NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Example
NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment
NRNP 6552 Taking or Building a Health History Asking Difficult Questions Assignment Brief
Course: NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care
Assignment Title: NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment
Assignment Overview
The assignment explores the delicate process of building a patient’s health history, emphasizing the importance of approaching difficult questions with sensitivity and respect. This assignment tasks students with developing a script for interviewing a volunteer acting as a patient, focusing on creating an environment conducive to open and productive dialogue.
This assignment aims to assess students’ ability to craft a comprehensive script for obtaining a patient’s health history while navigating sensitive topics. Students will demonstrate their understanding of effective communication strategies, cultural competence, and patient-centered care.
The Student’s Role
As a student in NRNP 6552, your role is to develop a script that reflects your understanding of the complexities involved in taking a patient’s health history. You will need to consider various factors such as cultural backgrounds, special populations, and the impact of difficult questions on both the nurse practitioner and the patient.
Competencies Measured
This assignment evaluates students’ proficiency in the following areas:
Communication: Crafting a script that fosters open dialogue and encourages patient disclosure.
Cultural Competence: Demonstrating sensitivity to diverse backgrounds and addressing the unique needs of special populations.
Critical Thinking: Analyzing the challenges associated with asking difficult questions and proposing strategies for improvement.
Professionalism: Maintaining ethical standards and respecting patient autonomy throughout the health history interview process.
NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Example
Script for Building a Health History
Introduction
“Good [morning/afternoon], [Patient’s Name]. My name is [Your Name], and I am a nurse practitioner. Today, I’d like to ask you some questions to better understand your health history and any current concerns you might have. Our conversation will be confidential, and I’m here to provide the best care and support. If at any point you feel uncomfortable or have questions, please let me know. Let’s start with some basic information about you.”
Personal and Demographic Information
“Let’s start with some basic information. Can you please tell me your full name, age, gender identity, and race or ethnicity?”
Chief Complaint (CC)
“What brings you in today? Please describe any specific concerns or symptoms you’re experiencing.”
History of Present Illness (HPI)
“Can you tell me more about [symptom/concern]? When did it start, and how has it progressed? Are there any particular times when it gets better or worse?”
Using the LOCATES Mnemonic
Location: “Where exactly do you feel the [symptom]?”
Onset: “When did you first notice it?”
Character: “Can you describe what it feels like? Is it sharp, dull, throbbing, etc.?”
Associated Signs and Symptoms: “Are there other symptoms that accompany it?”
Timing: “Is there a specific time of day when it happens? How often does it occur?”
Exacerbating/Relieving Factors: “Is there anything that makes it better or worse?”
Severity: “On a scale from 1 to 10, how would you rate your discomfort?”
Current Medications
“Can you tell me about any medications you are currently taking, including dosages and how often you take them? This includes any over-the-counter or herbal supplements.”
Allergies
“Do you have any allergies to medications, foods, or environmental factors? If so, what kind of reactions do you have?”
Past Medical History (PMHx)
“Have you had any major illnesses, surgeries, or hospitalizations in the past? Are you up to date on your vaccinations, including your last tetanus shot?”
Social and Substance History (SocHx)
“Tell me a little about your living situation. Do you live alone or with others? What is your occupation, and do you have any major hobbies? Do you use tobacco or alcohol? If so, how much and how often?”
Family History (FamHx)
“Can you tell me about any significant health issues in your immediate family, such as your parents, siblings, or children? Are there any genetic conditions or chronic illnesses that run in your family?”
Surgical History
“Have you had any surgeries in the past? If so, can you provide details?”
Mental Health History
“Have you ever been diagnosed with any mental health conditions, such as anxiety or depression? Are there any current concerns you would like to discuss?”
Violence History
“Do you have any concerns about your safety at home, in your community, or in any other aspect of your life? Have you ever experienced violence or abuse?”
Reproductive Health History
“Can you tell me about your menstrual history, including the date of your last menstrual period? Have you had any gynecologic conditions or surgeries in the past? Do you have regular Pap smears? How many sexual partners have you had, and do you use any form of contraception? Are you currently pregnant or nursing? Have you ever had a sexually transmitted infection? Are there any sexual health concerns you would like to us address?”
Review of Systems (ROS)
“Do you have any other symptoms or health concerns that we haven’t discussed?” “I’d like to go over each system in your body to make sure we haven’t missed anything.”
General: “Have you experienced any weight changes, fever, or fatigue?”
HEENT: “Do you have any issues with your eyes, ears, nose, or throat?”
Skin: “Have you noticed any rashes or changes in your skin?”
Cardiovascular: “Do you have any chest pain or palpitations?”
Respiratory: “Do you have any shortness of breath or cough?”
Gastrointestinal: “Have you experienced any nausea, vomiting, or abdominal pain?”
Genitourinary: “Any issues with urination or changes in your menstrual cycle?”
Neurological: “Any headaches, dizziness, or numbness?”
Musculoskeletal: “Do you have any muscle or joint pain?”
Hematologic: “Any unusual bleeding or bruising?”
Lymphatics: “Have you noticed any swollen lymph nodes?”
Psychiatric: “Any changes in mood or anxiety levels?”
Endocrinologic: “Do you have any symptoms like excessive sweating or changes in thirst?”
Reproductive: “Any concerns about your sexual health or recent pregnancies?”
Allergies: “Any history of asthma, hives, or eczema?”
Reflection
Summary of Experiences
Developing this script involved careful consideration of sensitive topics and the use of empathetic language to ensure patient comfort. Implementing the script with a volunteer highlighted the importance of building rapport and maintaining a non-judgmental attitude.
Challenges and Insights
Asking about sexual history and lifestyle choices were particularly challenging due to the potential for discomfort or embarrassment. However, approaching these topics with sensitivity and reassurance helped facilitate open communication. I learned that creating a safe and respectful environment is crucial for obtaining accurate and comprehensive health histories.
Future Improvements
In future assessments, I would focus on refining my questioning techniques to be more conversational and less clinical. Additionally, I would incorporate more specific questions tailored to diverse populations to ensure inclusivity and address unique health needs.
Considerations for Special Populations
LGBTQ+ Individuals: Use inclusive language, inquire about gender identity and preferred pronouns, discuss specific health risks, and provide a non-judgmental environment.
Adolescents: Address confidentiality concerns, ensure privacy, and use age-appropriate language.
Elderly Patients: Consider cognitive function, presence of multiple comorbidities, and potential barriers to communication.
Health Maintenance Guidelines
For initial and follow-up assessments, it is essential to include:
Initial Assessment
Vaccinations: Gardasil (HPV prevention vaccine), Shingles vaccine (for individuals over 50), influenza, Tdap, and MMR if not previously administered.
Screenings: Pap test (starting at age 21), HPV test (co-testing from age 30), mammograms every 1-2 years (starting at age 40-50 depending on risk factors), bone density test (postmenopausal women or those with risk factors for osteoporosis).
Lifestyle Counseling: Diet, exercise, smoking cessation, alcohol use, and safe sex practices.
Follow-Up Assessments
Regular Screenings: Continued Pap and HPV testing as per guidelines, mammograms every 1-2 years.
Annual Check-ups: General health assessment, review of medications, and management of chronic conditions.
Additional Tests: Colonoscopy (starting at age 50 or earlier if at risk), diabetes screening, and cholesterol monitoring.
These guidelines help in the early detection and prevention of common health issues, improving patient outcomes and overall health.
References
Adler-Milstein, J., & Nong, P. (2019). HIPAA Privacy Rule compliance in patient care and research. Journal of the American Medical Association, 321(7), 710-711.
Bouayad, L., Ialynytchev, A., & Padmanabhan, B. (2017). Patient satisfaction with telehealth services in home care settings: A systematic review. Telemedicine and e-Health, 23(8), 561-567.
Schuiling, K. D., & Likis, F. E. (2022). Women’s gynecologic health. Jones & Bartlett Learning.
Tessier, L. H., Adam, P., & Atkinson, S. (2019). The influence of patient-centered care on healthcare outcomes. Journal of Nursing Care Quality, 34(3), 243-249.
Detailed Assessment Instructions for the NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Assignment
NRNP 6552 Taking / Building a Health History: Asking Difficult Questions
Module 1 Assignment: Taking a Health History: Building a Health History: Asking Difficult Questions
Description
Much of an archeologist’s work is done under the mantra “proceed with caution.” Archeologists must dutifully secure permissions to access sites. They also must exercise extreme caution when excavating or analyzing in a lab to avoid potential damage to historical artifacts.
Likewise, nurse practitioners must proceed with caution when building a patient’s health history. Important questions can be difficult for both nurse and patient. Care must be taken to approach such questions with dignity, tact, and respect to create an environment conducive to productive conversations.
For this Assignment, you will develop a script to be used to interview a volunteer serving in the role of patient.
To prepare:
Review the Ewing (2004) questionnaire found in this week’s Learning Resources and consider the difficult questions you might have to ask when you take a patient’s health history.
Review the screening tools found in the Learning Resources and consider how you might use an app or tool to assist in screening.
Review the media programs related to a vaginal exam, pap test, and breast exam.
Review the health history guide presented in Chapter 7 of the Schuiling & Likis (2022) text and consider how you would create your own script for building a health history. (Note: You will also find the Health History Form in Chapter 7)
Describe the components of a complete gynecologic health history. Include considerations for special populations such as LGBTQ+ individuals.
What health maintenance guidelines should be included for initial and follow up might be needed for follow-up assessments? (i.e., bone density test, Gardasil vaccine, shingles, etc.)?
What questions would you consider in your patient’s assessment? For example
What is your patient’s living situation?
Do they have stairs?
Do they live by themselves?
Do they have a working refrigerator?
Create your own script for building a health history and use the Health History Template for guidance (consider the type of language you would use to help your patient be more comfortable). As you create your script, consider the difficult questions you want to include in your script.
Assignment: (1- to 2-page reflection)
In addition to your script for building a health history for this assignment, include a separate section called “Reflection” that includes the following:
A brief summary of your experiences in developing and implementing your script during your health history.
Explanations of what you might find difficult when asking these questions. What you found insightful and what would you say or do differently.
http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6551/02/mm/conversation/index.html
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NRNP_6552_Module1_Assignment_Rubric
Grid View List View
Describe the components of a comprehensive gynecologic health history. Include considerations for special populations such as LGBTQ+ individuals.
What health maintenance guidelines should be included during the initial and follow up assessments. (i.e., bone density test, Gardasil vaccine, shingles, etc.)?
What questions would you consider in your patient’s assessment?
For example
What is your patient’s living situation?
Do they have stairs?
Do they live by themselves?
Do they have a working refrigerator?
Building a Health History: Asking Difficult Questions Create your own script for building a health history. Consider the type of language you would use to help your patient be more comfortable). Ensure you include the difficult questions required to complete a thorough health history.
In addition to your script for building a health history for this assignment, include a separate section called “Reflection”
Briefly react and provide a summary of your experiences in developing your script during your health history.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, “ow logically, and demonstrate continuity of ideas. Sentences are carefully focused— neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Written Expression and Formatting – The paper follows the correct APA format for the title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
Excellent
27 (27%) – 30 (30%)
The response provides clear, complete, and appropriate descriptions of a comprehensive gynecologic history. Health maintenance guidelines are clear and complete. Social factors affecting health are appropriately incorporated.
22.5 (22.5%) – 25 (25%)
The script contains a complete set of questions, including di”cult questions, necessary to build a health history. Questions are phrased in a manner that supports the patient’s comfort.
27 (27%) – 30 (30%)
The response provides an accurate, clear, and complete summary of experiences in developing the script during the health history
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for #ow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
5 (5%) – 5 (5%)
Uses the correct APA format with no errors.
Good
24 (24%) – 26 (26%)
The response provides clear, complete, and most of the components of a comprehensive gynecologic history. Most health maintenance guidelines are included and appropriate. Social factors affecting health are mostly included.
20 (20%) – 22 (22%)
The script contains a mostly complete set of questions, including di”cult questions, necessary to build a health history. Most questions are phrased in a manner that supports the patient’s comfort.
24 (24%) – 26 (26%)
The response provides an accurate summary of experiences in developing the script during the health history
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for #ow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
Fair
21 (21%) – 23 (23%)
The response provides components of the gynecologic history but they are incomplete, vague or inaccurate. Health maintenance guidelines are somewhat complete or inappropriate applied. Social factors are included but some are missing.
17.5 (17.5%) – 19.5 (19.5%)
The script contains some relevant questions, including a few difficult questions. The information collected provides a cursory health history.
Questions are not phrased in a supportive tone.
21 (21%) – 23 (23%)
The response provides a vague, inaccurate, or incomplete summary of the experiences in developing the script during the health history
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for #ow, continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or o! topic.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
Poor
0 (0%) – 20 (20%)
The response provides unclear, incomplete, or inappropriate components of the gynecologic health history. Health maintenance guidelines are missing, incorrect, or inappropriately applied. Social factors are missing or incorrect.
0 (0%) – 17 (17%)
The script contains few or no relevant questions, including few or no di”cult questions. The information collected is not sufficient to provide an adequate health history.
Questions are not phrased in a supportive tone.
0 (0%) – 20 (20%)
The response provides a vague, inaccurate, or incomplete summary of the experiences in developing the script during the health history, or the summary is missing.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for #ow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Name: NRNP_6552_Module1_Assignment_Rubric
CAGE Questionnaire
Have you ever felt you should Cut down on your drinking?
Have people Annoyed you by criticizing your drinking?
Have you ever felt bad or Guilty about your drinking?
Have you ever had a drink first thing in the morning to steady your nerves or to get rid of a hangover (Eye opener)?
Scoring:
Item responses on the CAGE are scored 0 or 1, with a higher score an indication of alcohol problems. A total score of 2 or greater is considered clinically significant.
………………………………..
Developed by Dr. John Ewing, founding Director of the Bowles Center for Alcohol Studies, University of North Carolina at Cahpel Hill, CAGE is an internationally used assessment instrument for identifying alcoholics. It is particularly popular with primary caregivers. CAGE has been translated into several languages.
The CAGE questions can be used in the clinical setting using informal phrasing. It has been demonstrated that they are most effective when used as part of a general health history and should NOT be preceded by questions about how much or how frequently the patient drinks (see “Alcoholism: The Keys to the CAGE” by DL Steinweg and H Worth; American Journal of Medicine 94: 520-523, May 1993.
The exact wording that can be used in research studies can be found in: JA Ewing “Detecting Alcoholism: The CAGE Questionaire” JAMA 252: 1905-1907, 1984. Researchers and clinicians who are publishing studies using the CAGE Questionaire should cite the above reference. No other permission is necessary unless it is used in any profit-making endeavor in which case this Center would require to negotiate a payment.
………………………………..
Source: Dr. John Ewing, founding Director of the Bowles Center for Alcohol Studies, University of North Carolina at Chapel Hill
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NRNP 6552 Building a Health History Discussion Post Example
NRNP 6552 Building a Health History Discussion Post Assignment
NRNP 6552 Building a Health History Discussion Post Assignment Brief
Course: NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care
Assignment Title: NRNP 6552 Building a Health History Discussion Post Assignment
Assignment Instructions Overview
This assignment requires students to engage in the process of building a health history for an assigned patient. The goal is to practice effective communication techniques tailored to the unique characteristics of each patient, including factors such as age, gender, ethnicity, and environmental setting. By considering these factors, students will be able to gather comprehensive and accurate health histories, essential for assessing health risks and planning care.
The primary objective of this assignment is to enhance students’ abilities in patient communication and history taking. Effective communication is vital in constructing a detailed patient history, which significantly influences health outcomes. Students must understand how various factors such as social determinants of health, cultural background, and environmental settings impact a patient’s health. The assignment aims to prepare students to adapt their communication strategies to each patient’s unique context, thus improving the quality of the health history obtained.
The Student’s Role
Students will assume the role of a clinician responsible for building a health history for a specific patient profile assigned by the instructor. This involves:
Tailoring communication and interview techniques to the assigned patient.
Developing targeted questions based on the patient’s social determinants of health.
Identifying and applying appropriate risk assessment instruments.
Recognizing potential health-related risks specific to the patient’s demographic and environmental context.
Posting a summary of the interview, describing the communication techniques used, justifying the chosen risk assessment instrument, and listing at least five targeted questions.
Competencies Measured
This assignment measures several key competencies essential for advanced practice nurses, including:
Communication Skills: The ability to effectively communicate with patients of diverse backgrounds and tailor communication techniques accordingly.
Cultural Competence: Understanding and respecting the cultural, social, and environmental factors that influence a patient’s health.
Clinical Assessment: Utilizing appropriate risk assessment tools and techniques to gather accurate health histories.
Critical Thinking: Analyzing and integrating information from patient interviews to identify health risks and plan appropriate interventions.
Empathy and Rapport-Building: Establishing trust and rapport with patients to facilitate open and honest communication.
NRNP 6552 Building a Health History Discussion Post Example
Discussion: Building a Health History
Patient Profile: 26-year-old Lebanese Female Living in Graduate-Student Housing
Effective communication with a 26-year-old Lebanese female living in graduate-student housing necessitates sensitivity to cultural and contextual factors. Several communication techniques will be employed to ensure the accurate and empathetic gathering of her health history. Firstly, cultural sensitivity is paramount. Understanding the patient’s Lebanese background involves being aware of cultural norms, values, and potential language barriers. This approach fosters a more comfortable and trusting environment for the patient, enhancing the quality of the interaction and the accuracy of the information gathered (Ball et al., 2019).
Building rapport is another critical technique. Initiating the conversation with friendly, open-ended questions about her studies and experience in graduate housing can help establish trust and ease any anxiety she might have about the medical consultation. Active listening is also essential. Demonstrating genuine interest in her responses, maintaining eye contact, and using affirmative nods or verbal acknowledgments will show that her concerns are taken seriously. This technique ensures that the patient feels heard and respected, which is crucial for effective communication (Ball et al., 2019).
Clarifying questions play a significant role in this process. Asking follow-up questions to ensure that her responses are clearly understood is essential for accurately assessing her health history. This technique helps avoid misunderstandings and ensures that the information collected is precise and comprehensive (Martyn, Munro, & Fava, 2013). Additionally, nonverbal communication must be considered. Being mindful of nonverbal cues such as body language and facial expressions ensures that the patient feels respected and understood. This technique enhances the overall communication experience and builds a stronger patient-provider relationship (Martyn et al., 2013).
The selected risk assessment tool for this patient is the Health Risk Assessment (HRA). The HRA is suitable because it considers various factors such as lifestyle, environmental setting, and personal health behaviors, which are particularly relevant for a young adult in a university setting (Abass, Carlsen, & Rautio, 2016). This tool is appropriate for assessing a 26-year-old Lebanese female due to its comprehensive nature, which helps identify risks associated with lifestyle, diet, mental health, and preventive health measures. Graduate students often experience high stress and unique health challenges, making this tool particularly useful.
Based on the patient’s age, gender, ethnicity, and environmental setting, potential health-related risks include mental health issues, nutritional deficiencies, physical inactivity, and social challenges. The high stress and anxiety related to academic pressures can significantly impact her mental health. Irregular eating habits common among students might lead to nutritional deficiencies. A busy academic schedule may contribute to physical inactivity. Living in student housing away from family and familiar cultural support could lead to feelings of isolation or social challenges.
To gather a comprehensive health history, the following targeted questions will be asked: “How has your experience in graduate school been affecting your stress levels and overall well-being?” This question aims to assess her mental health and stress levels. “Can you describe your typical daily diet and any challenges you face in maintaining a healthy eating routine?” This question focuses on her dietary habits and potential nutritional deficiencies. “What type of physical activities do you engage in, and how often do you exercise each week?” This question aims to evaluate her level of physical activity. “Have you experienced any feelings of anxiety or depression since starting your graduate studies?” This question assesses her mental health more specifically. “How do you find living in graduate-student housing? Are there any aspects of your living environment that you feel negatively impact your health?” This question aims to understand the social and environmental factors affecting her health.
References
Abass, K., Carlsen, A., & Rautio, A. (2016). New approaches in human health risk assessment. International Journal of Circumpolar Health, 75(1). doi:10.3402/ijch.v75.33845
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s Guide to Physical Examination (9th ed.). Elsevier.
Martyn, K. K., Munro, M. L., & Fava, N. M. (2013). Patient-centered communication and health assessment. Nursing Research, 62(6), 383-393. doi:10.1097/nnr.0000000000000005
Response 1: 14-year-old Biracial Male Living with His Grandmother in a High-Density Public Housing Complex
You did a great job discussing communication techniques and targeted questions to ask your patient. I would also add that it is essential to build rapport with this adolescent to facilitate trust and openness. Establishing a connection is crucial, especially with teenagers who may be reluctant to share personal information. According to Ball et al. (2019), using open-ended questions and demonstrating genuine interest in the patient’s experiences are effective strategies for building rapport. Ensuring that the patient understands that all information provided will be confidential is critical for fostering an open and honest dialogue.
In addition to the techniques you mentioned, motivational interviewing could be particularly beneficial in this scenario. Motivational interviewing involves encouraging the patient to talk about their feelings and experiences, helping them to identify their own motivations for change (Miller & Rollnick, 2013). This technique can empower the patient and help them feel more in control of their health outcomes.
Regarding potential health-related risks, it is important to consider the environmental factors associated with living in a high-density public housing complex. The patient might be exposed to higher levels of stress, violence, or environmental hazards, all of which can impact his physical and mental health. Addressing these concerns through targeted questions and providing appropriate resources and support can significantly benefit the patient’s overall well-being.
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). Elsevier.
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
Response 2: 38-year-old Native American Pregnant Female Living on a Reservation
Great post! Your discussion highlights the importance of cultural competence when interviewing a Native American pregnant female living on a reservation. This population often faces unique challenges, including health disparities and limited access to healthcare services (Berman & Chutka, 2016). It is essential to approach the interview with humility, respect, and an understanding of cultural preferences.
An additional interview and communication technique that could be effective in this context is the use of narrative medicine. Narrative medicine involves listening to the patient’s story and understanding their experiences and perspectives (Charon, 2006). This approach can help build a deeper connection with the patient and provide a more holistic understanding of their health needs.
Furthermore, it might be beneficial to involve family members or community health workers in the interview process. This can provide additional support for the patient and help bridge any cultural or communication gaps. According to the National Congress of American Indians (n.d.), engaging with the community and respecting cultural practices are vital for effective communication and healthcare delivery.
Another health-related risk to consider is the potential for gestational diabetes, which has a higher prevalence among Native American populations (Sullivan, 2019). Screening for gestational diabetes and providing appropriate education and resources is crucial for managing this risk.
References
Berman, A. C., & Chutka, D. S. (2016). Assessing effective physician-patient communication skills: “Are you listening to me, doc?” Journal of General Internal Medicine, 31(4), 408-413. doi:10.1007/s11606-015-3522-x
Charon, R. (2006). Narrative medicine: Honoring the stories of illness. Oxford University Press.
National Congress of American Indians. (n.d.). Effective Tools for Communications and Leadership in Indian Country. Retrieved June 05, 2020, from http://www.ncai.org/news/tribal-communicators-resources/NCAI_ConferenceBooklet_FINAL_SinglePage.pdf
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). F. A. Davis.
Detailed Assessment Instructions for the NRNP 6552 Building a Health History Discussion Post Assignment
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
Photo Credit: Sam Edwards / Caiaimage / Getty Images
To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history Building a Health History.
By Day 3 of Week 1
Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Assignments:
Here is your assigned patient for Week 1. You will only have one to address in the discussion board.
26-year-old Lebanese female living in graduate-student housing
14-year-old biracial male living with his grandmother in a high-density public housing complex
38-year-old Native American pregnant female living on a reservation
IF YOUR LAST NAME BEGINS WITH:
A – I work through assignment #1
J-R work through assignment #2
S-Z work through assignment #3
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:
Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
Suggest additional health-related risks that might be considered.
Validate an idea with your own experience and additional research.
RESOURCES
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 2, “The History and Interviewing Proce
This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.
Chapter 5, “Recording Information”
This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.
Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29)
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
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Affordable Prices: We understand the budget constraints of nursing students, offering online nursing papers starting at just $10 per page.
Guaranteed Originality: Plagiarism is unacceptable to us. Our expert writers craft custom papers that are 100% original, reflecting your unique voice and understanding.
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NRNP 6552 Different Roles of the Nurse Practitioner Discussion Paper Example
NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment
NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Brief
Course: NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care
Assignment Title: NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment
Assignment Instructions Overview
This assignment involves exploring and discussing the different roles of nurse practitioners (NPs) within the broad framework of healthcare. You will focus on comparing the roles of Certified Registered Nurse Practitioners (CRNP), Certified Nurse Midwives (CNM), and Physician Assistants (PA) and how each impacts the practice of a Family Nurse Practitioner (FNP). Your discussion should highlight how these roles are defined by guidelines and competencies, particularly in the context of women’s health, and how they influence your professional practice.
Analyze the different roles and scopes of practice of CRNPs, CNMs, and PAs.
Reflect on how these roles impact your practice as an FNP.
Use evidence-based resources and current literature to support your analysis and discussion.
Engage with your colleagues to broaden your understanding of the diverse roles within advanced nursing practice and provide additional insights based on their discussions.
The Student’s Role
As a student, your role is to:
Prepare Thoroughly: Review the course modules, ANA guidelines, NP competencies, and ethical resources provided in the learning materials to understand the skills and knowledge required for advanced nurse practitioners.
Contribute Thoughtfully: Post a detailed explanation comparing the roles of CRNP, CNM, and PA by Day 3. Your explanation should be specific, provide examples, and be supported by relevant literature.
Engage Actively: Read and respond to at least two of your colleagues’ posts on two different days by Day 6. Provide additional insights or highlight new issues and topics they may consider, using evidence from the learning resources or current literature.
Competencies Measured
This assignment measures several key competencies:
Analytical Skills: Your ability to critically analyze and compare different NP roles and their impact on practice.
Communication Skills: Your proficiency in articulating your thoughts clearly and effectively in written form.
Evidence-Based Practice: Your skill in integrating evidence from current literature to support your discussion and responses.
Professional Development: Your engagement with colleagues to enhance mutual learning and professional growth.
Ethical Practice: Understanding and applying ethical guidelines and competencies in advanced nursing practice.
NRNP 6552 Different Roles of the Nurse Practitioner Discussion Paper Example
Discussion: Different Roles of the Nurse Practitioner
The term “history” encompasses a wide array of specializations, similar to how the healthcare field allows nurses to focus on various roles. Within the framework of advanced practice nursing, different roles such as Certified Registered Nurse Practitioner (CRNP), Certified Nurse Midwife (CNM), and Physician Assistant (PA) have distinct responsibilities and scopes of practice, particularly impacting how one may practice as a Family Nurse Practitioner (FNP).
CRNP, CNM, and PA Roles: Definitions and Comparisons
Certified Registered Nurse Practitioner (CRNP):
A CRNP is an advanced practice registered nurse (APRN) who provides primary and specialty care services. Their training focuses on specific populations such as family, pediatrics, or women’s health. CRNPs are often primary care providers and may practice independently in many states, prescribing medications and managing patient care autonomously (Poghosyan et al., 2017).
Certified Nurse Midwife (CNM):
A CNM is an APRN who specializes in midwifery. They provide comprehensive care to women throughout their lifespan, including prenatal, childbirth, postpartum, and gynecological care. CNMs can work in various settings such as hospitals, birth centers, and clinics. Their role emphasizes holistic and patient-centered care, focusing on natural and preventive health measures (Zhou & Lu, 2018).
Physician Assistant (PA):
PAs are healthcare professionals trained under the medical model to complement the work of physicians. They provide a broad range of diagnostic and therapeutic services, including primary and specialty care. PAs can work in various medical settings and often have a collaborative practice arrangement with physicians (AAPA, 2021).
Impact on FNP Practice
The practice of an FNP can be significantly influenced by understanding and integrating the roles and competencies of CRNPs, CNMs, and PAs:
Educational Influence:
FNPs trained alongside CRNPs benefit from a robust primary care education, enhancing their ability to manage chronic and acute conditions independently (Poghosyan et al., 2017).
Collaborating with CNMs can deepen an FNP’s understanding of women’s health, improving skills in areas such as prenatal and postpartum care, contraception counseling, and menopause management (Zhou & Lu, 2018).
Clinical Approach:
Exposure to the PA’s medical model can broaden an FNP’s clinical decision-making skills, offering a more comprehensive view of patient management across various specialties (AAPA, 2021).
The holistic and preventive care approach of CNMs can enrich an FNP’s patient care strategy, particularly in promoting health and well-being among female patients (Zhou & Lu, 2018).
Collaborative Practice:
In a collaborative environment, FNPs can leverage the diverse skills of CRNPs, CNMs, and PAs, ensuring comprehensive and multidisciplinary care for patients. For example, an FNP working with a CNM might focus on chronic disease management while the CNM provides reproductive and prenatal care, creating a seamless care continuum (Winter et al., 2020).
Overall, the integration of diverse APRN roles and PA competencies into FNP practice not only broadens the scope of patient care but also enhances the quality and efficiency of healthcare delivery.
References
American Academy of Physician Assistants (AAPA). (2021). How are PAs different from nurse practitioners (NPs)? https://www.aapa.org/what-is-a-pa/
American Nurses Association (ANA). (2021). Recognition of a nursing specialty, approval of a specialty nursing scope of practice statement, acknowledgment of specialty nursing standards of practice, and affirmation of focused practice competencies. https://www.nursingworld.org/~49d755/globalassets/practiceandpolicy/scope-of-practice/3sc-booklet-2021-june.pdf
Morgan, P., Smith, V., Berkowitz, T., Edelman, D., VanHoutven, C., Woolson, S., Hendrix, C., Everett, C., White, B., Jackson, G. (2019). Primary care: impact of physicians, nurse practitioners, and physician assistants on utilization and costs for complex patients. Health Affairs, 38(6), 733–739. https://pubmed.ncbi.nlm.nih.gov/31866788/
Poghosyan, L., Liu, J., & Norful, A. A. (2017). Nurse practitioners as primary care providers with their own patient panels and organizational structures: A cross-sectional study. International Journal of Nursing Studies, 74, 1–7. https://doi.org/10.1016/j.ijnurstu.2017.05.004
Winter, S., Chapman, S. A., Chan, G. K., Duderstadt, K., & Spetz, J. (2020). Nurse Practitioner role and practice environment in primary and nonprimary care in California. Medical Care Research and Review. https://doi.org/10.1177/1077558720942706
Yang, B. K., Johantgen, M. E., Trinkoff, A. M., Idzik, S. R., Wince, J., & Tomlinson, C. (2020). State Nurse Practitioner Practice Regulations and U.S. Health Care Delivery Outcomes: A Systematic Review. Medical Care Research and Review. https://doi.org/10.1177/1077558719901216
Zhou, N., & Lu, H. (2018). A review and comparison of midwifery management and education in five representative countries. International Journal of Nursing Sciences, 5(1), 10–14. https://doi.org/10.1016/j.ijnss.2017.12.007
Response to Colleague 1
I appreciated your insightful discussion on the different roles of CRNPs, CNMs, and PAs. You highlighted how each profession’s scope of practice can impact patient care, especially in specialized fields like women’s health. Your example of a patient requiring a blood pressure medication prescription brings to light the challenges APRNs face regarding scope of practice limitations.
The difficulty your patient experienced in understanding why the WHNP couldn’t prescribe her medication underscores the importance of patient education about the roles and limitations of different healthcare providers. Educating patients on the specific competencies and scopes of practice of various healthcare roles can enhance their trust and cooperation in the healthcare process (Yang et al., 2020).
Moreover, the dynamic nature of the APRN scope of practice, as you mentioned, is vital in adapting to the evolving healthcare landscape. Continuing education and obtaining additional certifications can help APRNs expand their scope of practice and meet patient needs more effectively. This adaptability is crucial in providing comprehensive care and addressing the diverse needs of patients in a rapidly changing healthcare environment (Texas Board of Nursing, n.d.).
References
Texas Board of Nursing. (n.d.). Practice-APRN scope of practice. Retrieved from https://bon.texas.gov/practice_scope_of_practice_aprn.asp
Yang, B. K., Johantgen, M. E., Trinkoff, A. M., Idzik, S. R., Wince, J., & Tomlinson, C. (2020). State Nurse Practitioner Practice Regulations and U.S. Health Care Delivery Outcomes: A Systematic Review. Medical Care Research and Review. https://doi.org/10.1177/1077558719901216
Response to Colleague 2
Thank you for your detailed post highlighting the distinctions between CRNPs, CNMs, and PAs. Your explanation of how these roles differ in scope and impact patient care was thorough and informative. I especially found your mention of the holistic approach of CNMs and their focus on preventive health measures particularly interesting.
As you pointed out, CNMs provide a unique perspective on women’s health, emphasizing holistic care and prevention. This approach aligns well with the growing trend toward patient-centered care, which aims to treat patients as whole persons rather than just addressing specific symptoms or diseases (Zhou & Lu, 2018). Integrating such a perspective into FNP practice can enhance patient satisfaction and outcomes by promoting a more comprehensive approach to health and well-being.
Additionally, your discussion on the collaborative practice environment is crucial. Interprofessional collaboration can lead to more coordinated and effective patient care, leveraging the strengths of each role to provide a higher standard of care. This model not only improves patient outcomes but also fosters a more supportive and dynamic healthcare team (Winter et al., 2020).
References
Winter, S., Chapman, S. A., Chan, G. K., Duderstadt, K., & Spetz, J. (2020). Nurse Practitioner role and practice environment in primary and nonprimary care in California. Medical Care Research and Review. https://doi.org/10.1177/1077558720942706
Zhou, N., & Lu, H. (2018). A review and comparison of midwifery management and education in five representative countries. International Journal of Nursing Sciences, 5(1), 10–14. https://doi.org/10.1016/j.ijnss.2017.12.007
Detailed Assessment Instructions for the NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment
Description
Week 1 Discussion NRNP 6552: Advanced Nurse Practice in Reproductive Health Care
Discussion: Different Roles of the Nurse Practitioner
The term ‘history” is broad in meaning. Within that broad framework archeologists tend to focus their careers on various specialties and areas of interest, such as specific historical eras or geographical areas.
So it is with nurses. Within the broad framework of healthcare, nurse practitioners focus their careers on various roles. These roles may in part be based on narrower areas of interest such as women’s health. Careers also focus on selected technical nursing specialties.
Photo Credit: Getty Images/Blend Images
For this Discussion, you will explore your professional interests and those interests are addressed in specific guidelines and competencies. You also examine the different nurse practitioner roles related to women’s health and how these roles might impact the way you work.
To prepare:
Review the modular structure of this course and reflect on how each module defines the specific skills needed as an advanced Nurse Practitioner (NP).
Review the ANA guidelines, NP competencies, and the Ethic resources found in this week’s Learning Resources and consider how they impact the work of the NP.
By Day 3
Post a brief explanation about the differences in roles related to a CRNP, a CNM, and a PA and how each of these roles might impact the how you practice as a FNP. Be specific and provide examples.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues’ posts on two different days andprovide additional insight to your colleagues related to issues and topics they may want to also consider. Use the Learning Resources and/or the best available evidence from current literature to support your explanation.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Main Discussion
The role of the mid-level practitioner varies based on their scope of practice, and this can differ state by state. Certified Registered Nurse Practitioners (CRNP) and Certified Nurse Midwives (CNM) are recognized roles as Advanced Practice Registered Nurses (APRN) (ANA, 2021). Nurse Practitioners (NP) select a population focus, with specialty tracks guiding the type of care they will deliver within the community. In the United States, a CNM graduates from a nurse-midwifery program with a goal to promote health and provide care to all women throughout their lifespan (Zhou and Lu, 2018). A Physician Assistant’s education entails a comprehensive approach to general medicine, formed under a medical model that is designed to complement medical doctors (AAPA, 2021). When looking at the utilization of costs for complex patients, as a primary care provider (PCP), NPs and PAs were associated with lower healthcare costs and less use of acute care services; however, there can be different clinical approaches to management that may stem from their educational models (Morgan et al., 2019). Following evidence-based practice is imperative regardless of the approach to the treatment and plan of care.
Observing these different roles can provide insight and impact the practice of a Family Nurse Practitioner (FNP) student. Educational backgrounds and practical experience can provide an excellent learning platform. Nurse Practitioners are often primary care providers, and in states with independent practice, this is often promoted within the healthcare organization (Poghosyan et al., 2017). Specialties, such as a preceptorship with a CNM, can provide an excellent opportunity to hone women’s health skills, such as contraception counseling, preventative care including PAP smears, clinical breast exams, prenatal and postpartum care. Learning from a PA can provide greater insight into general medicine. Every encounter offers a learning opportunity, and each preceptor can teach you something if you keep an open mind and are willing to learn.
References
American Academy of Physician Assistants (AAPA). (2021). How are Pas different from nurse practitioners (NPs)? https://www.aapa.org/what-is-a-pa/
Morgan, P., Smith, V., Berkowitz, T., Edelman, D., VanHoutven, C., Woolson, S., Hendrix, C., Everett, C., White, B., Jackson, G. (2019). Primary care: impact of physicians, nurse practitioners, ad physician assistants on utilization and costs for complex patients. Health Affairs, 38(6), 733–739. https://pubmed.ncbi.nlm.nih.gov/31866788/
Poghosyan, L., Liu, J., & Norful, A. A. (2017). Nurse practitioners as primary care providers with their own patient panels and organizational structures: A cross-sectional study. International journal of nursing studies, 74, 1–7. https://doi.org/10.1016/j.ijnurstu.2017.05.004
Zhou, N., & Lu, H. (2018). A review and comparison of midwifery management and education in five representative countries. International journal of nursing sciences, 5(1), 10–14. https://doi.org/10.1016/j.ijnss.2017.12.007
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Experienced Nursing Writers: Our team consists of seasoned nursing professionals with vast academic writing experience, ensuring your assignments are in capable hands.
Direct Communication: With direct communication with your assigned writer, you can track the progress of your order and maintain transparency throughout.
Affordable Prices: We understand the budget constraints of nursing students, offering online nursing papers starting at just $10 per page.
Guaranteed Originality: Plagiarism is unacceptable to us. Our expert writers craft custom papers that are 100% original, reflecting your unique voice and understanding.
Timely Support: We prioritize deadlines. With fast turnaround times and a dedicated support team, your papers will be delivered on time, every time.
Why Struggle When Help Is Available?
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NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course Guide & Examples
NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course Guide & Examples
NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course Overview (3 credits)
How can a nurse practitioner decide what is important to focus on in a 15–30 minute appointment with individuals seeking primary, prenatal, or postpartum care? Students in this course gain opportunities to teach and promote wellness in individuals through the process of screening for common gynecologic conditions, normal pregnancy, and other common health conditions that impact the individual’s health. Students learn to analyze data to interpret results for the benefit of the individual seeking assistance with planning healthy lifestyle behaviors. They also gain an understanding of working with individual’s sexual identity and sexual orientation with respect to, ethical decision making, and an unbiased approach to optimal care. Students will consider how this course will benefit their clinical experience in a primary healthcare setting to increase competence in diagnosis, treatment, referrals, or follow-up care with a concentration on improving patient outcomes.
Week 1 NRNP 6552: Advanced Nurse Practice in Reproductive Health Care
Week 1: Health and Health Promotion
Much like archaeologists sift through sand to identify artifacts of interest, nurse practitioners must devote time and effort to interviewing patients, sifting through facts to identify relevant information that can be pieced together to create a relevant patient history. These efforts have their own unique challenges and approaches based on the characteristics of the patient, including sex, age, culture, and more.
Female patient interviews have their own unique characteristics. Sensitive matters related to sexual health, physical and/or emotional abuse, pregnancy, menstruation, and other topics may leave patients uncomfortable and create challenges to productive conversations.
For this week, you will examine the role of the patient interview in health promotion. You also will practice approaches to building a patient history by interviewing a volunteer by creating a script which you use to conduct a mock patient interview with the volunteer.
Learning Objectives
Students will:
Analyze professional interests of study
Analyze the different roles related to the a CRNP (certified registered nurse practitioner), a CNM (certified nurse midwife), and a PA (Physician Assistant)
Create scripts for taking a health history to include difficult questions
Develop patient health histories related to difficult questions
*These Learning Objectives are introduced this week and assessed in Week 2.
Discussion: Different Roles of the Nurse Practitioner
The term ‘history” is broad in meaning. Within that broad framework archeologists tend to focus their careers on various specialties and areas of interest, such as specific historical eras or geographical areas.
So it is with nurses. Within the broad framework of healthcare, nurse practitioners focus their careers on various roles. These roles may in part be based on narrower areas of interest such as women’s health. Careers also focus on selected technical nursing specialties.
Photo Credit: Getty Images/Blend Images
For this Discussion, you will explore your professional interests and those interests are addressed in specific guidelines and competencies. You also examine the different nurse practitioner roles related to women’s health and how these roles might impact the way you work.
To prepare:
Review the modular structure of this course and reflect on how each module defines the specific skills needed as an advanced Nurse Practitioner (NP).
Review the ANA guidelines, NP competencies, and the Ethic resources found in this week’s Learning Resources and consider how they impact the work of the NP.
By Day 3
Post a brief explanation about the differences in roles related to a CRNP, a CNM, and a PA and how each of these roles might impact the how you practice as a FNP. Be specific and provide examples.
Read a selection of your colleagues’ responses.
Providers present with many different education backgrounds. Some credentials one may see within a women’s health care setting include: certified registered nurse practitioner (CRNP) or advanced practice nurse practitioner (APNP), certified nurse midwife (CNM) and physician’s assistant (PA). This discussion will look at the different roles of an individual based on their educational background.
When looking at providers one area to discuss includes scope of practice. For nurse practitioners (NPs) in the United States, state level practicing laws vary from state to state despite educational preparation for independent patient care, prescribing practices and diagnostic procedures (Poghosyan, Liu, & Norful, 2017, Kraus & DuBois, 2017). The scope of practice for an NP in Ohio falls under a reduced practice. APNPs, including a CNM, in the state of Ohio must collaborate with a licensed physician with a written agreement for prescribing practices per the Ohio Revised Code (NCSL, 2021, McCleery, et al., Freeman, 2019). Limitations for CNM is also addressed in the state laws. For example, a CNM in Ohio is unable to deliver breech babies or perform version (Legislative Service Commission, 2020). Prescribing practices and scope of practice for PAs also differs in the Ohio revised Code. A supervision agreement between the PA and an appropriate physician that addresses prescriptive authority for schedule II-V controlled substances along with a scope of practice agreed upon by both parties must be submitted to the State Medical Board (NCSL, 2021). As an advanced practice provider, it is important to know the scope of practice within the state, practicing guidelines within the facility, and the agreement with the supervising physician.
Another difference in these three provider roles includes their approach to care. An individual who takes the nursing path, such as a CNM or APNP, directs care with a patient-centered approach to disease prevention and education. An individual who takes the medical school approach, such as a PA, follows a disease-centered approach to health care. Clinical approaches to healthcare vary based on scope of practice, education, and practice influence (Freeman, 2019). These differences in approaches are important in team management planning NRNP 6552: Advanced Nurse Practice in Reproductive Health Care.
In conclusion, healthcare is changing rapidly in how care is provided with an emphasis on a team approach to management. As a practitioner, it is important to know the differences between the roles of different advanced practice providers. Knowing an individual’s own scope of practice within their state and surrounding states is an important aspect of providing safe care. As a provider it is also important to ensure safe care is provided to all individuals. Knowing roles of other providers is important when delegation is required.
References
Freeman, J. (2019). Family Physicians, Nurse Practitioners, Physician Assistants, and Scope of Practice: Who Will Decide? Family Medicine, 51(4): 305-307. doi: 10.22454/FamMed.2019.356702
Kraus, E. & DuBois, J. (2017). Knowing your limits: A qualitative study of physician and nurse practitioner perspectives on NP independence in primary care. Journal of General Internal Medicine, 32(3): 284-290. doi: 10.1007/s11606-016-3896-7
NCSL. (2021). Scope of Practice Policy. Retrieved from https://scopeofpracticepolicy.org/states/oh/
Poghosyan, L. Liu, J. & Norful, A. (2017). Nurse practitioners as primary care providers with their own patient panels and organizational structures: A cross-sectional study. International Journal of Nursing Studies, 74: 1-7. doi: 10.1016/j.ijnurstu.2017.05.004 NRNP 6552: Advanced Nurse Practice in Reproductive Health Care
By Day 6
Respond to at least two of your colleagues’ posts on two different days andprovide additional insight to your colleagues related to issues and topics they may want to also consider. Use the Learning Resources and/or the best available evidence from current literature to support your explanation.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
I enjoyed reading your post as it highlights the fact that the fundamental differences that exist between a CRNP, CNM, and a PA assistance, lies in their scope of practice. A Family nurse practitioner or APRN has a wide variety of specialties which in some cases, is conducive to the patients. Most patients believe that as an APRN, you can prescribe any medication as long as a diagnosis is established. The APRN profession encompasses a wide variety of advanced nursing specialties; hence a wide variety of scope of practices issues is associated with this profession (Citizen Advocacy Center). This is because sometimes patients believe that as a nurse practitioner you can provide any services they need. At my clinical site today we had a patient who came in for a regular pap smear but while checking her vital signs and doing her labs, her blood pressure was so elevated and the urine dipstick indicated a glucose level of greater than 2000. The patient was referred to the ER and she started crying and requesting to know why they could not prescribe her blood pressure medications. The NP is WHNP and can not prescribe medications for blood pressure and diabetes but it was difficult for the patient to understand.
The scope of practice for APRNs is also very dynamic as they can acquire new knowledge through education and take on new roles. “The scope of the advanced practices evolves through experience, acquisition of knowledge, evidence-based practices, technology development, and changes in the health care delivery system. Therefore, advanced practice registered nurses may need to practice in new settings, perform new procedures, and develop new skills during their professional careers” (Texas Board of Nursing).
Reference
Citizen Advocacy Center (CAC): Scope of Practice FAQs for Consumers. Advanced Practice Registered Nurse (APRNs). Retrieved from; www.ncsbn.org/APRNS_Scope_of_practice_FAQs_for_Consumers.pdf
Texas Board of Nursing: Practice-APRN scope of practice. Retrieved from; https://bon.texas.gov/practice_scope_of_practice_aprn.asp
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 and Respond by Day 6
To Participate in this Discussion:
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
Photo Credit: Sam Edwards / Caiaimage / Getty Images
To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history Building a Health History NURS 6512 week 1 Discussion Post.
By Day 3 of Week 1
Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:
Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
Suggest additional health-related risks that might be considered.
Validate an idea with your own experience and additional research.
Module 1 Assignment: Taking a Health History: Building a Health History: Asking Difficult Questions
Much of an archeologist’s work is done under the mantra “proceed with caution.” Archeologists must dutifully secure permissions to access sites. They also must exercise extreme caution when excavating or analyzing in a lab to avoid potential damage to historical artifacts.
Likewise, nurse practitioners must proceed with caution when building a patient’s health history. Important questions can be difficult for both nurse and patient. Care must be taken to approach such questions with dignity, tact, and respect to create an environment conducive to productive conversations.
For this Assignment, you will develop a script to be used to interview a volunteer serving in the role of patient.
To prepare:
Review the Ewing (2004) questionnaire found in this week’s Learning Resources and consider the difficult questions you might have to ask when you take a patient’s health history.
Review the screening tools found in the Learning Resources and consider how you might use an app or tool to assist in screening.
Review the media programs related to a vaginal exam, pap test, and breast exam.
Review the health history guide presented in Chapter 7 of the Schuiling & Likis (2022) text and consider how you would create your own script for building a health history. (Note: You will also find the Health History Form in Chapter 7)
Describe the components of a complete gynecologic health history. Include considerations for special populations such as LGBTQ+ individuals.
What health maintenance guidelines should be included for initial and follow up might be needed for follow-up assessments? (i.e., bone density test, Gardasil vaccine, shingles, etc.)?
What questions would you consider in your patient’s assessment? For example
What is your patient’s living situation?
Do they have stairs?
Do they live by themselves?
Do they have a working refrigerator?
Create your own script for building a health history and use the Health History Template for guidance (consider the type of language you would use to help your patient be more comfortable). As you create your script, consider the difficult questions you want to include in your script.
Assignment: (1- to 2-page reflection)
In addition to your script for building a health history for this assignment, include a separate section called “Reflection” that includes the following:
A brief summary of your experiences in developing and implementing your script during your health history.
Explanations of what you might find difficult when asking these questions. What you found insightful and what would you say or do differently.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
No Assignment submission due this week.
By Day 7 of Week 2
Submit your Module 1 Assignment by Day 7 of Week 2.
Next week, you continue to explore common health screening but more specifically, how technology tools can support your screening process when working with women and/or LGBTQ+ individuals. You also examine the elements of gynecologic history and the recommended screenings.
Week 2: Knowledge Check
In Week 2, you will experience your first Knowledge Check which covers the topics from Weeks 1 and 2 of Module 1. Please refer to the Week 2 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly.
Practicum – Upcoming Deadline
In the Nurse Practitioner programs of study (FNP, AGACNP, AGPCNP, and PMHNP) you are required to take several practicum courses. If you plan on taking a practicum course within the next two terms, you will need to submit your application via Meditrek .
Week 2 NRNP 6552: Advanced Nurse Practice in Reproductive Health Care
Week 2: Common Health Screenings
Archeologists do not begin their work by simply selecting a site and digging for historical finds. Their initial steps involve laying the groundwork through research to apply expertise in their historical areas of focus, combined with best practices for excavation and analysis.
Similarly, nurse practitioners do not simply develop a treatment plan for patients. They methodically construct a patient’s history and apply best practices to conduct health screenings that help inform treatment. For practitioners of women’s healthcare this means applying expertise in specialized areas such as gynecology and gynecologic history taking and screening.
For this week, you examine the elements that comprise a patient’s gynecologic history. As part of your Module 1 assignment, you will describe elements of a complete gynecologic history.
Learning Objectives
Students will:
Analyze the elements of gynecologic history and recommended screenings for individuals (i.e., LGBTQ+)
Analyze health maintenance guidelines when conducting patient assessments
Create scripts for taking a health history to include difficult questions
Develop patient health histories related to difficult questions
Identify key terms, concepts, and principles related to the primary care of individuals, families, and communities
Module 1 Assignment: Taking a Health History: Building a Health History: Asking Difficult Questions
Much of an archeologist’s work is done under the mantra “proceed with caution.” Archeologists must dutifully secure permissions to access sites. They also must exercise extreme caution when excavating or analyzing in a lab to avoid potential damage to historical artifacts.
Likewise, nurse practitioners must proceed with caution when building a patient’s health history. Important questions can be difficult for both nurse and patient. Care must be taken to approach such questions with dignity, tact, and respect to create an environment conducive to productive conversations.
For this Assignment, you will develop a script to be used to interview a volunteer serving in the role of patient.
To prepare:
Review the Ewing (2004) questionnaire found in the Week 1 Learning Resources and consider the difficult questions you might have to ask when you take a patient’s complete health history.
Review the screening tools found in the Learning Resources and consider how you might use an app or tool to assist in screening.
Review the media programs related to a vaginal exam, pap test, and breast exam.
Review the health history guide presented in Chapter 7 of the Schuiling & Likis (2022) text and consider how you would create your own script for building a complete health history. (Note: You will also find the Health History Form in Chapter 7)
Include considerations for special populations such as LGBTQ+ individuals.
What health maintenance guidelines should be included for initial and follow up might be needed for follow-up assessments? (i.e., bone density test, Gardasil vaccine, shingles, etc.)?
Create your own script for building a health history and use the Health History Template for guidance (consider the type of language you would use to help your patient be more comfortable). As you create your script, consider the difficult questions you want to include in your script. There is no sample template to provide to you. You are the one to develop the script. Think of it as you are writing a movie and you need to write the script for the movie. What lines would you provide for the actor to utilize when sitting down with a patient to perform a COMPLETE Medical History which also entails those DIFFICULT GYN questions. You do not need to provide the answers to the questions however, if you find that beneficial, you may do so.
Assignment: (1- to 2-page reflection)
In addition to your script for building a health history for this assignment, include a separate section called “Reflection” that includes the following:
A brief summary of your experiences in developing and implementing your script during your health history.
Explanations of what you might find difficult when asking these questions. What you found insightful and what would you say or do differently.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
By Day 7 of Week 2
Submit your Module 1 Assignment by Day 7 of Week 2.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.
Click the Module 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M1Assignment+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Module 1 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Module 1 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To participate in this Assignment:
Module 1 Assignment
Knowledge Check: Module 1
In this exercise, you will complete a 20-question Knowledge Check to gauge your understanding of this module’s content. You will have 1 attempt for each question. Each question is worth 1 point.
Possible topics to be covered from Weeks 1 and 2:
Adult Gerontology
Women’s Health and Health Promotion
Gynecologic Health care for Sexual and Gender Minorities
In Module 2, you explore important aspects of gynecologic health. You will examine common gynecologic conditions through a variety of case studies. You also will complete a Knowledge Check covering the topics from Weeks 3 through 5, and you will complete a Midterm Exam to assess your understanding of the content examined in Weeks 1 – 6 of the course.
Week 5: Knowledge Check
In Week 5, you will complete your next Knowledge Check which covers the topics from Weeks 3, 4 and 5 of Module 2. Please refer to the Week 5 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly.
To go to the next module:
Module 2
Week 3: Gynecologic Health
Western movies often portray dusty old towns with limited available resources that include a single general store, a single saloon, and a single sheriff. Within these settings, healthcare is revealed to be the responsibility of the single town doctor.
Unlike these theatrical towns of old, most modern developed communities enjoy the luxury of diverse choices in shopping, entertainment, and more. Thankfully, this includes healthcare options that extend the concept of the “old west” town doctor to diverse specialty areas of practice, including those focused on women’s health care and wellness, such as gynecology.
For this week, you will use a case study to analyze information obtained from well-woman examinations. You also will consider and propose treatment plans for diagnoses.
Learning Objectives
Students will:
Analyze pertinent patient information obtained from a comprehensive well-woman exam
Formulate differential diagnoses
Recommend diagnostics to support differential diagnoses
Develop treatment and management plans
Develop additional questions to support patient assessments
Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as the development of treatment plans.
Photo Credit: Teodor Lazarev / Adobe Stock
For this Case Study Discussion, you will review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your case study assignment from your Instructor.
Review the Learning Resources for this week and pay close attention to the media program related to the basic microscope skills. Also, consider re-reviewing the media programs found in Week 1 Learning Resources.
Carefully review the clinical guideline resources specific to your assigned case study.
Use the Focused SOAP Note Template found in the Learning Resources to support Discussion. Complete a SOAP note and critically analyze this and focus your attention on the diagnostic tests. You are NOT to post your SOAP note. This is for your information only to help you develop your differential diagnosis and additional questions.
By Day 3
DO NOT POST A SOAP NOTE. Post your differential diagnosis. Include the additional questions you would ask the patient. Be sure to include an explanation of the tests you might recommend, ruling out any other issues or concerns and include your rationale. Be specific and provide examples. Use your Learning Resources and/or evidence from the literature to support your explanations.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of tests you might recommend and explain why. Use your Learning Resources and/or evidence from the literature to support your position.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Next week, you will explore common gynecologic conditions as they relate to sexually transmitted infections (STIs), and contraceptive issues, as well as other conditions through a specific case study.
To go to the next week:
Week 4
Week 4: Common Gynecologic Conditions, Part 1
Patients can present a variety of symptoms including breast or vaginal discomfort that may indicate gynecologic conditions. These conditions may range from minor and easy- to-treat infections to more serious issues related to cancer or sexually transmitted diseases.
Nurse practitioners must apply expertise and best practices to early interventions to contribute to diagnoses of issues and plans for treatments. These activities typically begin with analysis of findings from interviews and screenings.
For this week, you will practice these approaches by considering circumstances of case study. You will analyze a patient history and symptoms presented and recommend tests and treatment options.
Learning Objectives
Students will:
Identify key symptoms consistent with a medical diagnosis
Analyze the health history and presentation of a patient
Case Study Discussion: Common Gynecologic Conditions, Part 1
Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.
Photo Credit: Teodor Lazarev / Adobe Stock
For this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.
Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a SOAP note and critically analyze this and focus your attention on the diagnostic tests. You are NOT to post your SOAP note. This is for your information only to help you develop your differential diagnosis and additional questions.
By Day 3
DO NOT POST A SOAP NOTE.Post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)
Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position NRNP 6552: Advanced Nurse Practice in Reproductive Health Care.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Next week, you will continue to explore common gynecologic conditions as they relate to reproductive health issues as well as other conditions.
Specifically, for next week’s Discussion, you will propose a case study scenario for instructor approval. Please review the Week 5 Discussion instructions and be ready to submit your proposed case study scenario by Day 1 of Week 5. Plan your time accordingly.
Week 5: Knowledge Check
In Week 5, you will complete your next Knowledge Check which covers the topics from Weeks 3, 4 and 5 of Module 2. Please refer to the Week 5 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly.
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NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare Issues Discussion Example
NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare Issues Assignment
NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare Issues Assignment Brief
Course: NURS 6053 – Interprofessional Organizational and Systems Leadership
Assignment Title: NURS 6053 IO002 Professionalism Discussion Organizational Policies and Practices to Support Healthcare Issues Assignment
Assignment Instructions Overview
This assignment requires students to analyze and discuss the impact of organizational policies and ethical practices in addressing healthcare issues or stressors. Students will reflect on a national healthcare issue, examining how competing needs affect policy development and proposing solutions that balance these needs effectively.
The primary objective of this assignment is to assess how organizational policies can promote ethical practices in the context of healthcare issues. Students are expected to:
Identify and describe a national healthcare issue or stressor.
Analyze how competing needs (workforce, resources, and patient care) influence policy development.
Propose strategies that address these competing needs while maintaining ethical standards and ensuring quality patient care.
The Student’s Role
Students will engage in critical thinking and reflective analysis to understand the complex dynamics between organizational needs and ethical practices. They are required to:
Review relevant resources and literature on the selected healthcare issue.
Reflect on their own experiences and knowledge regarding the issue and its broader implications.
Participate in discussions by posting an initial analysis and responding to peers’ posts, offering additional insights and solutions.
Competencies Measured
This assignment measures the following competencies:
Analytical Skills: Ability to critically assess organizational policies and their impact on healthcare delivery.
Ethical Reasoning: Understanding and application of ethical principles in the context of healthcare policy development.
Communication: Effective articulation of ideas and solutions in both initial posts and responses to peers.
Collaboration: Engaging with peers to explore different perspectives and enhance collective understanding of the issue.
NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare Issues Discussion Example
Nurse burnout represents a significant challenge within the healthcare sector, characterized by chronic workplace stress due to prolonged work hours, high patient ratios, and insufficient resources. Effective leadership must navigate these competing needs to develop policies that balance organizational goals with the well-being of the workforce and the quality of patient care. This discussion explores how these competing needs impact policy development concerning nurse burnout and offers strategies for addressing these challenges.
The competing needs in healthcare delivery include those of the workforce, resources, and patients. Nurse burnout results from chronic workplace stress that is not successfully managed, often due to prolonged work hours, high patient loads, and a lack of adequate support. These conditions can lead to decreased job satisfaction, higher turnover rates, and increased medical errors, compromising patient safety and care quality (Halter et al., 2017).
Nurses require manageable workloads, adequate rest periods, supportive leadership, and opportunities for professional development. Overworked nurses are more prone to burnout, leading to higher turnover rates and recruitment challenges. Addressing these needs involves creating a work environment that promotes work-life balance and professional growth (Suarez, n.d.). However, limited financial and human resources necessitate careful allocation. Implementing shorter shifts and lower patient ratios requires hiring additional staff, which can strain budgets. Investing in nurse retention strategies can offset the high costs associated with turnover and training new staff (Vaughn, 2020).
Ensuring high-quality patient care is paramount. High patient-to-nurse ratios can lead to errors and compromised patient safety. Policies must balance staffing levels to ensure patient care standards are met without overburdening nurses. In addressing nurse burnout, specific competing needs include staffing levels, shift lengths, and professional development. Adequate staffing is essential to prevent burnout but requires significant financial investment. Understaffing leads to overworked nurses, while overstaffing is often not feasible due to budget constraints. While 12-hour shifts are common, they contribute to fatigue and errors. Reducing shift lengths can improve nurse well-being but necessitates hiring more staff (Ezenwaji et al., 2019).
Opportunities for career advancement and continuous education are crucial for job satisfaction and retention. These programs require funding and time away from direct patient care. Effective policies to mitigate nurse burnout should address these competing needs through comprehensive strategies. Implementing flexible scheduling can help manage workloads and reduce burnout. Policies could include shorter shifts or flexible hours, enabling nurses to balance work and personal life better (Vaughn, 2020). Establishing mentorship and support programs can help new nurses acclimate and feel supported, reducing turnover. Experienced nurses can provide guidance and support, fostering a collaborative work environment (Halter et al., 2017).
Offering tuition reimbursement and opportunities for advanced training can enhance job satisfaction and retention. Such policies not only benefit nurses but also improve patient care quality through a more skilled workforce (Suarez, n.d.). Legislation or internal policies that mandate safe staffing ratios can ensure that patient care is not compromised due to overworked staff. This requires careful budgeting and resource allocation to maintain feasible nurse-to-patient ratios (Ezenwaji et al., 2019).
Addressing nurse burnout requires a multifaceted approach that balances the needs of the workforce, organizational resources, and patient care. Effective policies should promote a supportive work environment, ensure adequate staffing, and provide opportunities for professional growth. By addressing these competing needs, healthcare organizations can reduce nurse burnout, improve retention rates, and enhance patient care quality.
References
Ezenwaji, I. O., Eseadi, C., Okide, C. C., Nwosu, N. C., Ugwoke, S. C., Ololo, K. O., Oforka, T. O., & Oboegbulem, A. I. (2019). Work-related stress, burnout, and related sociodemographic factors among nurses: Implications for administrators, research, and policy. Medicine, 98(3), e13889. https://doi.org/10.1097/MD.0000000000013889
Halter, M., Pelone, F., Boiko, O., Beighton, C., Harris, R., Gale, J., Gourlay, S., & Drennan, V. (2017). Interventions to reduce adult nursing turnover: A systematic review of systematic reviews. The Open Nursing Journal, 11, 108–123. https://doi.org/10.2174/1874434601711010108
Suarez, L. (n.d.). 4 ways to recruit & retain engaged nurses who love their jobs. Healthcare Source. Retrieved from http://education.healthcaresource.com/recruit-retain-engaged-nurses/
Vaughn, N. (2020). Nurse turnover rates: How to reduce healthcare turnover. Retrieved from https://www.relias.com/blog/how-to-reduce-healthcare-turnover
Detailed Assessment Instructions for the NURS 6053 IO002 Professionalism Organizational Policies and Practices to Support Healthcare IssuesAssignment
IO002 Professionalism
Assess organizational policies and the promotion of ethical practice in addressing healthcare issues/stressors.
Description
Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue.
To Prepare:
Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.
By Day 3 of Week 3
Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples.
By Day 6 of Week 3
Respond to at least two of your colleagues on two different days by providing additional thoughts about competing needs that may impact your colleagues’ selected issues, or additional ideas for applying policy to address the impacts described.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 3
To participate in this Discussion:
Week 3 Discussion
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NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Example
NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Assignment
NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Assignment Brief
Course: NURS 6053 – Interprofessional Organizational and Systems Leadership
Assignment Title: NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Assignment
Assignment Instructions Overview
This assignment requires you to analyze a national healthcare issue or stressor and assess its impact on organizational leadership practice. You will select a current national healthcare issue, examine its implications on your work setting, and analyze your organization’s response to this issue. Additionally, you will engage with your peers by responding to their analyses of different healthcare issues.
The primary objective of this assignment is to enhance your understanding of the impact of national healthcare trends on organizational leadership practices. By analyzing a specific healthcare issue, you will gain insights into the challenges faced by healthcare organizations and the strategies employed to address these challenges. This assignment also aims to develop your ability to critically evaluate and discuss healthcare issues, fostering a deeper comprehension of the complexities within the healthcare environment.
The Student’s Role
In this assignment, your role involves several key tasks:
Selection and Analysis: Choose a current national healthcare issue or stressor. Analyze how this issue impacts your work setting, considering aspects such as patient care, staff workload, financial implications, and overall organizational performance.
Organizational Response: Describe how your healthcare organization has responded to the selected issue. Highlight specific strategies, initiatives, or changes implemented to address the issue, providing concrete examples to support your analysis.
Engagement and Interaction: Engage with your colleagues by responding to their posts. Select posts that focus on different healthcare issues than your own. Explain how their chosen issues might also impact your work setting and discuss any measures your organization is taking to address similar challenges.
Competencies Measured
This assignment measures several key competencies, including:
Critical Thinking and Analysis: Demonstrating the ability to critically analyze a national healthcare issue and its impact on a specific work setting.
Knowledge Application: Applying theoretical knowledge and research findings to real-world organizational practices and responses.
Communication and Engagement: Effectively communicating your analysis and engaging in meaningful discussions with peers, providing constructive feedback and alternative perspectives.
Problem-Solving and Strategic Planning: Identifying and evaluating organizational strategies to address healthcare issues, showcasing problem-solving skills and strategic planning abilities.
NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Example
National Healthcare Issue: Burnout and Stress Among Healthcare Workers
Burnout and stress among healthcare workers represent critical issues currently affecting the healthcare sector. Approximately half of the healthcare workers in the United States experience symptoms of burnout, including emotional and physical exhaustion, low job satisfaction, and depersonalization (Dyrbye et al., 2017). These symptoms significantly impair healthcare workers’ ability to engage meaningfully with patients and focus on delivering high-quality care. Consequently, reduced productivity, higher nurse turnover rates, and an increased risk of medical errors and hospital-acquired infections have been observed (Jacobs et al., 2018).
In the healthcare organization, the impact of burnout and stress manifests in various ways. Increased staff turnover rates have led to staffing shortages, which overburden the remaining staff. This creates a cycle where increasing stress and burnout among the remaining staff further exacerbates the problem. Additionally, the quality of patient care occasionally suffers because stressed and burned-out workers are less capable of providing the high level of care expected.
To address burnout and stress, the healthcare organization has implemented several initiatives aimed at improving the work environment and supporting staff well-being. Firstly, the organization has restructured work shifts to allow healthcare workers more time for rest and personal life. By reducing the length of shifts, workers are less likely to experience the prolonged periods of high stress that contribute to burnout (Shanafelt & Noseworthy, 2017).
The introduction of an electronic health record (EHR) system has significantly reduced the clerical burden on healthcare providers. Automating many administrative tasks allows healthcare workers to focus more on patient care and less on paperwork, which helps in reducing stress levels (Shanafelt & Noseworthy, 2017). Furthermore, employing additional administrative staff to handle non-clinical duties has alleviated the workload on clinical staff, enabling them to concentrate on their primary duties without being overwhelmed by ancillary tasks.
To enhance job satisfaction, the organization has adopted participatory decision-making practices. Healthcare workers are now more involved in the decision-making processes that affect their work. This inclusion helps increase job satisfaction and reduces feelings of helplessness and frustration that contribute to burnout (Jacobs et al., 2018). Additionally, the organization offers counseling services and stress management programs to support the mental health of its employees. These programs provide a confidential outlet for workers to discuss their stressors and receive professional advice on coping mechanisms (Jacobs et al., 2018).
Burnout and stress among healthcare workers require comprehensive strategies to mitigate their impact. By implementing shorter work shifts, adopting EHR systems, providing administrative support, involving staff in decision-making, and offering counseling services, healthcare organizations can create a more supportive and sustainable work environment. These measures not only improve the well-being of healthcare workers but also enhance the quality of patient care.
References
Dyrbye, L. N., Shanafelt, T. D., Sinsky, C. A., Cipriano, P. F., Bhatt, J., Ommaya, A., … & Meyers, D. (2017). Burnout among healthcare professionals: A call to explore and address this underrecognized threat to safe, high-quality care. NAM Perspectives.
Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the triple aim to the quadruple aim. Nursing Administration Quarterly, 42(3), 231-245.
Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the quadruple aim. The Journal of the American Board of Family Medicine, 31(4), 588-604.
Shanafelt, T. D., & Noseworthy, J. H. (2017). Executive leadership and physician well-being: Nine organizational strategies to promote engagement and reduce burnout. Mayo Clinic Proceedings, 92(1), 129-146.
Colleague Response 1: National Healthcare Issue – Escalating Healthcare Costs
Escalating healthcare costs represent a significant national healthcare issue impacting numerous organizations, including our own. High costs can lead to reduced access to care, as patients may delay or forgo necessary treatments due to financial constraints (Schoen et al., 2013). In our healthcare setting, the rising costs directly affect both patients and the organization. Patients often struggle with high out-of-pocket expenses, which can result in delayed care and worse health outcomes. For the organization, escalating costs necessitate stringent budget management and resource allocation to ensure financial sustainability.
To address escalating healthcare costs, our organization has implemented several strategies. Firstly, efforts to reduce operational inefficiencies are a priority. By streamlining administrative processes and reducing waste, we can lower overall costs without compromising patient care. Additionally, the organization has adopted value-based care models, which focus on delivering high-quality care while controlling costs (Porter, 2010). These models emphasize preventive care and effective management of chronic diseases, ultimately reducing the need for expensive emergency care and hospitalizations.
Colleague Response 2: National Healthcare Issue – Technology Disruption
Technology disruption is another significant national healthcare issue that profoundly impacts our work setting. The rapid advancement of healthcare technologies, including electronic health records (EHRs), telemedicine, and artificial intelligence, brings both opportunities and challenges (Meskó et al., 2017). In our healthcare setting, technology disruption has necessitated substantial investments in new systems and staff training. While these technologies have the potential to improve patient outcomes and streamline operations, they also pose challenges related to integration, data security, and user adaptation.
Our organization has taken proactive measures to address the challenges posed by technology disruption. Comprehensive training programs are in place to ensure that staff members are proficient in using new technologies. Additionally, robust cybersecurity measures have been implemented to protect patient data and maintain compliance with regulations. By fostering a culture of continuous learning and adaptation, the organization aims to leverage technological advancements to enhance patient care and operational efficiency.
References
Meskó, B., Drobni, Z., Bényei, É., Gergely, B., & Győrffy, Z. (2017). Digital health is a cultural transformation of traditional healthcare. mHealth, 3, 38. https://doi.org/10.21037/mhealth.2017.08.07
Porter, M. E. (2010). What is value in health care? New England Journal of Medicine, 363(26), 2477-2481. https://doi.org/10.1056/NEJMp1011024
Schoen, C., Radley, D., Riley, P., Lippa, J., Berenson, J., Dermody, C., & Shih, A. (2013). Health care in the two Americas: findings from the scorecard on state health system performance for low-income populations, 2013. The Commonwealth Fund.
Detailed Assessment Instructions for the NURS 6053 IO001 Healthcare Environment Review of Current Healthcare Issues Discussion Assignment
IO001 Healthcare Environment
Analyze the impact of national healthcare trends on organizational leadership practice.
Description
If you were to ask 10 people what they believe to be the most significant issue facing healthcare today, you might get 10 different answers. Escalating costs? Regulation? Technology disruption?
These and many other topics are worthy of discussion. Not surprisingly, much has been said in the research, within the profession, and in the news about these topics. Whether they are issues of finance, quality, workload, or outcomes, there is no shortage of changes to be addressed.
In this Discussion, you examine a national healthcare issue and consider how that issue may impact your work setting. You also analyze how your organization has responded to this issue.
To Prepare:
Review the Resources and select one current national healthcare issue/stressor to focus on.
Reflect on the current national healthcare issue/stressor you selected and think about how this issue/stressor may be addressed in your work setting.
BY DAY 3 OF WEEK 1
Post a description of the national healthcare issue/stressor you selected for analysis, and explain how the healthcare issue/stressor may impact your work setting. Then, describe how your health system work setting has responded to the healthcare issue/stressor, including a description of what changes may have been implemented. Be specific and provide examples.
By Day 6 of Week 1
Respond to at least two of your colleagues on two different days who chose a different national healthcare issue/stressor than you selected. Explain how their chosen national healthcare issue/stressor may also impact your work setting and what (if anything) is being done to address the national healthcare issue/stressor.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 2, “Understanding Contexts for Transformational Leadership: Complexity, Change, and Strategic Planning” (pp. 37–62)
Chapter 3, “Current Challenges in Complex Health Care Organizations: The Triple Aim” (pp. 63–86)
Read any TWO of the following (plus TWO additional readings on your selected issue):
Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce. New England Journal of Medicine, 378(25), 2358–2360. doi:10.1056/NEJMp1801869
Note: You will access this article from the Walden Library databases.
Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. American Journal of Nursing, 118(2), 43–45. doi:10.1097/01.NAJ.0000530244.15217.aa
Note: You will access this article from the Walden Library databases.
Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim. Nursing Administration Quarterly, 42(3), 231–245. doi:10.1097/NAQ.0000000000000303
Note: You will access this article from the Walden Library databases.
Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: A theoretical model to alleviate primary care strain. Annals of Family Medicine, 16(3), 250–256. doi:10.1370/afm.2230
Note: You will access this article from the Walden Library databases.
Palumbo, M., Rambur, B., & Hart, V. (2017). Is health care payment reform impacting nurses’ work settings, roles, and education preparation? Journal of Professional Nursing, 33(6), 400–404. doi:10.1016/j.profnurs.2016.11.005
Note: You will access this article from the Walden Library databases.
Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the Quadruple Aim. Journal of the American Board of Family Medicine, 31(4), 588–604. doi:10.3122/jabfm.2018.04.170388
Note: You will access this article from the Walden Library databases.
Pittman, P., & Scully-Russ, E. (2016). Workforce planning and development in times of delivery system transformation. Human Resources for Health, 14(56), 1–15. doi:10.1186/s12960-016-0154-3. Retrieved from https://human-resources-health.biomedcentral.com/track/pdf/10.1186/s12960-016-0154-3
Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives. Journal of the American Association of Nurse Practitioners, 30(6), 354–360. doi:10.1097/JXX.0000000000000040
Note: You will access this article from the Walden Library databases.
Ricketts, T., & Fraher, E. (2013). Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected. Health Affairs, 32(11), 1874–1880. doi:10.1377/hlthaff.2013.0531
Note: You will access this article from the Walden Library databases.
Any TWO of the following (plus TWO additional readings on your selected issue):
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NURS 6053 – Interprofessional Organizational and Systems Leadership Course Guide & Examples
NURS 6053 – Interprofessional Organizational and Systems Leadership Course Guide & Examples
NURS 6053 – Interprofessional Organizational and Systems Leadership (5 credits)
IO001 Healthcare Environment
Analyze the impact of national healthcare trends on organizational leadership practice.
IO002 Professionalism
Assess organizational policies and the promotion of ethical practice in addressing healthcare issues/stressors.
IO003 Leadership
Create a leadership philosophy to promote transformational leadership in nursing practice.
IO004 Promoting Organizational Health
Recommend evidence-based strategies to create healthy work environments and promote positive organizational health.
IO005 Organizational Change
Create comprehensive plans for meaningful organizational change.
Course Description
Students in this course prepare to exercise leadership through which they can help to ensure their organization is able to adapt and flourish in the ever-changing world of healthcare. Students explore the impact of healthcare system changes on transforming the nursing profession. They examine and discuss theories related to leadership and management and learn about empowerment strategies that assist master’s-prepared nurses to assume and succeed in leadership roles. Students engage in course assignments that focus on real-world nursing practice applications of theory.
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 2, “Understanding Contexts for Transformational Leadership: Complexity, Change, and Strategic Planning” (pp. 37–62)
Chapter 3, “Current Challenges in Complex Health Care Organizations: The Triple Aim” (pp. 63–86)
Read any TWO of the following (plus TWO additional readings on your selected issue):
Auerbach, D. I., Staiger, D. O., & Buerhaus, P. I. (2018). Growing ranks of advanced practice clinicians—Implications for the physician workforce. New England Journal of Medicine, 378(25), 2358–2360. doi:10.1056/NEJMp1801869
Note: You will access this article from the Walden Library databases.
Gerardi, T., Farmer, P., & Hoffman, B. (2018). Moving closer to the 2020 BSN-prepared workforce goal. American Journal of Nursing, 118(2), 43–45. doi:10.1097/01.NAJ.0000530244.15217.aa
Note: You will access this article from the Walden Library databases.
Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: Moving from the Triple Aim to the Quadruple Aim. Nursing Administration Quarterly, 42(3), 231–245. doi:10.1097/NAQ.0000000000000303
Note: You will access this article from the Walden Library databases.
Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: A theoretical model to alleviate primary care strain. Annals of Family Medicine, 16(3), 250–256. doi:10.1370/afm.2230
Note: You will access this article from the Walden Library databases.
Palumbo, M., Rambur, B., & Hart, V. (2017). Is health care payment reform impacting nurses’ work settings, roles, and education preparation? Journal of Professional Nursing, 33(6), 400–404. doi:10.1016/j.profnurs.2016.11.005
Note: You will access this article from the Walden Library databases.
Park, B., Gold, S. B., Bazemore, A., & Liaw, W. (2018). How evolving United States payment models influence primary care and its impact on the Quadruple Aim. Journal of the American Board of Family Medicine, 31(4), 588–604. doi:10.3122/jabfm.2018.04.170388
Note: You will access this article from the Walden Library databases.
Pittman, P., & Scully-Russ, E. (2016). Workforce planning and development in times of delivery system transformation. Human Resources for Health, 14(56), 1–15. doi:10.1186/s12960-016-0154-3. Retrieved from https://human-resources-health.biomedcentral.com/track/pdf/10.1186/s12960-016-0154-3
Poghosyan, L., Norful, A., & Laugesen, M. (2018). Removing restrictions on nurse practitioners’ scope of practice in New York state: Physicians’ and nurse practitioners’ perspectives. Journal of the American Association of Nurse Practitioners, 30(6), 354–360. doi:10.1097/JXX.0000000000000040
Note: You will access this article from the Walden Library databases.
Ricketts, T., & Fraher, E. (2013). Reconfiguring health workforce policy so that education, training, and actual delivery of care are closely connected. Health Affairs, 32(11), 1874–1880. doi:10.1377/hlthaff.2013.0531
Note: You will access this article from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015). Leading in Healthcare Organizations of the Future [Video file]. Baltimore, MD: Author.
You can also read these assignment examples for the NURS 6053 – Interprofessional Organizational and Systems Leadership Course:
If you were to ask 10 people what they believe to be the most significant issue facing healthcare today, you might get 10 different answers. Escalating costs? Regulation? Technology disruption?
These and many other topics are worthy of discussion. Not surprisingly, much has been said in the research, within the profession, and in the news about these topics. Whether they are issues of finance, quality, workload, or outcomes, there is no shortage of changes to be addressed.
In this Discussion, you examine a national healthcare issue and consider how that issue may impact your work setting. You also analyze how your organization has responded to this issue.
To Prepare:
Review the Resources and select one current national healthcare issue/stressor to focus on.
Reflect on the current national healthcare issue/stressor you selected and think about how this issue/stressor may be addressed in your work setting.
By Day 3 of Week 1
Post a description of the national healthcare issue/stressor you selected for analysis, and explain how the healthcare issue/stressor may impact your work setting. Then, describe how your health system work setting has responded to the healthcare issue/stressor, including a description of what changes may have been implemented. Be specific and provide examples.
By Day 6 of Week 1
Respond to at least two of your colleagues on two different days who chose a different national healthcare issue/stressor than you selected. Explain how their chosen national healthcare issue/stressor may also impact your work setting and what (if anything) is being done to address the national healthcare issue/stressor.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 1
To participate in this Discussion:
Week 1 Discussion
Assignment: Analysis of a Pertinent Healthcare Issue
Description
The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.
Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.
In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected.
To Prepare:
Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.
Week 2
The Assignment (3-4 Pages):
Analysis of a Pertinent Healthcare Issue
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:
Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples.
Looking Ahead
The paper you develop in Module 1 will be revisited and revised in Module 2. Review the Assignment instructions for Module 2 to prepare for your revised paper.
By Day 7 of Week 2
Submit your paper.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 2 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 2 Assignment draft and review the originality report.
American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: Author. Retrieved from https://www.nursingworld.org/coe-view-only
Note: Review all, with special attention to “Provision 6” (pp. 23–26).
Kelly, P., & Porr, C. (2018). Ethical nursing care versus cost containment: Considerations to enhance RN practice. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 6. doi:10.3912/OJIN.Vol23No01Man06. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Nursing-Cost-Containment.html
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Laureate Education (Producer). (2009b). Working with Individuals [Video file]. Baltimore, MD: Author.
Discussion: Organizational Policies and Practices to Support Healthcare Issues
Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue.
To Prepare:
Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.
By Day 3 of Week 3
Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples.
By Day 6 of Week 3
Respond to at least two of your colleagues on two different days by providing additional thoughts about competing needs that may impact your colleagues’ selected issues, or additional ideas for applying policy to address the impacts described.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 3 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 3
To participate in this Discussion:
Week 3 Discussion
Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
By Day 7 of Week 3
Submit your revised paper.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 3 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 3 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 3
To submit your Assignment:
Week 3 Assignment
Next Module
To go to the next Module:
Module 3
Module 3: Leadership (Weeks 4-6)
Laureate Education (Producer). (2018). The Leader in You [Video file]. Baltimore, MD: Author.
Learning Objectives
Students will:
Analyze the effectiveness and impact of leadership skills
Assess personal leadership traits
Analyze how leadership traits can be applied to personal leadership philosophies and behaviors
Develop a personal leadership philosophy
Create a development plan related to personal leadership philosophies
Due By
Assignment
Week 4, Days 1–2
Read the Learning Resources. Compose your initial Discussion 1 post.
Week 4, Day 3
Post your initial Discussion 1 post. Begin to compose your Assignment.
Week 4, Days 4-5
Review peer Discussion 1 posts. Compose your peer Discussion 1 responses. Continue to compose your Assignment.
Week 4, Day 6
Post two peer Discussion 1 responses.
Week 5, Days 1-2
Compose your initial Discussion 2 post. Continue to compose your Assignment.
Week 5, Day 3
Post your initial Discussion 2 post. Continue to compose your Assignment.
Week 5, Days 4-5
Review peer Discussion 2 posts. Compose your peer Discussion 2 responses. Continue to compose your Assignment.
Week 5, Day 6
Post two peer Discussion 2 responses.
Week 6, Days 1- 6
Continue to compose your Assignment.
Week 6, Day 7
Deadline to submit your Assignment.
Photo Credit: sturti/Creatas Video/Getty Images
Learning Resources
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 1, “Expert Clinician to Transformational Leader in a Complex Health Care Organization: Foundations” (pp. 7–20 ONLY)
Chapter 6, “Frameworks for Becoming a Transformational Leader” (pp. 145–170)
Chapter 7, “Becoming a Leader: It’s All About You” (pp. 171–194)
Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3
Resources for the StrengthsFinder Assessment Tool
Rath, T. (2007). Strengths Finder 2.0 – with Access Code.
Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0.
Document: How to Access Strengths Finder 2.0 (PDF)
Moore Foundation. (n.d.). Nurses share lessons in leadership. Retrieved from https://www.youtube.com/playlist?list=PLopRJPO6GaifsYPGP_jcWXZzU10H3AaX7
Discussion 1: Leadership Theories in Practice
A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.
However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.
Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.
To Prepare:
Review the Resources and examine the leadership theories and behaviors introduced.
Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
By Day 3 of Week 4
Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.
By Day 6 of Week 4
Respond to at least two of your colleagues on two different days by explaining how the leadership skills they described may impact your organization or your personal leadership, or by identifying challenges you see in applying the skills described.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 4 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 4
To participate in this Discussion:
Week 4 Discussion
Discussion 2: Your Leadership Profile
Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.
How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.
To Prepare:
Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.
Please Note: This Assessment will take roughly 30 minutes to complete.
Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen.
Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.
NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:
If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.
Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
By Day 3 of Week 5
Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific.
By Day 6 of Week 5
Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 5 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 5
To participate in this Discussion:
Week 5 Discussion
Assignment: Personal Leadership Philosophies
Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.
What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.
What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.
To Prepare:
Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
Reflect on the leadership behaviors presented in the three resources that you selected for review.
Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits.
Week 6
The Assignment (2-3 pages):
Personal Leadership Philosophies
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
A description of your core values
A personal mission/vision statement
An analysis of your CliftonStrengths Assessment summarizing the results of your profile
A description of two key behaviors that you wish to strengthen
A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.
To Prepare:
Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments. Reflect on the leadership behaviors presented in the three resources that you selected for review. Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits.
The Assignment (2-3 pages):
Personal Leadership Philosophies
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
A description of your core values.
A personal mission/vision statement.
An analysis of your CliftonStrengths Assessment summarizing the results of your profile
A description of two key behaviors that you wish to strengthen.
A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.
Note: Be sure to attach your Signature Theme Report to your Assignment submission.
Reading requirements
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)
Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
A description of your core values.
A personal mission/vision statement.
Analysis of your CliftonStrengths Assessment summarizing the results of your profile.
A description of two key behaviors you wish to strengthen.
A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
By Day 7 of Week 6
Submit your personal leadership philosophy.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.
Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 6 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 6 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 6
To submit your Assignment:
Week 6 Assignment
Next Module
To go to the next Module:
Module 4
Module 4: Communication and Relationship Building (Weeks 7-9)
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 9, “Creating and Shaping the Organizational Environment and Culture to Support Practice Excellence” (pp. 247–278)
Chapter 10, “Building Cohesive and Effective Teams” (pp. 279–298)
Select at least ONE of the following:
Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice: Nurse leader perspectives. Journal of Nursing Administration, 41(7/8), 324–330. doi:10.1097/NNA.0b013e31822509c4
Note: You will access this article from the Walden Library databases.
Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator. doi:10.1097/NNE.0000000000000563
Note: You will access this article from the Walden Library databases.
Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf
Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542. doi:10.3928/00220124-20141122-02
Note: You will access this article from the Walden Library databases.
Document: Work Environment Assessment Template (Word document)
Required Media
TEDx. (2017, April). Jody Hoffer Gittell: The power of a simple idea [Video file]. Retrieved from https://www.youtube.com/watch?v=X7nL5RC5kdE
Laureate Education (Producer). (2009a). Working with Groups and Teams [Video file]. Baltimore, MD: Author.
Week 7
Discussion: Workplace Environment Assessment
How healthy is your workplace?
You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes.
There are many factors and measures that may impact organizational health. Among these is civility. While an organization can institute policies designed to promote such things as civility, how can it be sure these are managed effectively? In this Discussion, you will examine the use of tools in measuring workplace civility.
To Prepare:
Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
Review and complete the Work Environment Assessment Template in the Resources.
Work Environment Assessment Template
Use this document to complete the Module 4 Workplace Environment Assessment.
Summary of Results – Clark Healthy Workplace Inventory
Identify two things that surprised you about the results. Also identify one idea that you believed prior to conducting the Assessment that was confirmed.
What do the results of the Assessment suggest about the health and civility of your workplace?
Briefly describe the theory or concept presented in the article(s) you selected.
Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.
General Notes/Comments
By Day 3 of Week 7
Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples.
By Day 6 of Week 7
Respond to at least two of your colleagues on two different days by sharing ideas for how shortcomings discovered in their evaluations and/or their examples of incivility could have been managed more effectively.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 7 Discussion Rubric
Post by Day 3 and Respond by Day 6 of Week 7
To participate in this Discussion:
Week 7 Discussion
Assignment: Workplace Environment Assessment
Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.
In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.
To Prepare:
Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
Review the Work Environment Assessment Template.
Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues.
Select and review one or more of the following articles found in the Resources:
Clark, Olender, Cardoni, and Kenski (2011)
Clark (2018)
Clark (2015)
Griffin and Clark (2014)
The Assignment (3-6 pages total):
Part 1: Work Environment Assessment (1-2 pages)
Review the Work Environment Assessment Template you completed for this Module’s Discussion.
Describe the results of the Work Environment Assessment you completed on your workplace.
Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
Explain what the results of the Assessment suggest about the health and civility of your workplace.
Part 2: Reviewing the Literature (1-2 pages)
Briefly describe the theory or concept presented in the article(s) you selected.
Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.
Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)
Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.
By Day 7 of Week 9
Submit your Workplace Environment Assessment Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK9Assgn+last name+first initial.(extension)” as the name.
Click the Week 9 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 9 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK9Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 9 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 9 Assignment draft and review the originality report.
Recommend strategies to lead organizational change
Justify plans for implementing and managing organizational change in organizational/workplace settings
Create plans for communicating proposed changes to stakeholders
Recommend risk mitigation plans when managing organizational changes
Due By
Assignment
Week 10, Days 1–7
Read the Learning Resources. Begin to compose your Assignment.
Week 11, Day 1
Continue to compose your Assignment.
Week 11, Day 2
Deadline to submit your Assignment.
Learning Resources
Required Readings
Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.
Chapter 8, “Practice Model Design, Implementation, and Evaluation” (pp. 195–246)
Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230. Retrieved from https://medcom.uiowa.edu/annsblog/wp-content/uploads/2012/10/JONA-FINAL-Cullen-2012.pdf
Pollack, J., & Pollack, R. (2015). Using Kotter’s eight stage process to manage an organizational change program: Presentation and practice. Systemic Practice and Action Research, 28(1), 51-66.
Note: You will access this article from the Walden Library databases.
Seijts, G. H., & Gandz, J. (2016). Transformational change and leader character. Business Horizons, 61(2), 239-249. https://doi.org/10.1016/j.bushor.2017.11.005
Note: You will access this article from the Walden Library databases.
Tistad, M., Palmcrantz, S., Wallin, L., Ehrenberg, A., Olsson, C. B., Tomson, G., …Eldh, A. C. (2016). Developing leadership in managers to facilitate the implementation of national guideline recommendations: A process evaluation of feasibility and usefulness. International Journal of Health Policy and Management, 5(8), 477–486. doi:10.15171/ijhpm.2016.35. Retrieved from http://www.ijhpm.com/article_3183_5015382bcf9183a74ef7e79b0a941f65.pdf
Required Media
TEDx. (2013, January). Six keys to leading positive change: Rosabeth Moss Kanter at TEDxBeaconStreet [Video file]. Retrieved from https://www.youtube.com/watch?v=owU5aTNPJbs
Assignment: Change Implementation and Management Plan
It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.
As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.
To Prepare:
Review the Resources and identify one change that you believe is called for in your organization/workplace.
This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.
Reflect on how you might implement this change and how you might communicate this change to organizational leadership.
Week 11
The Assignment (5-6-minute narrated PowerPoint presentation):
Change Implementation and Management Plan
Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.
Your narrated presentation should be 5–6 minutes in length.
Your Change Implementation and Management Plan should include the following:
An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)
A description of the change being proposed
Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
Details about the type and scope of the proposed change
Identification of the stakeholders impacted by the change
Identification of a change management team (by title/role)
A plan for communicating the change you propose
A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose
By Day 2 of Week 11
Submit your narrated Change Implementation and Management Plan.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.
Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 11 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK11Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 11 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 11 Assignment draft and review the originality report.
Submit Your Assignment by Day 2 of Week 11
To submit your Assignment:
Week 11 Assignment
Congratulations! After you have finished all of the assignments for this Module, you have completed the course. Please submit your Course Evaluation by Day 7.
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NURS 6003 FG006 Standards of Practice Nursing Paper Example
NURS 6003 FG006 Standards of Practice Nursing Assignment
NURS 6003 FG006 Standards of Practice Nursing Paper Assignment Brief
Course: NURS 6003 – Transition to Graduate Study for Nursing
Assignment Title: NURS 6003 FG006 Standards of Practice Nursing Assignment
Assignment Instructions Overview
This assignment is designed to help students understand the standards and scope of practice related to their chosen MSN specialization. By reviewing these standards, students will develop a comprehensive understanding of the competencies required in their specialty and integrate this knowledge into their Academic Success and Professional Development Plan.
Understanding Assignment Objectives
The primary objectives of this assignment are to:
Compare and contrast different MSN specializations.
Justify the selection of a specific MSN specialization.
Identify and explore a professional organization related to the chosen specialization.
Reflect on how assessments throughout the Area of Expertise (FG001-FG006) contribute to professional development and success.
The Student’s Role
Students are expected to actively engage in the following tasks:
Review the scope and standards of practice or competencies related to their chosen and second-preferred specialties.
Compare at least two nursing specializations by creating a detailed comparison table.
Write a justification statement for their chosen specialization, incorporating feedback from peers and reflective insights.
Identify a professional organization related to their chosen specialization and explain the process and benefits of becoming an active member.
Reflect on the role of various assessments in professional development and success, focusing on how these assessments help in documenting and tracking professional goals.
Competencies Measured
This assignment measures competencies in:
Critical thinking and analytical skills in comparing nursing specializations.
Written communication skills in articulating a well-justified selection of a specialization.
Understanding of professional standards and their application to nursing practice.
Professional development planning, including networking and continuous learning strategies.
Reflective practice, emphasizing the importance of assessments in professional growth.
Emphasis on strategic thinking, problem-solving, and leadership in healthcare systems (Walden University, n.d.)
Focus on research methods, evidence-based practice, and developing educational programs (Fitzgerald, McNelis, & Billings, 2020)
Justification of Nursing Specialty Selection
Choosing the Nurse Executive specialization aligns with my career aspirations to make a substantial impact on healthcare delivery and patient outcomes. My career experiences have consistently drawn me towards leadership roles where I can leverage strategic thinking and problem-solving skills. These roles require effective decision-making and a deep understanding of healthcare systems, which are critical components of the Nurse Executive specialization (Walden University, n.d.). I have observed various management styles and recognize the significant influence that nurse executives have in shaping healthcare policies and improving quality care.
Additionally, the Nurse Executive role offers the opportunity to advocate for patient-centered care and address systemic challenges in healthcare. By influencing policy and driving quality improvement initiatives, I can contribute to the advancement of healthcare practices and outcomes. The leadership and management skills gained from this specialization will empower me to foster a culture of excellence and innovation in healthcare settings. Feedback from my colleagues has reinforced my decision, emphasizing the importance of leadership in nursing and the potential for significant impact in these roles.
Professional Organization
A professional organization related to the Nurse Executive specialty is the American Organization for Nursing Leadership (AONL). This organization supports nurse leaders in various healthcare settings by facilitating high-quality patient outcomes and staff engagement (Echevarria, 2018). AONL offers professional development opportunities, networking events, educational resources, and advocacy support.
To become a member of AONL, one must apply for membership and pay the associated fee. The full membership option is designed for registered nurses working within the healthcare environment. Membership benefits include access to professional development resources, networking opportunities with over 11,000 members, and participation in educational events. Becoming an active member involves engaging in AONL’s initiatives, contributing to discussions, and participating in events that promote leadership and excellence in nursing.
Part 2: Professional Development and Success
The assessments throughout the Area of Expertise (FG001-FG006) have significantly contributed to my professional development and success in nursing practice. These assessments have provided a structured approach to evaluating my academic and professional goals, allowing me to identify areas for growth and development. Each component has emphasized the importance of networking, integrity, and continuous learning in achieving professional success.
Networking for academic and professional success involves building relationships with peers, mentors, and professional organizations. Engaging with the nursing community through professional organizations like AONL facilitates collaboration and support, which are essential for career advancement (Echevarria, 2018). Participating in conferences and continuing education opportunities keeps me informed about leading trends in healthcare and enhances my professional skills.
Maintaining academic and professional integrity is crucial in nursing practice. Upholding ethical behavior, honesty, and accountability ensures that my work is credible and trustworthy. This commitment to integrity supports my professional development goals, including achieving my MSN with a focus on nursing informatics (American Nurses Association, 2015).
Engaging in research and quality improvement projects integrates scholarship into nursing practice. By actively participating in evidence-based practice, I can contribute to the advancement of nursing knowledge and improve patient care. These projects enhance critical thinking and problem-solving skills, essential for effective nursing leadership.
In conclusion, the assessments in this Area of Expertise have equipped me with the tools and strategies needed for professional growth. They have reinforced the importance of networking, integrity, and continuous learning in achieving academic and professional success. By documenting and tracking my professional development goals, I can ensure that I remain on a path of continuous improvement and excellence in nursing practice.
References
American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition – 2015. Retrieved from http://ebooks.iospress.nl/publication/12524
Cherry, B., Caramanica, L., Everett, L. Q., Fennimore, L., & Elaine, S. (2019). Leveraging the power of board leadership in professional nursing organizations. JONA: The Journal of Nursing Administration, 49(11), 517-519.
Echevarria, I. M. (2018). Make connections by joining a professional nursing organization. Nursing, 48(12), 35–38.
Fitzgerald, A., McNelis, A. M., & Billings, D. M. (2020). NLN core competencies for nurse educators: Are they present in the course descriptions of academic nurse educator programs? Nursing Education Perspectives, 41(1), 4. https://doi.org/10.1097/01.NEP.0000000000000530
Truant, R., & Chan, R. J. (2017). Future ready: Strengthening oncology nursing leadership in the context of professional oncology nursing organizations. Canadian Oncology Nursing Journal, 27(1), 2-4.
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved November 14, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Detailed Assessment Instructions for the NURS 6003 FG006 Standards of Practice Nursing Paper Assignment
FG006 Standards of Practice
Justify selection of the MSN specialization using standards and scope of practice.
Week 6 | Part 6: NURS 6003 FG006: Specialty Standards of Practice and Professional Development
At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.
Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.
Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.
In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–4.
Note: For students in Nursing Education, Executive Nursing, Nursing Informatics, or Public Health Nursing, this Assignment is the first Portfolio Assignment in your program. You will have one Portfolio Assignment in each of your courses. You will need to save these Assignments for inclusion in your portfolio that you will submit in your Capstone course.
RESOURCES
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.
The Assignment:
Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.
With the resources specific to the MSN specialization and the, Walden University. (n.d.). Master of Science in Nursing (MSN), shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.
Note: Your final version of the Academic Success and Professional Development Plan should include all components as presented the Academic Success and Professional Development Plan template.
BY DAY 5 OF WEEK 11
Submit your final draft of Parts 1-4 of your Academic Success and Professional Development Plan.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
To submit your completed assignment, save your Assignment as MD6Assgn_LastName_Firstinitial
Then, click on Start Assignmentnear the top of the page.
Next, click on Upload Fileand select Submit Assignmentfor review.
Rubric
NURS_6003_Module06_Week11_Assignment_Rubric
Week 6 | Part 6: NURS 6003 FG006: Specialty Standards of Practice and Professional Development Template
I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty. I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.
The results of my efforts are below.
Directions: Complete Part 1 by comparing at least two nursing specialties, including your selected specialization and your second-preferred specialization. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.
Then, write a 2- to 3-paragraph justification statement justifying your reasons for choosing your MSN specialization.
Complete Part 1 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.
Complete Part 2 by reflecting on how the Assessments in this Area of Expertise can contribute to your academic and professional success and professional development goals.
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Part 1: Professional Organizations
Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.
Part 2. Professional Development and Success
Write a 1-page reflection explaining how the Assessments throughout this AoE (FG001-FG006) can be used for your professional development and success in nursing practice. Explain how these components can contribute to your academic and professional success, including the documentation or tracking of your professional development goals.
Note: The competencies for the Academic Nurse Educator do not encompass the competencies or scope and standards of practice for the Nursing Professional Developer. The set of competencies associated with that specific role within the Nurse Education specialization will be examined in future competencies throughout your specialization program of study.
Quad Council Coalition. (2018). Community/Public Health NursingLinks to an external site. [C/PHN] competencies. Retrieved from https://www.cphno.org/wp-content/uploads/2020/08/QCC-C-PHN-COMPETENCIES-Approved_2018.05.04_Final-002.pdf
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NURS 6003 FG005 Professional Development Plan Nursing Paper Example
NURS 6003 FG005 Professional Development Plan Assignment
NURS 6003 FG005 Professional Development Plan Nursing Paper Assignment Brief
Course: NURS 6003 – Transition to Graduate Study for Nursing
Assignment Title: NURS 6003 FG005 Professional Development Plan Assignment
Assignment Instructions Overview
This assignment focuses on creating a comprehensive professional development plan that encapsulates your academic and professional accomplishments and sets clear goals for your future career in nursing. The plan will help you align your professional growth with the university’s mission of promoting social change. The assignment is divided into three main parts: developing a curriculum vitae (CV), identifying professional development goals, and aligning these goals with social change.
Understanding Assignment Objectives
The primary objectives of this assignment are to:
Develop a detailed and accurate curriculum vitae that reflects your current education and professional experience.
Identify specific professional development goals that will enhance your career and academic journey.
Align your professional development goals with the university’s emphasis on social change, demonstrating how your career advancements can contribute to societal improvements.
The Student’s Role
As a student, your role is to meticulously document your academic and professional history in the CV, articulate your future career goals, and thoughtfully consider how these goals can be aligned with broader social change initiatives. You are expected to:
Complete the CV: Provide a detailed account of your educational background, work experience, certifications, skills, and affiliations.
Set Development Goals: Clearly state your professional development goals, detailing the steps you plan to take to achieve them.
Align with Social Change: Explain how your goals align with the university’s mission to promote social change, and how you plan to implement this alignment in your professional practice.
Competencies Measured
This assignment will measure the following competencies:
Professional Documentation: Ability to create a comprehensive and accurate CV that effectively communicates your qualifications and experiences.
Goal Setting: Skill in identifying and articulating clear, achievable professional development goals that align with your career aspirations.
Critical Thinking: Capacity to connect personal career goals with broader social change objectives, demonstrating an understanding of how professional practice can contribute to societal improvement.
Academic Writing: Proficiency in presenting information in a clear, concise, and organized manner, adhering to academic standards and citing relevant literature appropriately.
NURS 6003 FG005 Professional Development Plan Nursing Paper Example
Week 5 | Part 5: Professional Development
Introduction
The purpose of this assignment is to create a comprehensive professional development plan to ensure academic success and professional growth in nursing practice. This will be achieved through developing a detailed curriculum vitae (CV), identifying specific professional development goals, and aligning these goals with the university’s emphasis on social change. This structured plan will guide the journey towards becoming a nursing educator and contributing positively to the community.
Step 1: Curriculum Vitae (CV)
Name: [XXXXXX XXXXXX]
Address: [XXXXXX]
Phone: [XXXXXX]
Email: [XXXXXX]
Education
Master of Science in Nursing, Education
Walden University, Minneapolis, MN (Expected December 2024)
Bachelor of Science in Nursing
Keiser University, Melbourne, FL (2016)
Associate of Science in Nursing
Keiser University, Melbourne, FL (2015)
Professional Experience
Freestanding Float Nurse
February 2021 – Present
Floats between 4 Free-Standing Emergency Departments (FSEDs)
Certified in running all diagnostic lab testing performed in FSEDs
Adaptable to various work environments and staff
Travel Nurse – Emergency Department
UCHealth Metro Denver Area FSEDs
April 2020 – February 2021
Floated between 5 FSEDs, worked nightshift as solo RN
Certified in running all diagnostic lab testing performed in FSEDs
Provided care to an average of 12-15 patients a day in a 60-bed ED
Cross-trained in Pediatric ED and proficient in Team 2 trauma
Registered Nurse – Emergency Department
NCH Healthcare System, Naples, FL
November 2015 – December 2016
Utilized nursing processes to assess, plan, provide, and evaluate nursing care
Licensures and Certifications
RN License: California, New York, Washington, Michigan, Pennsylvania, Connecticut, Virginia (Compact), Georgia
Neonatal Resuscitation Provider
Advanced Cardiovascular Life Support (ACLS)
Basic Life Support (BLS)
Professional Development and Affiliations
Member, Sigma Theta Tau International Honor Society of Nursing
Member, American Nurses Association
Proficient in Microsoft Office, MAC, Cerner, EPIC, AllSCRIPT, Meditech, Dragon
Skills and Interests
Mentoring, traveling, boxing
Step 2: Professional Development Goals
My professional development goals are focused on advancing my career in nursing education. These goals are:
Obtain a Position in Teaching Clinical Nursing:
This will provide the opportunity to gain practical experience in education and familiarize myself with the university environment.
Establish a Mentorship Relationship:
Building a relationship with the educator in my department and the education department will provide guidance and support in achieving my goals.
Attend Nursing Seminars for Educators:
Attending seminars will enhance my knowledge and skills, ensuring I stay updated with the latest advancements in nursing education.
Join the Association for Nursing Professional Development (ANPD):
Membership in ANPD will offer valuable resources for networking, knowledge, and career development.
These goals are designed to build the necessary experience, knowledge, and connections to achieve my ultimate objective of teaching BSN courses online.
Step 3: Alignment with Social Change
My professional development goals align with Walden University’s mission of promoting social change in the following ways:
Teaching Clinical Nursing:
By educating future nurses, I will be able to instill the importance of community service and social change, empowering them to make positive impacts in their communities.
Mentorship Relationship:
Fostering relationships within the education department will enable the implementation of innovative changes within the hospital system, enhancing patient care and community health.
Attending Nursing Seminars:
The knowledge gained from seminars will be utilized to introduce new ideas and practices that improve patient care and promote health equity within my organization and community.
Joining ANPD:
Networking and professional development through ANPD will help in creating and disseminating strategies for social change, influencing policies, and advocating for better health outcomes.
By pursuing these goals, I will contribute to Walden University’s vision of producing graduates who are agents of social change, thereby positively affecting healthcare practices and outcomes in various communities.
Conclusion
This professional development plan outlines a clear path for academic and career advancement in nursing education. By systematically pursuing these goals and aligning them with the mission of social change, I aim to not only achieve personal and professional success but also to contribute meaningfully to the improvement of healthcare in my community and beyond.
Detailed Assessment Instructions for the NURS 6003 FG005 Professional Development Plan Nursing Paper Assignment
Description
FG005 Professional Development Plan
Create professional development plans for academic success and professional practice.
Week 5 | Part 5: Professional Development
I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.
The results of my efforts are below.
Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by clearly identifying and accurately stating in detail your professional development goals. Complete Step 3 by clearly and accurately stating in detail how to accurately and appropriately align one or more of your professional development goals with the University’s emphasis on social change.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Step 1: Curriculum Vitae (CV)
Use the space below to create a fully developed and accurate curriculum vitae (CV) based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below.
NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.
Step 2: Professional Development Goals
Step 3: Alignment with Social Change
Academic and Professional Success Plan Template
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NURS 6003 FG004 Scholarship and Nursing Practice Paper Example
NURS 6003 FG004 Scholarship and Nursing Practice Assignment
NURS 6003 FG004 Scholarship and Nursing Practice Paper Assignment Brief
Course: NURS 6003 – Transition to Graduate Study for Nursing
Assignment Title: NURS 6003 FG004 Scholarship and Nursing Practice Assignment
Assignment Instructions Overview
In this assignment, you will engage with scholarly research by selecting and analyzing a peer-reviewed article that pertains to your specific area of nursing practice. This exercise is designed to enhance your ability to locate, evaluate, and utilize academic resources effectively, contributing to evidence-based practice. You will use the Walden Library to search for relevant literature and reflect on the search process, including any challenges faced and the utility of the database used.
Understanding Assignment Objectives
The primary objectives of this assignment are to:
Develop skills in identifying and accessing peer-reviewed research.
Enhance your ability to critically analyze scholarly articles.
Reflect on the process of literature search and its applicability to nursing practice.
Share insights and strategies with your peers, fostering a collaborative learning environment.
The Student’s Role
Your role in this assignment includes:
Selecting a Peer-Reviewed Article: Choose an article relevant to your practice area from the Walden Library.
Citation and Database Identification: Cite the article using proper APA format and identify the database used for the search.
Reflecting on Search Experience: Describe any difficulties encountered during the search process and evaluate the database’s usefulness.
Engaging with Peers: Respond to at least two colleagues’ posts, offering suggestions or alternative resources based on your experiences.
Competencies Measured
This assignment measures several key competencies:
Research Literacy: Ability to locate and identify peer-reviewed articles and evaluate their relevance to nursing practice.
Critical Thinking: Analyzing the content and implications of scholarly research.
Communication Skills: Effectively discussing and sharing research findings and search strategies.
Professional Development: Applying research findings to enhance nursing practice and patient care.
NURS 6003 FG004 Scholarship and Nursing Practice Paper Example
Discussion – Week 4: Using the Walden Library
Initial Post
The article I selected that pertains to my practice area, neonatal care, is titled “Effect of Community-Initiated Kangaroo Mother Care on Survival of Infants with Low Birthweight: A Randomised Controlled Trial.” The citation for the article is as follows:
Mazumder, S., Taneja, S., Dube, B., Bhatia, K., Ghosh, R., Shekhar, M., Sinha, B., Bahl, R., Martines, J., Bhan, M. K., Sommerfelt, H., & Bhandari, N. (2019). Effect of community-initiated Kangaroo Mother Care on survival of infants with low birthweight: A randomised controlled trial. The Lancet, 394(10210), 1724-1736. https://doi.org/10.1016/S0140-6736(19)32223-8
I used the PubMed database to search for this article. Initially, I encountered some difficulties in narrowing down the search results to find a relevant article specific to Kangaroo Mother Care (KMC). The challenge was primarily due to the broad range of results that the initial search yielded. To overcome this, I refined my search using specific keywords such as “Kangaroo Mother Care,” “neonatal outcomes,” and “low birthweight,” along with filters for peer-reviewed articles and randomized controlled trials.
The PubMed database is highly useful for my colleagues as it provides access to a vast collection of biomedical literature, including many full-text articles. PubMed’s robust search features, including MeSH (Medical Subject Headings) terms, allow for precise and comprehensive searches. I would definitely recommend this database to my colleagues because of its extensive repository of high-quality, peer-reviewed articles, which are essential for evidence-based practice. The database is also freely accessible, which is an added benefit for research and professional development.
References:
Mazumder, S., Taneja, S., Dube, B., Bhatia, K., Ghosh, R., Shekhar, M., Sinha, B., Bahl, R., Martines, J., Bhan, M. K., Sommerfelt, H., & Bhandari, N. (2019). Effect of community-initiated Kangaroo Mother Care on survival of infants with low birthweight: A randomised controlled trial. The Lancet, 394(10210), 1724-1736. https://doi.org/10.1016/S0140-6736(19)32223-8
Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved June 5, 2024, from https://academicguides.waldenu.edu/az.php?s=19981
Response to Colleague 1
Colleague’s Post Summary:
Your selected article, “Men, Depression, and Coping: Are We on the Right Path?” was found using the CINAHL Plus with Full Text database. You reported no difficulties in your search and found the database user-friendly and reliable.
Response:
I appreciate your detailed explanation of using the CINAHL Plus with Full Text database. It’s good to hear that you found it user-friendly and well-organized. One strategy that has worked for me in similar databases is using Boolean operators like AND, OR, and NOT to narrow down search results even further. Additionally, using specific subject headings can yield more targeted results, especially for a nuanced topic like coping mechanisms in men with depression.
Considering your positive experience, I agree that CINAHL Plus is a valuable resource for nursing professionals. Its extensive collection of peer-reviewed articles and user-friendly interface make it an excellent tool for academic and clinical research. I also find the option to limit searches to evidence-based practice particularly useful for ensuring the credibility of the information.
References:
Whittle, E. L., Fogarty, A. S., Tugendrajch, S., Player, M. J., Christensen, H., Wilhelm, K., & Proudfoot, J. (2015). Men, depression, and coping: Are we on the right path? Psychology of Men & Masculinity, 16(4), 426-438. doi:10.1037/a0039024
Response to Colleague 2
Colleague’s Post Summary:
Your article on depressive symptoms in patients with left ventricular assist devices was accessed using the CINAHL database. You found it easy to use and appreciated the filtering options for full-text articles.
Response:
Your approach to using CINAHL for locating articles on depressive symptoms in LVAD patients is commendable. Filtering for full-text articles is indeed a great way to ensure access to comprehensive data. I would suggest another useful feature of CINAHL—using the citation tracking tools. These can help you find more articles that have cited your chosen study, providing a broader view of the topic and potential new insights.
The CINAHL database’s interface and extensive nursing-focused resources make it an excellent recommendation for our peers. Its ability to filter results by publication type, peer-reviewed status, and more, ensures that we can find the most relevant and high-quality research for our practice areas.
References:
Suarez, L., Dunlay, S. M., Schettle, S. D., Stulak, J. M., & Staab, J. P. (2020). Associations of depressive symptoms of outcomes in patients implanted with left ventricular assist devices. General Hospital Psychiatry, 64, 93-98. https://doi.org/.ezp.waldenulibrary.org/10.1016/j.genhosppsych.2019.12.005
Detailed Assessment Instructions for the NURS 6003 FG004 Scholarship and Nursing Practice Paper Assignment
FG004 Scholarship and Nursing Practice
Analyze peer-reviewed research related to issues in nursing practice.
Description
Scholarship and Nursing Practice
Using the Walden Library
1-Post the following: Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not
Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources
RE: Discussion – Week 4
Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.
To Prepare:
Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
Begin searching for a peer-reviewed article that pertains to your practice area and interests you.
By Day 3 of Week 4
Post the following:
Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.
By Day 6 of Week 4
Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.
Walden University, LLC. (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author
Walden University, LLC. (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author.
Please label the replies and use the rubric
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As a nursing student, juggling assignments and class participation can be overwhelming. Seeking help enables you to submit research on time and ensures exceptional performance in your nursing research papers and assignments. Trust ReliablePapers.com for your academic success! Our online nursing essays are unmatched in both quality and affordability.
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