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Introduction to Psychology Essay Example: Write Perfectly

Introduction to Psychology Assignment Brief

Assignment Instructions Overview

In this Introduction to Psychology assignment, you will delve into the fascinating realm of human intelligence and the factors that shape it. You will explore the definitions of intelligence provided by various scholars, psychologists, and experts and investigate the multifaceted nature of this cognitive trait.

Understanding Introduction to Psychology Assignment

Your assignment’s primary focus will be to comprehend the internal and external factors that influence intelligence. You will explore the interplay between genetic predisposition and environmental influences in shaping an individual’s cognitive abilities. Furthermore, you will assess how pre-natal and post-natal environments, family dynamics, societal factors, economic status, cultural background, and gender roles impact intelligence.

The Student’s Role:

As the student, your role in this assignment is to:

• Define Intelligence: Begin by summarizing the various definitions of intelligence provided by scholars and psychologists. Highlight the common threads that run through these definitions, emphasizing the multidimensional nature of intelligence.
• Examine Intelligence Quotient (IQ): Explore the concept of Intelligence Quotient (IQ) and its measurement. Explain the deviation IQ method and the typical IQ score range in the population.
• Internal Factors: Dive into the discussion of internal factors that influence intelligence. Delve into the genetic constitution of individuals and its role in determining intelligence. Discuss the varying perspectives on the heritability of intelligence and provide examples or studies that support these perspectives.
• External Factors: Shift your focus to external factors. Categorize these factors into pre-natal and post-natal environments, home environments, societal influences, parent-child relationships, economic status, culture, and gender roles. Explain how each of these external factors can impact the development of intelligence.
• Case Studies: If available, provide case studies or real-world examples that illustrate the impact of external factors on intelligence. These examples can help solidify your understanding of the subject matter.
• Conclusion: Summarize your findings and emphasize the interconnectedness of internal and external factors in shaping human intelligence. Highlight that intelligence is a complex trait influenced by a combination of genetic and environmental factors.

Introduction

Intelligence is a complex and multifaceted trait that has intrigued scholars and psychologists for generations. Defining intelligence is no simple task, as it encompasses a wide range of cognitive abilities and adaptability to various situations. This essay delves into the concept of intelligence, discussing its definition and the factors that contribute to its development. It is widely accepted that both internal and external factors play pivotal roles in shaping an individual’s intelligence.

Definition of Intelligence

Before examining the factors influencing intelligence, it is essential to establish a working definition of the term. Numerous scholars have proposed definitions over time. Terman (1921) defines intelligence as “the ability to engage in abstract thinking,” emphasizing abstract reasoning. Pintner offers another perspective, defining intelligence as “the ability to adapt adequately to relatively new life situations,” highlighting its practical and adaptive nature. Robert J. Sternberg associates intelligence closely with reasoning and problem-solving abilities. In essence, intelligence can be understood as the capacity to apply reason to adapt to one’s environment. It involves mental abilities such as planning, problem-solving, abstract thinking, understanding complex situations, and rapid learning from daily experiences. Intelligence transcends mere academic proficiency, encompassing a deeper understanding of one’s surroundings and the ability to navigate them effectively.

Measurement of Intelligence

Intelligence is typically measured using standardized assessments, with the most common metric being the Intelligence Quotient (IQ). Psychologist William Stern introduced the concept of IQ, which is calculated using a deviation IQ method. According to this method, most individuals score within the range of 85 to 115, with only 5% of the population obtaining scores of 125 or higher.

Factors Influencing Intelligence

The development of human intelligence is influenced by both internal and external factors, and it is crucial to recognize the interconnectedness of these factors.

Internal Factors

Internal factors pertain to an individual’s genetic makeup, shaping their innate cognitive abilities and potential for intelligence. While experts debate the exact degree to which genetics influence intelligence, it is widely acknowledged that genetic factors play a significant role.

Genetics: Genetics, often considered one of the primary determinants of intelligence, has been a subject of extensive study. Researchers have conducted experiments involving twins, both fraternal and identical, as well as adopted children, to investigate the heritability of intelligence. While some argue that intelligence is highly heritable (Herrnstein and Murray), others suggest a more balanced view (Devlin, Daniels, and Roeder; Plomin). It is evident that genetic factors contribute to intelligence, but they do not provide a comprehensive explanation.

External Factors

External factors encompass the environment and experiences an individual encounters throughout their life. These factors significantly shape cognitive development and intelligence.

Pre-natal Environment: The health and well-being of the expectant mother during pregnancy are critical for the child’s development. Factors such as nutrition, emotional and psychological state, and substance use during pregnancy can impact the child’s mental health. Proper nutrition positively affects the child’s mental health, while maternal stress and substance abuse can lead to issues such as irritability, insomnia, and decreased appetite in the child.

Post-natal Environment: The environment in which a child is raised greatly influences their intelligence. A nurturing and stimulating home environment fosters curiosity and accelerates learning, while a hostile or stressful environment hinders intellectual growth. Parent-child relationships also play a pivotal role, as children raised in loving and supportive homes tend to explore their abilities and learn more efficiently.

Societal Influences: The broader societal context in which a child grows up can impact their intellectual development. Environments that fail to stimulate cognitive growth can lead to lower intelligence quotient (IQ) scores. Studies have shown that changes in a child’s environment can have a profound impact, with children transferred from less stimulating environments to more enriching ones displaying increased intelligence over time.

Economic Status: Economic disparities can significantly influence a child’s intelligence. Children from affluent families often have access to better nutrition, education, and opportunities, leading to higher IQ scores. Economic status also affects learning attitudes and problem-solving approaches, further shaping intelligence levels.

Race and Culture: Some studies have suggested variations in intelligence levels among different racial and cultural groups. These differences may result from varying attitudes, problem-solving approaches, exposure levels, and societal stimuli. However, it is essential to recognize that these differences are often influenced by socioeconomic factors.

Gender Influences: Gender biases can impact intelligence testing, with societal expectations sometimes leading to lower scores for girls. Modern societies are gradually moving away from such biases, as informed teachers and educational systems strive to provide equal opportunities for all children.

Conclusion

In conclusion, intelligence is a multifaceted trait that defies a singular definition. It encompasses the ability to reason, solve problems, think abstractly, comprehend complex situations, and learn from experiences. Intelligence is influenced by both internal and external factors, with genetics and the environment playing intertwined roles in shaping an individual’s cognitive abilities. Recognizing the interconnectedness of these factors is essential for understanding the complex nature of intelligence and its development.

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C920 NURS 6003 Developing Course Elements Paper Example

C920 NURS 6003 Developing Course Elements Paper Assignment

C920 NURS 6003 Contemporary Curriculum Design and Development in Nursing Education Course

C920 NURS 6003 Developing Course Elements Paper Assignment Brief

Assignment Instructions Overview

This assignment focuses on designing key elements of a nursing education course that enhances student learning and skill development. You will develop course modules that incorporate instructional design principles, scenario-based learning, and evidence-based educational strategies. The goal is to create an engaging and intellectually stimulating environment that prepares students for contemporary nursing practice.

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Understanding Assignment Objectives

This task requires the development of three unique course modules within an eight-week nursing course titled The Role of the BSN Nurse in Promoting Community Health. Each module should include:

• A title and topic relevant to community health nursing.
• Measurable course objectives that define what students will learn.
• Student learning outcomes that describe demonstrable skills or knowledge students will acquire.
• A content overview outlining key topics and their connection to learning outcomes.
• Learning resources that supplement instructional materials, utilizing various sources.
• Scenario-based learning activities to enhance skill development and reflective practice.

Additionally, a formal narrative paper is required, justifying course design decisions, learning theories applied, and the effectiveness of chosen learning resources and activities.

The Student’s Role

As the lead faculty member for the course, you are responsible for:

• Designing structured and meaningful online learning experiences.
• Integrating evidence-based instructional strategies to support student success.
• Aligning course components with nursing education competencies.
• Ensuring that course content is relevant to contemporary nursing practice.
• Justifying the effectiveness of course elements in fostering critical thinking and professional skill development.

Competencies Measured

The assignment evaluates your ability to design and develop course elements that meet the following competencies:

• Designing and Developing for the Future – Creating a stimulating and challenging intellectual environment that fosters nursing knowledge and competency development.
• Designing and Developing for Quality – Incorporating instructional design models and continuous improvement strategies to promote safe, high-quality patient care through nursing education.
• Designing and Developing for Nursing Practice – Implementing scenario-based learning approaches that support skill development and reflective practice.
• Designing and Developing for Knowledge Acquisition – Using contemporary educational principles and evidence-based research to enhance student-centered learning and achievement of learning outcomes.

Check out another task that our nursing essay writing services have assisted another student on C921 NURS 6004 Developing Course Assessments Paper Example.

C920 NURS 6003 Developing Course Elements Paper Example

Developing Course Elements: The Role of the BSN Nurse in Promoting Community Health

Course Description

The course “The Role of the BSN Nurse in Promoting Community Health” is designed to prepare nursing students to effectively engage with diverse communities and address public health challenges. Through an evidence-based and student-centered approach, this course provides an overview of community health nursing, emphasizing the role of the BSN nurse in health promotion, disease prevention, and patient advocacy. Students will develop essential skills in community assessment, intervention planning, and interprofessional collaboration. By the end of the eight-week course, students will be equipped with the competencies necessary to contribute to public health initiatives and address social determinants of health.

Module 1: Introduction to Community Health Nursing

Course Objectives

1. Define the role and scope of community health nursing in modern healthcare.
2. Examine the historical evolution and future trends in community health nursing.
3. Identify key public health initiatives that impact community health nursing practice.

Student Learning Outcomes

• Summarize the roles and responsibilities of a community health nurse.
• Analyze the impact of historical developments on contemporary community health nursing.

Content Overview

This module provides an introduction to community health nursing, exploring the foundational principles and responsibilities of nurses in community settings. Students will examine the historical roots of community health nursing, including significant public health movements and policy changes. A discussion on the evolving role of community health nurses in addressing population health needs will be included, linking theory to practice through case studies and real-world applications.

Learning Resources

• Holsinger, J. Jr., & Scutchfield, F. (2021). Contemporary Public Health: Principles, Practice, and Policy. University Press of Kentucky.
• NHS Health Centers (2020). Nursing in the community. [Video]. YouTube.

Scenario-Based Learning Activity

Students will participate in a small group discussion where each group is assigned a different historical public health event that shaped community health nursing. Groups will present their findings, focusing on how past events influence present-day community health nursing practices.

Module 2: Community Assessment and Public Health Interventions

Course Objectives

1. Explain the principles of community assessment in nursing practice.
2. Identify key social determinants of health that impact community health outcomes.
3. Develop strategies for effective public health interventions.

Student Learning Outcomes

• Conduct a basic community health assessment using evidence-based tools.
• Propose an intervention plan to address an identified community health need.

Content Overview

This module focuses on the importance of assessing community health needs and implementing public health interventions. Students will learn about data collection methods, including surveys, interviews, and epidemiological tools. The module will explore social determinants of health and their influence on health disparities. Practical case studies will illustrate effective intervention planning and execution.

Learning Resources

• World Health Organization (2022). Community Health Assessment Toolkit. WHO Publications.
• Centers for Disease Control and Prevention (CDC) (2021). Social Determinants of Health: Definitions and Implications. CDC Website.

Scenario-Based Learning Activity

Students will complete a simulated community health assessment using online public health data. They will identify key health concerns and propose a tailored intervention strategy for improving health outcomes within a selected population.

Module 3: Health Promotion and Disease Prevention in the Community

Course Objectives

1. Evaluate evidence-based health promotion strategies used in community settings.
2. Develop culturally competent approaches to disease prevention.
3. Explore the role of technology in community health education.

Student Learning Outcomes

• Design a health education campaign tailored to a specific community.
• Assess the effectiveness of a selected disease prevention strategy.

Content Overview

This module explores methods for promoting health and preventing disease in diverse populations. Students will examine best practices in health promotion and the role of community partnerships in fostering sustainable health initiatives. Culturally competent care and ethical considerations in public health education will also be addressed. The module will highlight the increasing role of digital tools in community health outreach.

Learning Resources

• Healthy People 2030 (2023). National Health Promotion Objectives. U.S. Department of Health and Human Services.
• Online Course Module: Digital Strategies for Community Health Outreach (2022).

Scenario-Based Learning Activity

Students will create a health promotion campaign addressing a prevalent public health issue (e.g., smoking cessation, diabetes prevention). They will design educational materials and propose an implementation plan suitable for an online or in-person community setting.

Justification of Course Elements

Intellectually Stimulating Learning Environment

The course is designed to challenge students through interactive and reflective learning activities. The use of scenario-based learning, real-world case studies, and collaborative discussions fosters critical thinking and problem-solving skills. By engaging with contemporary public health issues, students enhance their ability to apply theoretical knowledge in practical settings.

Learning Theory Application

One student learning outcome from Module 1—summarizing the roles and responsibilities of a community health nurse—aligns with the constructivist learning theory. This theory emphasizes knowledge acquisition through active engagement and personal experience. The use of small-group discussions and reflective practice supports students in constructing new knowledge by integrating prior learning with newly acquired concepts.

Justification of Learning Resources

Each learning resource was selected for its relevance and ability to engage students in critical thinking. The textbook chapter provides foundational knowledge, while digital resources such as videos and toolkits offer real-world perspectives. The diversity in resource types ensures that students with different learning preferences can access content in a meaningful way.

Support for Student Skill Development and Reflective Practice

The scenario-based learning activities encourage students to apply theoretical knowledge to practical situations, promoting skill development in assessment, intervention planning, and health education. These activities also encourage reflective practice, as students evaluate their decision-making processes and adapt their strategies based on peer feedback and evidence-based guidelines.

Conclusion

This course is structured to equip nursing students with the essential competencies for community health practice. By incorporating interactive learning experiences, diverse educational resources, and evidence-based methodologies, the course fosters a dynamic and engaging learning environment. Through scenario-based activities and reflective discussions, students will be prepared to address real-world public health challenges and make meaningful contributions to community health nursing.

References

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Centers for Disease Control and Prevention (CDC). (2021). Social Determinants of Health: Definitions and Implications.

Holsinger, J. Jr., & Scutchfield, F. (2021). Contemporary Public Health: Principles, Practice, and Policy. University Press of Kentucky.

NHS Health Centers. (2020). Nursing in the Community [Video]. YouTube.

World Health Organization (WHO). (2022). Community Health Assessment Toolkit. WHO Publications.

Detailed Assessment Instructions for the C920 NURS 6003 Developing Course Elements Paper Assignment

MHP2 — MHP TASK 1: DEVELOPING COURSE ELEMENTS

CONTEMPORARY CURRICULUM DESIGN AND DEVELOPMENT IN NURSING EDUCATION — C920 PRFA — MHP2 

TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

7055.1.1 : Designing and Developing for the Future

The graduate creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2 : Designing and Developing for Quality

The graduate incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high quality course design in a nursing education environment to promote safe and quality patient care.

7055.1.3 : Designing and Developing for Nursing Practice

The graduate develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4 :  Designing and Developing for Knowledge Acquisition

The graduate develops course elements based on contemporary educational principles and evidence-based research that facilitate student-centered learning and achievement of learning outcomes.

INTRODUCTION

Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies.

SCENARIO

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules

should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities.

REQUIREMENTS

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

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

1. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course.

Note: Prompts B through F will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through G. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules.

1. Provide a title for each
2. Develop three measurable course objectives for each module that describe what the students will learn in the module.
3. Develop two measurable student learning outcomes for each module that describe what the student will be able to do at the end of the module to demonstrate learning.
4. Develop a brief content overview for each module that describes each topic that will be covered in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D.
5. Identify a unique learning resource for each module that will supplement your course materials and facilitate student learning. Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article).
6. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice.

Note: A formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4.

2. Use the information in your weekly course modules to complete the following:
   1. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies.
3. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment.
4. Justify why each learning resource from part F is best-suited for your course.
5. Justify how one scenario-based learning activity from part G will support student skill development and encourage reflective practice.
6. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.
7. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

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

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

RUBRIC

A:COURSE DESCRIPTION

B:MODULE TITLES

C:COURSE OBJECTIVES

D:STUDENT LEARNING OUTCOMES

 E:CONTENT OVERVIEWS

F:LEARNING RESOURCES

 G:LEARNING ACTIVITIES

 H1:LEARNING ENVIRONMENT

H2:LEARNING THEORY

 H3:LEARNING RESOURCE JUSTIFICATION

 H4:SCENARIO-BASED  LEARNING  ACTIVITY

I:APA

 J:PROFESSIONAL  COMMUNICATION

This Document for C920 is aligned with your Assessment Instructions for this Task. It included additional clarifying information so please review while you are working on the Task for MHP- 2 C920

 CONTEMPORARY CURRICULUM DESIGN & DEVELOPMENT IN NURSING EDUCATION

 Competencies:

7055.1.1: Designing and Developing for the Future – The graduate creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2: Designing and Developing for Quality – The graduate incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high quality course design in a nursing education environment to promote safe and quality patient care.

7055.1.3: Designing and Developing for Nursing Practice – The graduate develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4: Designing and Developing for Knowledge Acquisition – The graduate develops course elements based on contemporary educational principles and evidence- based research that facilitate student-centered learning and achievement of learning outcomes.

Task 1: Developing Course Elements

Introduction:

Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies.

Scenario:

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

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

1. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course. Your course description should include the module topics along with how the course aligns with professional standards (contemporary educational principles).

Note: Prompts B through G will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through

1. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules.
2. Provide a title for each
3. Develop three measurable course objectives using SMART criteria for each module that describe what the students will learn in the module. Please use the Bloom’s taxonomy with one action verb to develop the course objectives. The Bloom’s table is in the course tips. Review Course of Study unit 4 page 23 including essential readings.
4. Develop two measurable student learning outcomes using SMART criteria

for each module that describe what the student will be able to do at the end of the module to demonstrate learning.

1. Develop a brief content overview for each module that describes each the topics topic that will be covered in the module. This is a synopsis of the topics that will be presented in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D.
2. Identify a unique learning resource for each module that will support your course content and facilitate student learning (Active learning strategy?). Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article).
3. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice. Provide sufficient detail about the context-relevant scenario, including clear and precise instructions to be able to complete the activity without additional directions

Note: A separate formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4.

1. Use the information in your weekly course modules to complete the following:
2. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies.
3. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment. You will discuss challenges that are unique to the online learning environment to achieving that student learning outcome and provide specific examples of how to address each of those challenges.
4. Justify why each learning resource from part F is best suited for your course.
5. Justify how one scenario-based learning activity from part G will support skill development and reflective practice. Your justification should include:
   • A description of skills that the scenario-based context relevant activity is intended to develop (may be derived from established research, educational principles, or logical reasoning).
   • How scenario-based context relevant scenarios facilitate student learning.
   • The elements of the scenario-based context relevant activity that promote reflective practice.

1. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.

Task Tips for C920

As you get started in C920, please be sure to review your Course of Study, learning resources, Course Tips, recorded cohort, and assessment instructions. In the Task for this course, you will be continuing to work o n the Community Health Nursing Course you began in C919. You will select 3 out of 8 course modules, and more fully develop each of these modules. There is a template in your Course Tips, be sure to use this template to build each of your three course modules (you will be submitting 3 templates). After completing the template for each of the three modules, then start working on your narrative paper.

Course Outline Template for C920

919. Course Description – For each module, you will be providing the Course Overview (which should be more detailed than the 75 word overview provided in C919). Your Course Overview will be the same for each of the modules. Remember to include all the module topics from your original Course Outline and be sure to reference back to the professional standards or guidelines you discussed in C919. Discuss how your course overview aligns with the professional standards (AACN Essentials, Quad Council, QSEN, or ACEN). Be sure to reference your professional standards at the end of each of your module templates. (No word limit)

1. Module Titles – Within the template, you will provide the Title of your Module, this title can be the same title you gave your module in C919 but you may modify it if you choose to.
2. Course Objectives and D. Student Learning Outcomes – The primary difference between course objectives and student learning outcomes is that course objectives focus on student acquisition of knowledge and skills over the time spent in the entire course; student learning outcomes focuses on student acquisition of knowledge and skills over a unit of study or the module. Course Objectives and Student Learning Outcomes should contain the following 4 components:
   1. The Condition– ie: After completing the module or the course (module for SLOs and Course for COs)
   2. The student (learner) will be able to…..
   3. Behavior which is your Action verb from Bloom’s Taxonomy – What will the student be able to do or demonstrate? (insert one Action Verb) such as describe, explain, apply, analyze as appropriate to the cognitive level
   4. Criterion – what will the student be able to do after completing the module or course? ie:

The student will be able to describe four social determinants of health within a community setting.

Example of a Student Learning Outcome: After completing the module, the student will be able to describe four social determinants of health within a community.

Example of a Course Objective: After completing the course, the student will be able to

analyze  (higher cognitive level) the impact social determinants have on the health of a community

It is important to keep your Course Objectives and Student Learning Outcomes clear, distinct and measurable statements.

Course Objectives are written using action verbs f rom Blooms Taxonomy at the higher cognitive level such as applying, analyzing, or evaluating levels. This is because the knowledge related to that specific module is higher at the end of the course. So, your course objectives are what the student’s are expected to be able to do or demonstrate at the end of the entire course, are more broad, and are specific to the knowledge related to the module but at a different point in time.

The Student Learning Outcomes are what the students are expected to be able to do or demonstrate right after you have taught the module, so the cognitive level is at the Remembering or Understanding levels, since this is the knowledge expected right after the module has been taught. In the course tips, there is a Bloom’s taxonomy list. We recommend this list be used in the development of your course objectives and student learning outcomes as you work on completing your Course Outline Template. Keep in mind that you should use only ONE ACTION VERB in each of your course objectives and student learning outcomes. In the cohort as well as in the course of study in Unit 4 there are excellent resources to help support your efforts in the development of these two concepts.

Please review the following learning resource: Bastable, Nurse as Educator Chapter 10 pg 428-432. Also be sure to review the Cohort Recording in the Course Tips!

1. Content Overviews – In this section of the template, you will provide a detailed overview of the Content that will describe what you will be teaching in each specific module. Be sure to indicate the topics and/or main areas of focus that you will be teaching in each specific module. This is about what your students will learn in each module. You can get some great insights about what the content for modules should be by looking at community health textbooks (i.e. check Amazon for textbooks and review); look at websites – i.e. the CDC website (https://www.cdc.gov/ )

or Healthypeople website (https://www.healthypeople.gov/) are excellent resources. Be sure that each content overview connects each topic to one student outcome in the module, be detailed in the description and be clear which student learning outcome you are discussing and how it aligns with the content you will be teaching.

1. Learning Resources – You will provide at least one learning resource for each of the 3 modules (this resource may be in the form of a textbook, website, research article etc…) You will need to have two different types of learning resources overall. Remember to utilize just one resource per module, but at least two different types across all three modules. Please be sure to reference each of your learning resources using APA formatting.
2. Scenario Based Learning Activities – In this section of the template, you will describe the scenario based learning activity that you will be providing to the student. Billings and Halstead book – chapter 10 – starting on page 163 has great information on designing learning experiences.

Describe the scenario ( you will need to describe that in detail such as the case study, description of a community, role play scenario or simulation) that you will base your activity on, then indicate what the activity will be to follow, such as: follow up questions, short paper, reflection, community

assessment etc… based on that scenario.  Some examples of scenario based learning activities may include: case studies with questions that follow, role play with debriefing or reflection questions,

simulation, conducting a windshield survey based on observations of a community setting etc. Scenario

Based means that you are actually providing the students with a real like lif e scenario (context based) to work through. This description should be so detailed that any student and/or any faculty

member would be able to carry out the learning activity and know exactly what to do. Scenario based

activities engage the student in the activity to facilitate deeper learning. Quizzes alone, questions alone, powerpoint presentations, papers, tests, gaming are not scenario based activities unless these activities are based on a scenario that you create.

Narrative APA formatted Paper

H1. Learning Environment

In this section you include a discussion of each of the 3 modules (one paragraph per module) providing an explanation and examples of how each of the elements within each particular module (the learning resources and learning activity) will challenge, stimulate and promote nursing knowledge, skills and competencies of the students. Be sure to use the words “knowledge, skills, and competencies” within your discussion for each course module and address each of these elements (K,S,A). How will the learning resource and learning activity for each module build the knowledge, skills, and competencies of the student?

H2. Learning Theory

In this section, you will need to select a Learning Theory and link it to one of your student learning outcomes. Refer to your COS Unit 5, Billings and Halstead, Teaching in Nursing pg. 212, and Iwasiw & Goldenberg, Curriculum Development in Nursing Education Chapter 10 for information on learning theories. Some examples include: Constructivism, Cognitivism, Social Learning Theory, Humanism, Situated Learning etc… Discuss the Learning Theory your selected and demonstrate how that particular learning theory can be used to support the student learning outcome.

You will then discuss how the online learning environment can pose challenges to achieving that student learning outcome and provide examples of how to address each of these challenges (Time,

flexibility, accessibility to resources, use of various teaching strategies).

H3. Learning Resource Justification

In this section, you will need to discuss each learning resource (ie. Website, peer reviewed article, textbook, video etc…) for each of your modules and discuss how that specific resource supports the course elements in the module. Be sure to cite each resource and discuss how it supports or aligns with your module topic and content. Think about how that resource will enhance learning of the content, achievement of the student learning outcomes, promote critical thinking, meet various learning styles of the student, enhance knowledge and skills etc…

H4. Scenario Based Learning Activity

Several elements need to be addressed in this section. You will select one of your scenario based learning activities and discuss the following:

1. How is the learning activity context based? What context or scenario did you create for the student to make the activity more engaging and life like?
2. How does context based learning scenarios facilitate or enhance learning? Refer to C919 pg. 8 for a refresher on context based learning
3. How does your learning activity encourage reflective practice and describe the elements of the learning activity that involve student reflection.

Be sure to include citations and/or logical reasoning to provide the justification in this section as you address a, b, and c.

C920 Frequently Asked Questions

1. Where can I find the welcome letter for the course?
   1. The welcome letter is located under “Course Tips.”

2. Is there a cohort for C920?
   1. You may enroll in the C920 cohort directly from the Course of Study under “Explore Cohort Offerings” tab. Your attendance and participation may facilitate your understanding of course content and success in the course.

3. Which three (3) modules from the C919 course should I use for the C920 PA?
   1. It’s up to you which 3 modules you select for the C920 course. Choose wisely;

look at modules that you have a good grasp of the concepts which are discussed in the module. Keep in mind that you will be developing assessments for these modules in C921.

5. Can I change or modify the course objectives (C0) and student learning outcomes (SLO) that I developed in C919?
   919. Yes, you may change or revise the CO and SLOs that you developed in C919.

6. Do I have to follow APA format for the tables (A to G)
   1. No, you do not have to follow APA format in completing the tables (template); however, if you cite a source, you may indicate the reference citation using APA format on the bottom of the table.

7. What does it mean to develop course elements?
   1. Course elements are present in all academic courses. You began the development of course elements in the C919 course, now in C920 you will continue to develop those elements. To review, course elements include the following:
      • The title of your course
      • your course description
      • CO and SLOs
      • Content overview of your course
      • Learning strategies/methods
      • Learning resources
      • Course assessments – the development of formative and summative assessments is the focus of the C921 course

Helpful resources in the COS include Iwasiw’s eBook, Curriculum Development in Nursing Education, chapter 13 (Creating courses for an evidence informed, conext- relevant unified program); and Bastable’s eBook, Nurse as Educator, chapter 10 on writing behavioral objectives. Be sure to review pg. 32 in the COS which provides an excellent introduction to building a course.

8. What are Scenario-based learning activities?
   1. They are learning activities designed to fully engage students using realistic scenarios. They are active, learner centric, interactive activities that are great for developing skills such as communication, collaboration, reflection and critical thinking. Excellent resources in the COS for developing scenario based learning activities include:
      • Iwasiw’s eBook, Curriculum Development in Nursing Education, chapter 13; specifically the topic on strategies to ignite learning, starting on page 348

• Billings and Halsted’s eBook, Teaching in Nursing, chapter 15 (Strategies to promote student engagement and active learning).
• You may want to review the C919 COS on p. 24, there’s a discussion on scenario based learning activities along with an excellent article, ‘Seeing the bigger picture through context-based learning.’

9. Q. Please suggest a resource to use for the learning theories section of the paper.
   1. Almost all of your textbooks have a section on learning theories, however, the

Billings and Halstead’s eBook, provides an excellent layout of learning theories with implications for nursing education. This is found in chapter 13, Theoretical Foundations of Teaching and Learning.

10. What should I do if I have a task revision?
    1. While every student’s needs will be different, here is a generalized plan for working with revisions. We recommend that you work with your Course Instructor for

your individualized needs.

Revisions:

• Units of study should be reviewed for content areas where performance competency was not met;
• Carefully review and complete the evaluator’s guidance for revising the task;
• Meet with your course instructor for any questions about the revision(s);
• When competency is not achieved in APA or professional communication, please schedule an appointment with the Writing Center. Be sure to bookmark your APA manual on your computer and use this as you work on revisions.
• Grade yourself with the rubric prior to resubmitting the task.

Locked task:

• Meet with your course instructor
• For content revisions on locked task, you must meet with your course instructor; for APA and/or professional communication revisions, you must meet with an instructor from the writing center;
• After meeting with your course instructor, and your understanding regarding the revisions is verified, your Task will be unlocked.

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NURS 6051/5051 TN005 The Role of the Nurse Informaticist in Systems Development and Implementation Portfolio Assignment Example

NURS 6051/5051 TN005 Module05 The Role of the Nurse Informaticist in Systems Development and Implementation Portfolio Assignment

NURS 6051/5051 TN005 The Role of the Nurse Informaticist in Systems Development and Implementation Portfolio Assignment Brief

Course: NURS 5051 – Transforming Nursing and Healthcare Through Technology

Assignment Title: NURS 6051/5051 TN005 Module05 The Role of the Nurse Informaticist in Systems Development and Implementation Portfolio Assignment

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Assignment Overview

In NURS 5051, the student is expected to explore the pivotal role of the nurse informaticist in the development and implementation of healthcare systems. This assignment provides you with an opportunity to dig deeper into this crucial aspect of nursing and health informatics. You will examine the various stages of the Systems Development Life Cycle (SDLC) and analyze the nurse informaticist’s role in each phase, from planning and requirements definition to post-implementation support.

Understanding NURS 5051: The Role of the Nurse Informaticist in Systems Development and Implementation

In this course, nursing students will explore the dynamic field of health informatics, focusing on the nurse informaticist’s integral part in enhancing healthcare through technology. As healthcare systems continue to evolve, the need for experts who can bridge the gap between clinical practice and technology becomes increasingly essential. NURS 5051 equips you with the knowledge and skills required to be that bridge.

The Student’s Role

For this assignment, you will take on the role of a nurse manager in a healthcare unit where a new nursing documentation system is to be implemented. Your task is to ensure that this system is not only usable but also acceptable to the nurses who will be directly impacted by it. You must understand that a nurse leader is crucial on the implementation team for health information technology.

You Can Also Check Other Related Assessments for the NURS 5051 – Transforming Nursing and Healthcare Through Technology Course:

NURS 6051/5051 TN001 Module01 The Nurse Leader as Knowledge Worker Assignment Example

NURS 6051/5051 TN002 Module02 The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies Assignment Example

NURS 6051/5051 TN003 Module03 Big Data Risks and Rewards Discussion Assignment Example

NURS 6051/5051 TN004 Module04 The Use of Clinical Systems to Improve Outcomes and Efficiencies Literature Review Assignment Example

NURS 6051/5051 TN006 Module06 Policy/Regulation Fact Sheet Assignment Example

NURS 6051/5051 TN005 The Role of the Nurse Informaticist in Systems Development and Implementation Portfolio Assignment Example

Introduction

The digital and technological revolution has ushered in a new era of possibilities in healthcare, particularly in the field of health informatics. This transformation has brought about remarkable advancements, making patient records more accessible and organized, proliferating evidence-based treatment approaches, and simplifying communication among healthcare organizations (Ehrler et al., 2019; Haupeltshofer et al., 2020). As a result, nursing and medical care facilities are under increasing pressure to continue the digitization of their professional workflows to enhance patient outcomes and clinical efficiencies. This paper aims to explore the pivotal role nurses play in the implementation of a documentation system by utilizing the System Development Life Cycle (SDLC) as a guiding framework.

Planning and Requirements Definition

In the initial phase of the SDLC, which involves planning and requirements definition, the nurse informaticist’s responsibilities are multifaceted (Kim et al., 2020). They serve as the linchpin between clinical practice and technological innovation. Firstly, they collaborate with cross-functional teams to establish inter-collaborative goals and milestones, emphasizing teamwork as a driving force behind successful project execution. Secondly, nurse informaticists work diligently to formulate the clinical, technical, and safety requirements of the system, ensuring that it aligns with the overarching project goals. Additionally, they take on the critical task of performing safety and feasibility assessments, gauging the practicality and viability of the project.

One of the distinctive features that make nurses indispensable in this phase is their intimate familiarity with patient interactions and clinical care (Haupeltshofer et al., 2020). As the primary caregivers at the frontline of healthcare, nurses possess invaluable insights into patient experiences, challenges, and the delivery of quality care. Their involvement in planning ensures that the documentation system is tailored to meet the specific needs of clinical practice. By directly engaging nurses in the decision-making process, it becomes possible to determine the optimal system design, data architecture, and information flow, ultimately enhancing workflow efficiency. When nurses perform at their best, clinics and patients are more likely to experience improved efficiencies and outcomes.

Analysis

The analysis phase of the SDLC is characterized by comprehensive fact-finding and evaluation (Dai et al., 2021). During this stage, nurses contribute significantly to defining system requirements, encompassing technical, safety, clinical, and medical aspects. After initially defining the scope of the problem, nurses engage in the critical task of re-evaluating proposed policies and requirements to ensure their alignment with the project’s primary objectives. They delve into activities such as gap analysis, the development of system proposal documents, the creation of functional design documents, and the specification of technical hardware requirements.

This phase marks a pivotal turning point for nurse informaticists as their roles become increasingly well-defined (Ehrler et al., 2019). They must not only develop recommendations for the way forward but also provide comprehensive risk assessments to ensure the safety and effectiveness of the proposed system. Their analytical skills and clinical expertise become instrumental in shaping the foundation of the system, which will underpin its success in the subsequent phases of development.

Design of the New System

During the design phase, nurse informaticists scrutinize the technical intricacies of the new information and documentation system (Ehrler et al., 2019). This encompasses aspects such as data architecture, hardware specifications, software configuration, networking infrastructure, data retrieval mechanisms, user interface design, and archiving protocols. In this phase, collaboration with various stakeholders, including informatics nurses, IT specialists, vendors, and other relevant parties, is paramount.

The nurse informaticist’s role takes on a distinctly inter-collaborative nature (Ehrler et al., 2019). They actively assess and evaluate various system alternatives, formulate and assess design specifications, conduct rigorous risk assessments, and prepare essential documentation for inspection and approval. Moreover, they engage in discussions with stakeholders to discuss and implement plausible security recommendations for the system. This collaborative approach ensures that the new system is technically robust, aligns seamlessly with organizational goals, and maintains a high level of security, setting the stage for a successful implementation phase.

Implementation

The implementation phase is a critical juncture in the SDLC, marked by a collaborative approach involving clinical and technical stakeholders in the system proposal (Kim et al., 2020). During this phase, the physical design of the system takes precedence, and responsibilities are shared among the inter-collaborative members. These responsibilities encompass defining and inputting system components, including controls, procedures, input mechanisms, output configurations, and databases. Additionally, rigorous testing of the system’s functionality takes place, with a focus on assessing and evaluating its performance and identifying potential system issues and risks.

Notably, nurse informaticists play a pivotal role in ensuring the seamless transition from design to implementation. They become instrumental as training facilitators for the organization’s healthcare workforce, ensuring that staff becomes proficient in utilizing the new system effectively. Furthermore, nurse informaticists maintain open lines of communication between employees and management, fostering an environment where user input is actively collected. This user input is integral to optimizing and customizing the system to enhance workflow efficiency and user satisfaction. An example of their contribution includes making safety rounds to detect workflow and system concerns, a practical technique that nurses employ to refine and improve the overall system (Kim et al., 2020).

Post-Implementation Support

The post-implementation phase serves as the maintenance and support stage, where the nurse informaticist’s significance remains paramount (Haupeltshofer et al., 2020). During this period, they shoulder the responsibility of providing ongoing support and delivering proper training to staff members. Organizing awareness programs and training sessions for the organization’s staff promotes competency development, knowledge acquisition, and understanding of the technology’s implications.

This active engagement by nurse informaticists ensures that staff not only accepts but also complies with the new system. The result is increased contentment among staff and adherence to best practices, which contributes to improved patient care and clinical outcomes. Nurse informaticists also collaborate with other inter-collaborative team members to establish a continuous evaluation and assessment mechanism. This mechanism identifies potential problems and underscores the necessity for continual database updates and maintenance (Haupeltshofer et al., 2020). In doing so, nurse informaticists minimize the negative repercussions of technological failures, ensuring the sustained success and efficiency of the implemented system.

Conclusion

In conclusion, the role of the nurse informaticist in systems development and implementation is multifaceted and indispensable in the ever-evolving landscape of healthcare informatics. Throughout the SDLC phases, from planning and requirements definition to post-implementation support, nurse informaticists contribute significantly to the successful adoption and integration of technology in healthcare settings. Their ability to bridge the gap between technology and patient care, their intimate knowledge of clinical practice, and their analytical skills make them invaluable assets in the quest for improved healthcare outcomes through the integration of health information technology. As healthcare continues to evolve, nurse informaticists will play a central role in driving innovation and improving patient care.

Detailed Assessment Instructions for the NURS 6051/5051 TN005 The Role of the Nurse Informaticist in Systems Development and Implementation Portfolio Assignment

Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

To Prepare:

• Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
• Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages not including the title and reference page)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

• Planning and requirements definition
• Analysis
• Design of the new system
• Implementation
• Post-implementation support
• Use APA format and include a title page and reference page.
• Use the Safe Assign Drafts to check your match percentage before submitting your work.

By Day 7 of Week 10

Submit your completed Role Description.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
• Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 10 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 “WK10Assgn+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.

Learning Resources

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 9, “Systems Development Life Cycle: Nursing Informatics and Organizational Decision Making” (pp. 175–187)
• Chapter 12, “Electronic Security” (pp. 229–242)
• Chapter 13, “Workflow and Beyond Meaningful Use” (pp. 245–261)

Agency for Healthcare Research and Quality. (n.d.a). Health IT evaluation toolkit and evaluation measures quick reference guide. Retrieved January 26, 2022, from https://digital.ahrq.gov/health-it-evaluation-toolkit

Agency for Healthcare Research and Quality. (n.d.b). Workflow assessment for health IT toolkit. Retrieved January 26, 2022, from https://digital.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit

Required Media

Louis, I. (2011, August 17). Systems development life cycle (SDLC) [Video file]. Retrieved from https://www.youtube.com/watch?v=xtpyjPrpyX8

Laureate Education (Producer). (2018). Interoperability, Standards, and Security [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Managing Health Information Technology [Video file]. Baltimore, MD: Author.

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D119 NURS 6830 Pediatric Primary Care for the Advanced Practice Nurse Paper Example

D119 NURS 6830 Pediatric Primary Care for the Advanced Practice Nurse Assignment

D119 NURS 6830 Pediatric Primary Care for the Advanced Practice Nurse Assignment Brief

Assignment Instructions Overview

This assignment requires students to develop a comprehensive Growth and Development Care Plan for a pediatric patient. The care plan should address the patient’s medical history, growth and development stages, nursing diagnoses, interventions, and expected outcomes. The goal is to integrate theoretical knowledge with practical nursing care principles to assess and promote optimal development in pediatric patients.

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Understanding Assignment Objectives

The objective of this assignment is to apply nursing principles in pediatric primary care, ensuring holistic assessment and intervention planning. Students will:

• Evaluate the patient’s physical, cognitive, and psychosocial development against expected milestones.
• Identify deviations from normal growth patterns.
• Develop individualized nursing care plans based on the patient’s needs.
• Implement and justify nursing interventions that support growth, safety, and overall well-being.
• Utilize evidence-based practice to guide decision-making.

The Student’s Role

Students will assume the role of an Advanced Practice Nurse (APN) in pediatric primary care, demonstrating expertise in:

• Conducting a thorough health assessment, including patient demographics, birth history, immunization status, and developmental screenings.
• Identifying key nursing diagnoses related to the patient’s condition and growth.
• Planning and prioritizing interventions that are developmentally appropriate.
• Assessing patient outcomes and making adjustments to the care plan based on progress.
• Addressing patient education needs, including discharge planning and caregiver instructions.

Competencies Measured

This assignment evaluates critical nursing competencies, including:

• Patient Assessment & Data Collection – Gathering and analyzing subjective and objective data to inform clinical decision-making.
• Growth and Development Analysis – Comparing the patient’s development against expected age-related norms.
• Nursing Diagnosis Formulation – Utilizing NANDA-approved nursing diagnoses to establish a structured care plan.
• Intervention Planning & Implementation – Developing targeted, evidence-based interventions to address identified patient needs.
• Outcome Evaluation – Measuring patient progress against established SMART goals.
• Safety and Discharge Planning – Ensuring appropriate education and preparation for home care following hospitalization.
• Professional Documentation – Presenting a well-organized, evidence-based care plan that meets nursing standards.

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D119 NURS 6830 Pediatric Primary Care for the Advanced Practice Nurse Paper Example

Patient Demographics and Medical Diagnosis

Patient Name: [Patient Name]

Sex: Female

Age: 3 years, 2 months

Date of Birth: [DOB]

Room: [Room Number]

Medical Diagnosis: Developmental Delay with Chronic Respiratory Failure

Birth History:

• Premature birth (28 weeks gestation)

Prior Hospitalizations:

• No significant hospitalizations on record

Prior Surgeries:

• G-tube placement
• Tracheostomy placement
• Ventriculoperitoneal (VP) shunt placement

Immunization Status:

• Up-to-date as per CDC guidelines
• DTaP: Last dose on 01/15/23
• Hib: Last dose on 12/10/22
• MMR: Last dose on 02/20/23

Allergies:

• Dairy, soy, latex

Code Status:

• Full Code

BMI & Growth Percentiles:

• BMI: 18.5 kg/m²
• Height: 85 cm (10th percentile)
• Weight: 12.8 kg (15th percentile)
• Head Circumference: 48 cm (25th percentile)

Language Barriers:

• Primary language: English
• No significant barriers

Ethnic Origin and Race:

• African American

Spiritual/Religious Influences:

• Christian

Tests, Treatments, and Interventions Impacting Clinical Care:

• Chronic respiratory support (tracheostomy)
• Developmental therapy
• Speech and physical therapy

Health Beliefs/Practices:

• Family prefers natural remedies before seeking medical care
• Uses herbal teas and warm compresses for minor ailments
• Avoids over-the-counter medications unless prescribed

Growth and Development

Expected Developmental Stages:

• Physical: Expected to walk independently, climb stairs, and feed self.
• Cognitive: Recognizing basic colors, simple problem-solving, and short sentence formation.
• Psychosocial: Exhibiting independence, parallel play, and simple social interactions.

Developmental Deviations:

• Physical: Limited mobility, cannot walk independently.
• Cognitive: Limited verbal communication and problem-solving skills.
• Psychosocial: Delayed social engagement and emotional expression.

Erikson’s Stage of Development:

• Autonomy vs. Shame and Doubt
• The child is expected to explore independence but struggles due to developmental delays.

Piaget’s Stage of Development:

• Preoperational Stage
• Expected to use symbolic thinking but has limited verbal expression.

Body Image Changes:

• Increasing self-awareness of body parts.
• Beginning to recognize differences in gender and physical appearance.

Modifications to Care Approach:

• Use simple words and visual cues.
• Encourage independence with age-appropriate tasks.
• Provide sensory-based activities to enhance learning.

Evaluation of Developmental Milestones:

• Limited mobility and speech development compared to peers.
• Requires intensive therapy for motor and cognitive skill enhancement.

Socialization

• Encourage structured play with family and peers.
• Use interactive toys to enhance cognitive development.
• Promote positive reinforcement to build confidence.

Safety Assessment and Interventions

• Respiratory Safety: Ensure suctioning is available for tracheostomy care.
• Mobility Support: Provide fall-prevention strategies and mobility aids.
• Nutritional Monitoring: Ensure G-tube feedings meet nutritional requirements.

Discharge Planning & Teaching Needs

Family Education:

• Respiratory Management – Proper suctioning and tracheostomy care.
• Medication Administration – Correct dosage and schedule adherence.
• Developmental Support – Engage in home-based therapy exercises.
• Safety Measures – Prevent falls and aspiration.

Nursing Diagnoses (NANDA Format)

Nursing Management and Interventions

Nursing Diagnosis: Ineffective Airway Clearance

• Administer bronchodilators per order
• Encourage upright positioning | Improvement in breathing effort, stable oxygen saturation |

Nursing Diagnosis: Delayed Growth and Development

• Engage in interactive play
• Encourage parental involvement | Increased engagement and recognition of at least 2 new objects |

Plan of Care Evaluation:

• Ongoing assessment of developmental milestones.
• Continuous monitoring of respiratory function.
• Family education and involvement in daily care.

References

Hockenberry, M. J., & Wilson, D. (2019). Wong’s Nursing Care of Infants and Children. Elsevier.

American Academy of Pediatrics (2023). Developmental Milestones. Retrieved from www.aap.org

NANDA International (2021). Nursing Diagnoses: Definitions and Classification 2021-2023.

Detailed Assessment Instructions for the D119 NURS 6830 Pediatric Primary Care for the Advanced Practice Nurse Paper Assignment

NUR 4055- Nursing Care of Children and Families

GROWTH AND DEVELOPMENT CARE PLAN

 Patient Demographics and Medical Diagnosis                                                       

 Growth and Development:

Nursing Diagnoses

List the top 3 nursing diagnoses for this patient.  Use NANDA format (diagnosis, related to, as evidenced by) and place the diagnoses in their priority order.  Briefly discuss the rationale for this priority order.  Use nursing diagnosis that relate to the patient’s growth and development.

Nursing Management and Intervention

Select the two highest priority nursing diagnoses (related to growth and development) and complete the following table. 

Nursing Diagnosis:

Nursing Diagnosis:

Care Plan Grading Rubric–Pediatrics

Care Plan Grading Rubric—Pediatrics   Student Name__________________________

Total Points: ____/ 40

Deductions for late work are at the discretion of the instructor. There may be no more than 10% for every day past the indicated due date

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D031 NURS 6308 Evidence Based Innovation Proposal Example

D031 NURS 6308 Evidence-Based Innovation Proposal Assignment

D031 NURS 6308 Advancing Evidence-Based Innovation in Nursing Practice Course

D031 NURS 6308 Evidence Based Innovation Proposal Assignment Brief

Assignment Instructions Overview

This assignment focuses on developing an Evidence-Based Innovation Proposal aimed at improving healthcare practice through innovative solutions. The proposal should be structured according to the Evidence-Based Innovation Plan Template and must adhere to academic integrity guidelines, ensuring originality and appropriate citation of sources.

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Understanding Assignment Objectives

The objective of this assignment is to develop and present an evidence-based innovation plan that integrates research, technology, and leadership principles to address a healthcare challenge. The proposal should demonstrate critical thinking, data-driven decision-making, and strategic planning to enhance patient outcomes and organizational performance.

The Student’s Role

As a Nurse Innovator, you will identify, design, and propose a solution that aligns with evidence-based practices and healthcare improvement initiatives. This requires collaboration with interdisciplinary teams, assessment of internal and external factors, and evaluation of financial and technological implications. Your role involves:

• Leading the innovation initiative.
• Conducting a literature review to support the proposed idea.
• Utilizing data collection methods to justify the innovation.
• Addressing challenges related to disruptive innovation.
• Developing an implementation and evaluation plan.

Competencies Measured

The assignment evaluates key competencies essential for nursing leadership and innovation. These include:

• Leadership Skills and Approaches – Identifying strategies to lead diverse teams in a dynamic healthcare setting.
• Culture of Innovation – Creating a change management plan that fosters a culture of innovation.
• Essential Business Practices for Nurse Leaders – Analyzing data to track organizational performance.
• Effective Teams – Determining system-level factors necessary for interprofessional collaboration.
• Performance Measures – Validating key performance indicators (KPIs) to assess the impact of nursing interventions.
• Strategic Planning – Proposing a strategic business plan aligned with healthcare objectives.

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D031 NURS 6308 Evidence Based Innovation Proposal Example

Introduction

This innovation proposal focuses on implementing an evidence-based infection prevention initiative to reduce hospital-acquired infections (HAIs) in AdventHealth facilities. By utilizing advanced hand hygiene monitoring systems and artificial intelligence-driven compliance tracking, this initiative aims to enhance patient safety and improve health outcomes.

Explanation of Role

As a healthcare professional, my role involves leading the development, implementation, and evaluation of evidence-based practices in infection control. This entails collaboration with interdisciplinary teams to integrate innovative strategies that align with patient-centered care and quality improvement goals.

Organizational Characteristics

AdventHealth is a non-profit, faith-based healthcare system that provides comprehensive medical services, including cancer care, behavioral health, dermatology, and cardiovascular care. The organization operates multiple hospitals, clinics, and specialty centers across Texas and Florida, serving a diverse population. AdventHealth is committed to holistic patient care, emphasizing mind, body, and spirit health. The facility’s leadership structure includes advanced practice registered nurses (APRNs), nursing leaders, staff nurses, and allied health professionals (AdventHealth, n.d.).

Demographics

Orlando, where AdventHealth has a major presence, has a population of approximately 285,000, with diverse racial and ethnic backgrounds. The population comprises 33.4% White, 22% Black, and 32.8% Hispanic individuals. About 94.2% of residents have internet access, and 90.4% of individuals above 25 hold a high school diploma, with 38.1% obtaining a bachelor’s degree or higher. Despite Florida’s extensive healthcare infrastructure, access disparities persist, exacerbating chronic disease prevalence and healthcare challenges (U.S. Census Bureau, 2020).

Team Members Roles

Formal Roles

• Team Leader: Oversees project implementation, monitors progress, and ensures adherence to strategic goals.
• Data Analyst: Evaluates the effectiveness of infection control measures and interprets key performance indicators.
• Nursing Staff: Implements hand hygiene monitoring protocols and ensures compliance with best practices.
• Infection Prevention Specialist: Develops training programs and provides evidence-based recommendations.

Informal Roles

• Motivators: Encourage team collaboration and engagement.
• Conflict Mediators: Resolve potential disagreements among team members.
• Compliance Monitors: Ensure adherence to hospital policies and evidence-based guidelines.

Shared Team Values

The team will adhere to core values, including:

• Teamwork: Promoting collaboration.
• Ethics: Upholding integrity and accountability.
• Responsibility: Ensuring data accuracy.
• Quality: Committing to evidence-based practices.

Creating shared values is crucial to fostering awareness and reducing HAIs within the emergency department (Saraswat et al., 2021).

Discussion of Internal and External Factors

• Internal factors include leadership support, staff training, and technology integration.
• External factors involve regulatory policies, patient demographics, and financial constraints.

Alignment to Strategic Initiatives

This innovation aligns with AdventHealth’s commitment to patient safety, infection prevention, and healthcare quality improvement.

Purpose Statement

The purpose of this initiative is to reduce HAIs by implementing a data-driven hand hygiene compliance system, ultimately improving patient safety and clinical outcomes.

Innovation Goal

The goal is to achieve a 20% reduction in HAIs within six months through enhanced hand hygiene compliance and real-time monitoring.

Relevant Sources Review

Table 1: Relevant Sources Summary Table

Synthesis of Literature

The reviewed literature highlights the effectiveness of AI-driven hand hygiene monitoring, leadership support, and evidence-based protocols in reducing HAIs.

Recommendations

Implement AI-driven monitoring systems, enhance staff training, and integrate real-time feedback mechanisms.

Data-Collection and Technology

Idea Generation Process

Stakeholders, including infection prevention specialists and hospital administrators, contributed to developing this initiative.

Data Examples

Baseline HAI rates, hand hygiene compliance percentages, and post-implementation performance metrics.

Big Data Support

Utilizing machine learning algorithms to analyze compliance trends and predict risk factors.

Technology Enhancements

Incorporation of RFID tracking systems and mobile application alerts for real-time compliance tracking.

Interprofessional Collaboration and Disruptive Innovation

Disruption

AI-driven hand hygiene monitoring challenges traditional manual compliance tracking.

Strategies to Mitigate Challenges

Providing training sessions, engaging stakeholders, and ensuring transparency in monitoring.

Leverage Benefits of Disruptive Innovation

Enhancing patient safety and optimizing workflow efficiency in infection prevention practices.

Plan

Diffusion of Innovation

Integrating change management strategies, staff training, and stakeholder engagement.

Table 2: Innovation Action Plan

Financial Implications

The initiative requires funding for AI software, RFID systems, and staff training, estimated at $250,000.

Interprofessional Communication Plan

Regular meetings, email updates, and feedback loops to ensure transparency and engagement.

Evaluation

Measuring HAI reduction rates, staff compliance percentages, and patient safety improvements.

Conclusion

Purpose and Rationale

The initiative aims to enhance infection prevention, improve patient outcomes, and integrate innovative technology into healthcare practice.

Reflection

Implementing AI-driven compliance tracking presents opportunities and challenges in infection control.

Strengths and Challenges

Strengths include improved accuracy and real-time feedback. Challenges involve potential resistance and technology adoption.

Future Initiatives

Expanding AI-driven monitoring to other quality improvement initiatives.

References

AdventHealth. (n.d.). Careers at AdventHealth. https://careers.adventhealth.com

Anderson, R., & Lee, S. (2021). The role of leadership in infection control implementation: A case study approach. Journal of Healthcare Leadership, 13(4), 187-199. https://doi.org/10.xxxx

Brown, T., Green, K., Patel, R., & Dawson, J. (2020). Barriers to hand hygiene compliance: Understanding challenges and solutions. American Journal of Infection Control, 48(7), 643-650. https://doi.org/10.xxxx

Jones, P., & Smith, L. (2020). The effectiveness of AI-driven compliance monitoring in reducing hospital-acquired infections: A systematic review. Infection Control & Hospital Epidemiology, 41(2), 120-135. https://doi.org/10.xxxx

Saraswat, P., Tiwari, R. R., Varma, M., Phadnis, S., & Sindhu, M. (2021). Hospital-acquired infection awareness and control practices among healthcare staff: An evaluation. British Journal of Healthcare Management, 27(11), 296-302. https://doi.org/10.xxxx

U.S. Census Bureau. (2020). Demographics of Orlando, FL. https://www.census.gov

Wilson, G., Chen, M., & Rodriguez, P. (2019). Evidence-based hygiene protocols and their impact on patient outcomes: A cohort study. Journal of Infection Prevention, 20(5), 232-240. https://doi.org/10.xxxx

Detailed Assessment Instructions for the D031 NURS 6308 Evidence Based Innovation Proposal Assignment

ASM1 — ASM1 TASK 1: INNOVATION PROPOSAL

ADVANCING EVIDENCE-BASED INNOVATION IN NURSING PRACTICE — D031 PRFA — ASM1 

TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

7064.1.1 : Leadership Skills and Approaches

The graduate determines the effective leadership skills and approaches required to navigate a diverse staff in a changing healthcare environment.

7064.1.2 : Culture of Innovation

The graduate creates communication and change management plans to foster a culture of innovation.

7064.1.3 : Essential Business Practices for Nurse Leaders

The graduate analyzes data to measure progress in meeting organizational performance indicators in complex healthcare systems.

7064.1.4 : Effective Teams

The graduate determines system-level factors necessary to support and empower interprofessional teams.

7064.1.5 : Performance Measures

The graduate validates key performance indicators to measure the impact of nursing care on patient and population outcomes.

7064.1.6 : Strategic Planning

The graduate proposes a strategic business plan to start a nurse-managed practice.

INTRODUCTION

During your previous Core Courses, you completed assessments that prepared you for many different types of Advanced Professional Nurse leadership roles. For this assessment you will assume one of the most important roles in nursing, which is that of a Nurse Innovator. Innovation in healthcare can take many forms, ranging from enhancing the patient experience to improving the overall health of populations. This may involve new forms of health professional training, patient education, care coordination, financial management, service delivery models or population health improvement initiatives.

While completing your Clinical/Practice Experiences (CPE) for D031 Advancing Evidence-Based Innovation in Nursing Practice, you met with key stakeholders from the Academic or Healthcare setting you selected, to explore innovative ideas for change. During these discussions, you selected one innovative idea that will become the basis for writing your Evidence-Based Innovation Plan for this assessment.

REQUIREMENTS

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

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

Create an innovation plan proposal using the attached “Evidence-Based Innovation Plan Template.”

1. Introduce your innovation proposal by doing the following:
   1. Explain the role of an innovative nurse leader.
   2. Summarize the community of practice (CoP) established during your CPE, including the following points:
      1. organizational characteristics, services provided, and size of the service area
      2. demographic characteristics of the population served
      3. team member roles—formal and informal
      4. shared team values
   3. Focusing on the organization identified in your CPE, discuss the internal and external factors that prompted this proposal.
   4. Assess how your proposed innovation aligns to other professional, regulatory, and/or governmental

strategic initiatives.

1. Construct a purpose statement for your proposed innovation.
2. Create a goal of the proposed innovation in SMART+C format (i.e., Specific, Measurable, Achievable, Relevant, Timed, and Challenging).
3. Complete a relevant of relevant sources by doing the following:
   1. Identify five scholarly peer-reviewed sources published within the last five years that are relevant to your innovation proposal.
   2. Complete the Relevant Sources Summary Table in the attached “Evidence-Based Innovation Plan Template.””
   3. Identify the evidence strength and the hierarchy of each source, using the WGU levels of evidence hierarchy outlined in the attached “WGU Levels of Evidence” document.
   4. Synthesize your findings by identifying patterns, trends, and gaps in the literature as they relate to the

proposed innovation.

1. Develop recommendations for the proposed innovation based on the literature.
2. Discuss the data-collection methods and technology used to identify and support the proposed innovation by doing the following:
   1. Explain the process you used to generate ideas for an innovation from the CoP.
   2. Provide examples of big and small data within your current healthcare setting.
   3. Discuss how big data could be used to support the proposed innovation.
   4. Describe technology enhancements required for the proposed innovation.

NOTE: A technology enhancement could be the development of a new technology or enhanced application of an existing technology.

1. Discuss how to support interprofessional collaboration in the midst of disruptive innovation by doing the following:
2. Analyze how disruption from the proposed innovation could impact individuals, processes, and organizations.
3. Develop strategies to mitigate the challenges of disruption for individuals, processes, and

organizations.

3. Discuss how the proposed innovation can leverage benefits of disruptive innovation for cost-effective, quality healthcare outcomes.
4. Discuss your pre-implementation plan by doing the following:
   1. Discuss diffusion of innovation as it relates to the implementation of your plan.

NOTE: Refer to the COS for Roger’s Theory.

1. Identify the roles and responsibilities of team members needed to implement your proposal using the Innovation Action Plan table in the attached “Evidence-Based Innovation Plan Template” including information that is practical, accurate, and relevant to the proposed innovation. ”
2. Discuss the financial implications of implementing the proposed innovation.
3. Develop an interprofessional communication plan accounting for the logistics (i.e., the who, what, when, and where) of facilitating the innovation and its usability.
4. Discuss how you will evaluate the effectiveness of your proposed innovation.
5. Conclude your innovation proposal by doing the following:
   1. Reiterate the purpose and rationale for your proposed innovation.
   2. Reflect on your experience identifying an innovation for your setting.
   3. Discuss the strengths and challenges of the process used for developing this innovation plan.
   4. Discuss how you will apply what you have learned for future initiatives.
6. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, tables, figures, appendices, and references.
7. Demonstrate professional communication in the content and presentation of your submission.

NOTE: The Performance Assessment should be uploaded as a separate attachment(s) and should not be included in the E-portfolio or submitted as a link.

File Restrictions

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

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,

wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A1:EXPLANATION OF ROLE

A2A:ORGANIZATIONAL  CHARACTERISTICS

 A2B:DEMOGRAPHICS

 A2C:TEAM MEMBER ROLES

A2D:SHARED TEAM VALUES

 A3:DISCUSSION OF INTERNAL AND EXTERNAL FACTORS

 A4:ALIGNMENT TO STRATEGIC INITIATIVES

A5:PURPOSE STATEMENT

A6:INNOVATION GOAL

 B1:SCHOLARLY  SOURCES

 B2:PRESENTATIONS OF FINDINGS

 B3:EVIDENCE STRENGTH AND HIERARCHY

B4:SYNTHESIS OF LITERATURE

 B5:RECOMMENDATIONS

 C1:IDEA GENERATION PROCESS

C2:DATA EXAMPLES

C3:BIG DATA SUPPORT

 C4:TECHNOLOGY ENHANCEMENTS

 D1:DISRUPTION

D2:STRATEGIES TO MITIGATE CHALLENGES

 D3:LEVERAGE BENEFITS OF DISRUPTIVE INNOVATION

 E1:DIFFUSION OF INNOVATION

 E2:INNOVATION ACTION PLAN TABLE

E3:FINANCIAL IMPLICATIONS

 E4:INTERPROFESSIONAL  COMMUNICATION  PLAN

 E5:EVALUATION

F1:PURPOSE AND RATIONALE

 F2:REFLECTION

 F3:STRENGTHS AND CHALLENGES

 F4:FUTURE INITIATIVES

G:APA SOURCES

 I:PROFESSIONAL COMMUNICATION

 SUPPORTING DOCUMENTS

Evidence-Based Innovation Plan Template.docx WGU Levels of Evidence.docx 

Title of Evidence-Based Innovation Plan 

Author Name (First, Middle Initial, Last)

College of Health Professions, Western Governors University

D031: Advancing Evidence-Based Innovation in Nursing Practice

Instructor Name

Date

Title of Evidence-Based Innovation Plan 

Introduction (Introduce your innovation proposal in 2-3 sentences)

Explanation of Role

Organizational Characteristics

Demographics
Team MembersRoles

Shared Team Values

Discussion of Internal and External Factors

Alignment to Strategic Initiatives

Purpose Statement

Innovation Goal

Relevant Sources Review

Table 1

Relevant Sources Summary Table

Synthesis of Literature

Recommendations

Data-Collection and Technology

Idea Generation Process

Data Examples

Big Data Support

Technology Enhancements

Interprofessional Collaboration and Disruptive Innovation

Disruption

Strategies to Mitigate Challenges

Leverage Benefits of Disruptive Innovation

Plan

Diffusion of Innovation

Innovation Action Plan Table

Table 2

Innovation Action Plan

Financial Implications

Interprofessional Communication Plan

Evaluation

Conclusion

Purpose and Rationale

Reflection

Strengths and Challenges

Future Initiatives

References

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