

Conclusion

References

 

Table 1
Literature Review Summary Table
First Author (Pub.Year)	Title	Purpose	Context	Findings	Relevance	Strength of Evidence
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:
						Level of evidence:   Strengths:   Weaknesses:

 

 

 

Table 2

Curriculum Technology Need-Gap Analysis

Current CurriculumTechnology	Desired CurriculumTechnology	Need-Gap	Action Steps to Meet the Need-Gap

 

 

 

Table 3

ForceField Analysis

Forces for curriculum proposal		Curriculum proposal		Forces againstcurriculum proposal

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