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NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment

NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 4 Case Study Analysis Assignment

Assignment Instructions Overview

This assignment focuses on the analysis of cardiovascular and respiratory disorders through a case study. The objective is to understand the pathophysiologic processes, the impact of racial/ethnic variables, and how these processes interact within the patient. This involves a detailed examination of symptoms, diagnosis, and the implications for patient health.

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Understanding Assignment Objectives

The primary objectives are to:

• Analyze the pathophysiologic processes related to cardiovascular and respiratory disorders.
• Examine the alterations in these systems and their resultant disease processes.
• Understand the influence of racial and ethnic variables on physiological functioning.
• Evaluate how patient characteristics impact disorders and altered physiology.

The Student’s Role

Students are expected to:

• Engage in a thorough review of relevant medical literature and course materials.
• Critically analyze a provided case study scenario.
• Identify and explain the cardiovascular and cardiopulmonary pathophysiologic processes presented in the case.
• Discuss any racial/ethnic variables that may influence physiological functioning.
• Assess how these processes interact to affect the patient’s health.
• Compile a 1-2 page case study analysis that adheres to academic standards and formatting guidelines provided by the institution.

Competencies Measured

The assignment measures several competencies, including:

• Critical Thinking: Ability to analyze complex medical scenarios and synthesize information from various sources.
• Clinical Knowledge: Understanding of cardiovascular and respiratory systems, disease processes, and treatment protocols.
• Cultural Competence: Awareness of how racial and ethnic variables can impact health and disease outcomes.
• Communication: Ability to articulate findings clearly and effectively in written form.
• Research Skills: Proficiency in sourcing and referencing relevant academic literature.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment: COPD Exacerbation

Introduction

This case study examines a 45-year-old woman presenting with shortness of breath, a worsening cough with thick green sputum, and fevers over three days. She has a history of Chronic Obstructive Pulmonary Disease (COPD) with a chronic cough, which has exacerbated recently, disrupting her sleep. The patient’s clinical presentation, including a flattened diaphragm, increased anterior-posterior (AP) diameter on chest X-ray (CXR), and hyper resonance with coarse rales and rhonchi on auscultation, indicates an acute exacerbation of COPD. This analysis explores the cardiovascular and respiratory pathophysiological processes underlying her symptoms, considers any racial/ethnic factors affecting her condition, and examines how these processes interact to impact her health.

Cardiovascular and Cardiopulmonary Pathophysiologic Processes

COPD is characterized by persistent respiratory symptoms and airflow limitation due to airway and/or alveolar abnormalities, typically caused by significant exposure to noxious particles or gases (McCance & Huether, 2019). The pathophysiological processes in COPD involve chronic inflammation, airway remodeling, and destruction of pulmonary structures, leading to obstructed airflow, air trapping, and hyperinflation (Inamdar & Inamdar, 2016).

In this patient, the exacerbation symptoms—shortness of breath, increased cough with thick sputum, and fever—suggest a possible bacterial infection, complicating her COPD. The thickened sputum and fever indicate an inflammatory response to infection, which exacerbates the chronic inflammatory state of COPD (McCance & Huether, 2019). The increased work of breathing due to airflow obstruction and hyperinflation leads to a flattened diaphragm and an increased AP diameter on CXR. Hyper resonance on auscultation indicates air trapping, while coarse rales and rhonchi suggest secretions in the airways.

Racial/Ethnic Variables Impacting Physiological Functioning

Racial and ethnic factors can significantly impact the presentation and progression of COPD. Studies have shown that African Americans and other minority groups often experience higher morbidity and mortality rates related to COPD compared to their white counterparts. Factors contributing to these disparities include genetic predispositions, socioeconomic status, environmental exposures, and access to healthcare (CDC, 2016).

African Americans, for example, may have a higher prevalence of certain risk factors such as smoking, urban living with greater exposure to air pollutants, and lower socioeconomic status, all of which can exacerbate COPD. Additionally, genetic factors may influence the severity and progression of the disease. These variables can lead to differences in how COPD manifests and progresses among different racial and ethnic groups (McCance & Huether, 2019).

Interaction of Processes Affecting the Patient

The interplay between the respiratory and cardiovascular systems is crucial in understanding this patient’s condition. COPD can lead to pulmonary hypertension due to chronic hypoxia and vasoconstriction in the pulmonary arteries. This increases the workload on the right side of the heart, potentially leading to right-sided heart failure, also known as cor pulmonale (McCance & Huether, 2019).

In this patient, the acute exacerbation increases the severity of hypoxia, further straining the cardiovascular system. The increased effort to breathe due to airflow limitation and hyperinflation causes significant respiratory muscle fatigue. As the respiratory muscles tire, the efficiency of ventilation decreases, leading to worsening hypercapnia (elevated CO2 levels) and hypoxemia (decreased O2 levels), which can have systemic effects, including increased cardiac workload and potential for arrhythmias (Inamdar & Inamdar, 2016).

Conclusion

This case study highlights the complex interplay between the cardiovascular and respiratory systems in a patient with an acute exacerbation of COPD. Understanding the pathophysiological processes involved in COPD, including chronic inflammation, airway remodeling, and airflow limitation, is critical for effective diagnosis and management. Racial and ethnic variables, such as socioeconomic status and environmental exposures, play a significant role in the progression and outcomes of COPD. Addressing these factors is essential for improving patient care and reducing health disparities. The interaction of these processes underscores the importance of a comprehensive approach to managing COPD, particularly during acute exacerbations.

References

Centers for Disease Control and Prevention (CDC). (2016). Chronic Obstructive Pulmonary Disease (COPD) includes: Chronic Bronchitis and Emphysema. Retrieved from http://www.cdc.gov/copd/index.html

Inamdar, A. A., & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization. Journal of Clinical Medicine, 5(7), 62. doi:10.3390/jcm5070062

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

Detailed Assessment Instructions for the NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Assignment

Week 4: Alterations in the Cardiovascular and Respiratory Systems

Cardiovascular and respiratory disorders can quickly become dangerous healthcare matters, and they routinely land among the leading causes of hospital admissions. Disorders in these areas are complicated by the fact that these two systems work so closely as contributors to overall health. APRNs working to form a similarly close partnership with patients must demonstrate not only support and compassion, but expertise to guide the understanding of diagnoses and treatment plans. This includes an understanding of patient medical backgrounds, relevant characteristics, and other variables that can be factors in their diagnoses and treatments.

This week, you examine alterations in the cardiovascular and respiratory systems and the resultant disease processes. You also consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

Learning Objectives

Students will:

• Analyze processes related to cardiovascular and respiratory disorders
• Analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes
• Analyze racial/ethnic variables that may impact physiological functioning
• Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

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

• Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
• Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
• Chapter 35: Structure and Function of the Pulmonary System; Summary Review
• Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review

Note: The above chapters were first presented in the Week 3 resources. If you read them previously you are encouraged to review them this week.

Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062

Note: The above article was first presented in the Week 3 resources. If you read it previously you are encouraged to review it this week.

Required Media

Pneumonia

MedCram. (2015, September 14). Pneumonia explained clearly by MedCram [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo

Note: The approximate length of the media program is 13 minutes.
(Previously reviewed in Week 3)

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Module 2 Assignment: Case Study Analysis

An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

Scenario 4 (week 4):

45-year-old woman presents with the chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. The patient has a history of COPD with a chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals a flattened diaphragm and an increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following

The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.

Any racial/ethnic variables that may impact physiological functioning.

How these processes interact to affect the patient.

By Day 7 of Week 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

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 https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

In your Case Study Analysis related to the scenario provided, explain the following

• The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.

By Day 7 of Week 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

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 https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

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

• Please save your Assignment using the naming convention “M2Assgn+last name+first initial.(extension)” as the name.
• Click the Module 2 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Module 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 “M2Assgn+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 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Module 2 Assignment

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NURS 6501N Alterations in Cellular Processes Discussion Paper Example

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment

NURS 6501N Alterations in Cellular Processes Discussion Paper Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 1 Discussion: Alterations in Cellular Processes

Assignment Instructions Overview

This assignment focuses on understanding cellular processes and how alterations in these processes can lead to disease. By examining cellular behavior and the impact of the genetic environment, students will gain insights into disease mechanisms and the physiological responses involved. This week’s discussion will involve analyzing a case study, identifying the disease, and understanding the underlying cellular alterations.

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Understanding Assignment Objectives

The objectives of this assignment are to:

• Evaluate cellular processes and the alterations within these processes.
• Assess the impact of genetic environments on the manifestation and progression of diseases.

These objectives aim to develop a deeper understanding of pathophysiology and the role of genetics in health and disease, which is crucial for Advanced Practice Registered Nurses (APRNs) in diagnosing and managing patient care.

The Student’s Role

As a student, you are required to:

• Analyze the assigned case study to identify the disease based on presented symptoms.
• Explain the genetic factors involved in the disease.
• Discuss the patient’s symptoms and their physiological basis.
• Identify the specific cells and cellular processes affected.
• Consider how other factors (e.g., gender, additional genetic variations) could influence the disease process.

Your analysis should be supported by literature and presented in a clear, concise manner. Participation in peer discussions will enhance your understanding through different perspectives and collaborative learning.

Competencies Measured

This assignment will measure the following competencies:

• Analytical skills in evaluating cellular processes and genetic impacts.
• Critical thinking in connecting symptoms to underlying cellular alterations.
• Ability to articulate complex biological processes in a clear and professional manner.
• Engagement in academic discussions to explore diverse viewpoints and deepen understanding.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Alterations in Cellular Processes Discussion Paper Example

Week 1 Discussion: Alterations in Cellular Processes and the Genetic Environment

Scenario: Patient History of Substance Abuse and Naloxone Administration

Disease Explanation:

The patient in the provided scenario is likely experiencing opioid overdose, which is evident by the administration of naloxone and the patient’s subsequent responsiveness. Naloxone is an opioid antagonist that rapidly reverses the effects of opioid overdose by binding to opioid receptors, displacing opioids, and restoring normal respiration and consciousness (Rzasa Lynn & Galinkin, 2018).

Role of Genetics in the Disease:

Genetics significantly influence the risk and progression of opioid addiction and overdose. Genetic variations in opioid receptors, such as the μ-opioid receptor gene (OPRM1), can affect an individual’s susceptibility to opioid dependence and response to treatment. Certain polymorphisms in the OPRM1 gene are associated with increased or decreased sensitivity to opioids, impacting addiction risk and the efficacy of naloxone in reversing overdose (Chiasson-Downs, 2018).

Presentation of Symptoms:

The patient presents with symptoms of unresponsiveness due to severe opioid intoxication. Opioids act on the central nervous system, causing respiratory depression, sedation, and loss of consciousness. The burning pain over the left hip and forearm suggests possible muscle injury, which could be related to rhabdomyolysis, a condition where muscle tissue breaks down and releases myoglobin into the bloodstream. This can occur due to prolonged immobilization or the direct toxic effects of substances like opioids and other drugs (Nance & Mammen, 2015).

Physiologic Response to Naloxone:

Naloxone administration leads to a rapid physiological response by competitively inhibiting opioid receptors, particularly the μ-opioid receptors. This displacement of opioids from the receptors restores normal respiratory function and consciousness. The quick response to naloxone confirms opioid toxicity as the cause of the patient’s symptoms (Rzasa Lynn & Galinkin, 2018).

Cells Involved in the Process:

The primary cells involved are the neurons with μ-opioid receptors in the central nervous system. These receptors mediate the effects of opioids, including analgesia, euphoria, respiratory depression, and sedation. Muscle cells are also involved, particularly in cases of rhabdomyolysis, where muscle cell damage releases intracellular contents into the bloodstream, leading to potential kidney damage if not treated promptly (D’Arcy, 2019).

Impact of Another Characteristic (Genetics):

If the patient had a genetic variation that provides protection against opioid addiction, such as a specific polymorphism in the OPRM1 gene, they might have a lower risk of developing dependence and experiencing severe overdose. Conversely, genetic predispositions to opioid sensitivity or addiction could increase the likelihood of overdose and complications, necessitating careful management and potentially higher doses of naloxone for effective reversal (Chiasson-Downs, 2018).

References

Chiasson-Downs, K. (2018, April 24). Why genetics makes some people more vulnerable to opioid addiction – and protects others. Retrieved from The Conversation

D’Arcy, M. S. (2019). Cell death: a review of the major forms of apoptosis, necrosis and autophagy. Cell Biology International, 43(6), 582-592.

Nance, J. R., & Mammen, A. L. (2015). Diagnostic evaluation of rhabdomyolysis. Muscle & Nerve, 51(6), 793-810.

Rzasa Lynn, R., & Galinkin, J. L. (2018). Naloxone dosage for opioid reversal: current evidence and clinical implications. Therapeutic Advances in Drug Safety, 9(1), 63-88.

Detailed Assessment Instructions for the NURS 6501N Alterations in Cellular Processes Discussion Paper Assignment

 Week 1: Cellular Processes and the Genetic Environment

One of the more common biology analogies refers to cells as the “building blocks” of life. This rightfully places an emphasis on understanding cells, cellular behavior, and the impact of the environment in which they function.

Such an understanding helps explain how healthy cell activity contributes to good health. Just as importantly, it helps explain how breakdowns in cellular behavior and alterations to cells lead to health issues.

This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.

Learning Objectives

Students will:

• Evaluate cellular processes and alterations within cellular processes
• Evaluate the impact of the genetic environment on disease

Learning Resources

Required Readings

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

• Chapter 1: Cellular Biology; Summary Review
• Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
• Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases
• Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
• Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
• Chapter 7: Innate Immunity: Inflammation and Wound Healing
• Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
• Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
• Chapter 10: Infection (pp. 289–303; stop at Infectious parasites and protozoans); (start at HIV); Summary Review
• Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
• Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
• Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls

Required Media

Module 1 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 1 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Discussion and Assignment. (4m)

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds

Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

1. Go to https://evolve.elsevier.com/cs/store?role=student
2. Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
3. Complete the registration process.

To View the Content for This Text

1. Go to https://evolve.elsevier.com/
2. Click on Student Site.
3. Type in your username and password.
4. Click on the Login button.
5. Click on the plus sign icon for Resources on the left side of the screen.
6. Click on the name of the textbook for this course.
7. Expand the menu on the left to locate all the chapters.
8. Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Discussion: Alterations in Cellular Processes

At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally.

Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans.

For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

To prepare:

• By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

By Day 3 of Week 1

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

• The role genetics plays in the disease.
• Why the patient is presenting with the specific symptoms described.
• The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
• The cells that are involved in this process.
• How another characteristic (e.g., gender, genetics) would change your response.

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 and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not

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!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

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• 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 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.

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Understanding Assignment Objectives

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.

You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Example

NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment Example

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.

1. 26-year-old Lebanese female living in graduate-student housing
2. 14-year-old biracial male living with his grandmother in a high-density public housing complex
3. 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.

Adly, N. N., Abd-El-Gawad, W. M., & Abou-Hashem, R. M. (2019). Relationship between malnutrition and different fall risk assessment tools in a geriatric in-patient unit Links to an external site.. Aging Clinical and Experimental Research, 32(7), 1279–1287. https://doi.org/10.1007/s40520-019-01309-0

Chow, R. B., Lee, A., Kane, B. G., Jacoby, J. L., Barraco, R. D., Dusza, S. W., Meyers, M. C., & Greenberg, M. R. (2019). Effectiveness of the “Timed Up and Go” (TUG) and the Chair test as screening tools for geriatric fall risk assessment in the ED Links to an external site.. The American Journal of Emergency Medicine, 37(3), 457–460. https://doi.org/10.1016/j.ajem.2018.06.015

• Diamond-Fox, S. (2021). Undertaking consultations and clinical assessments at advanced level Links to an external site.. British Journal of Nursing, 30(4), 238–243. https://doi.org/10.12968/bjon.2021.30.4.238

SHADOW HEALTH SUPPORT AND ORIENTATION RESOURCES

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

• Shadow Health. (2021). Welcome to your introduction to Shadow HealtL
• nks to an external site.. https://link.shadowhealth.com/Student-Orientation-…
• Shadow Health. (n.d.). Shadow Health help desk
• Links to an external site.. Retrieved from https://support.shadowhealth.com/hc/en-us
• Shadow Health. (2021). Walden University quick start guide: NURS 6512 NP students

Discussion_Rubric

Criteria

Main Posting

Ans

“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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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.

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Understanding Assignment Objectives

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.

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

NURS 6053 IO001 Analysis of a Pertinent Healthcare Issue Example

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

NURS 6053 IO002 Developing Organizational Policies and Practices Example

NURS 6053 IO003 Assignment: Personal Leadership Philosophies Example

NURS 6053 IO004 Workplace Environment Assessment Assignment Example

NURS 6053 IO005 Change Implementation and Management Plan Assignment Example

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 Issues Assignment

• 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 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.

You Can Also Check Other Related Assessments for the NURS 6003 – Transition to Graduate Study for Nursing Course:

NURS 6003 FG001 Networking for Academic and Professional Success Assignment Example

NURS 6003 FG002 Academic and Professional Strategies and Resources Assignment Example

NURS 6003 FG003 Academic and Professional Integrity Assignment Example

NURS 6003 FG004 Scholarship and Nursing Practice Assignment Example

NURS 6003 FG005 Professional Development Plan Assignment Example

NURS 6003 FG006 Standards of Practice Nursing Paper Example

Part 1: Nursing Specialty Comparison

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. 

WEEKLY RESOURCES

To Prepare:

• 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. 

1. To submit your completed assignment, save your Assignment as  MD6Assgn_LastName_Firstinitial
2. Then, click on  Start Assignmentnear the top of the page.
3. 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.

LEARNING RESOURCES

Required Readings

• Bickford, C. J., Marion, L., & Gazaway, S. (2015).  Nursing: Scope and standards of practice, third edition – 2015Links to an external site. . 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 organizationsLinks to an external site. .  JONA: The Journal of Nursing Administration, 49(11), 517-519.
• Echevarria, I. M. (2018).  Make connections by joining a professional nursing organizationLinks to an external site. .  Nursing, 48(12), 35–38.  
• Truant, R., & Chan, R. J. (2017).  Future ready: Strengthening oncology nursing leadership in the context of professional oncology nursing organizationsLinks to an external site. .  Canadian Oncology Nursing Journal, 27(1), 2-4.
• Walden University. (n.d.). Master of Science in Nursing (MSN)Links to an external site. . Retrieved November 14, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
• Document: Academic Success and Professional Development Plan Template  Download Academic Success and Professional Development Plan Template (Word document)

Choose among the following to review your specialization’s Scope and Standards of Practice or Competencies:

• Nursing Informatics

Ebook: Nursing Informatics: Scope and Standards of Practice

American Nurses Association. (2015).  Nursing informatics: Scope and standards of practice (2nd ed.) Links to an external site. . Silver Spring, MD: Author.

“The Scope of Nursing Informatics Practice: Functional Areas of Nursing Informatics” (pp. 18–39)

• Nursing Education

Article: Core Competencies for Academic Nurse Educators

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?Links to an external site.   Nursing Education Perspectives, 41(1), 4. https://doi.org/10.1097/01.NEP.0000000000000530

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.

• Nurse Executive

Website: Nurse Executive Competencies

American Organization for Nursing Leadership. (2015).  AONL Nurse Executive competenciesLinks to an external site. . Retrieved from https://www.aonl.org/resources/nurse-leader-competencies

• Public Health Nursing

Website: Public Health Nursing Competencies

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

• American Nurses Association. (2013).  Public health nursing: Scope and standards of practiceLinks to an external site. (2nd ed.). Silver Spring, MD: Author.
• APRN

Website: APRN Consensus Model

APRN Consensus Work Group & the National Council of State Boards of Nursing APRN Advisory Committee. (2008).  Consensus model for APRN regulation: Licensure, accreditation, certification & education Links to an external site. . Retrieved from https://www.nursingworld.org/~4aa7d9/globalassets/certification/aprn_consensus_model_report_7-7-08.pdf

• Adult-Gerontology Acute Care and Primary Care NP Competencies

Website: AGAC and ACPC NP Competencies

Adult-Gerontology NP Competencies Work Group. (2016).  Adult-gerontology acute care and primary care NP competencies Links to an external site. . https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/NP_Adult_Geri_competencies_4.pdf

• Nurse Practitioner Core Competencies

Website: Nurse Practitioner Core Competencies

The National Organization of Nurse Practitioner Faculties. (2012).  Nurse Practitioner core competenciesLinks to an external site. . https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf

• Nurse Practitioner Programs

Website: Nurse Practitioner Programs

National Task Force on Quality Nurse Practitioner Education. (2016). Criteria for evaluation of Nurse Practitioner programsLinks to an external site. (5th ed.). https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/Docs/EvalCriteria2016Final.pdf

• Population-Focused NP Competencies

Website: Population-Focused Nurse Practitioner Competencies

Population-Focused Competencies Task Force. (2013).  Population-focused Nurse Practitioner competenciesLinks to an external site. . https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/Competencies/CompilationPopFocusComps2013.pdf

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