Category: Nursing

Transcript

Started:
 Jun 25, 2022 | 
Total Time:
 210 min

All Lines (176)
Interview Questions (127)
Statements (15)
Exam Actions (34)

Hello. My name is XXXX, I will interview and examine you

Greet

06/25/22 12:27 PM EDT

Hey! What’s up?

Whats your name?

Question

06/25/22 12:28 PM EDT

My name is Lucas Callahan, and don’t wear it out! Unless you want to! Unless your hobby is wearing names out!

.

Educate

06/25/22 12:31 PM EDT

Listen, I KNOW Im at risk for injury! Remember what I was telling you earlier, about the government agents following me because they know, in their weasely little weasel-minds, that Im an enlightened threat? So, yeah. Were on the same page.

.

Educate

06/25/22 12:31 PM EDT

Right, right, you gotta keep me safe like a little babe swaddled in the manger of life. Totally agree with you! Im all baby blanket and pacifier. Life is beautiful, glorious, radiant — gotta preserve it at all costs. Im a national treasure. Kiss my feet if you want.

.

Educate

06/25/22 12:31 PM EDT

Yeah, lets do this thing. Im game. Youre game. All were missing are the cheerleaders. Hey, Lucas! Hes our man! If he cant do it, no one can! Rah rah rah! Sis boom bah bah bah!

What brings you here today?

Question

06/25/22 1:46 PM EDT

Those idiot cops brought me here. I don’t need to be here but the front desk guy said that they have to check me out. Like I’m some sort of book in the history of atlases.

Why did the cops bring you here?

Question

06/25/22 1:50 PM EDT

So, I was running around trying to find out what car they — so these government agents, I get this feeling they’re after me sometimes, and when I feel really good, especially, I’m more in touch with when they’re after me — so I was checking out some cars, like, I just KNEW they were hiding in one of them — I mean, it was a grocery store parking lot, I’m sure I looked crazy running around and stuff.

What did the government agents want? (Clarified to Why do government agents want to contain you?.)

Question

06/25/22 1:51 PM EDT

I am in possession of certain secrets that certain people would die to protect. I can’t go into detail. They could be listening, but agents were coming for me. All the fruit and hot dogs were sleeping in the grocery store. But outside the grocery store, there they were. Agents. They imprison, it’s what they do. They wanted to “contain” me, but I cannot be contained. (Clarified to why the agents wanted to contain me.)

Are you anxious or paranoid?

Question

06/25/22 1:52 PM EDT

Listen, I’m not paranoid or anything. I’m telling you facts. Cold, hard facts. Put ’em in your pocket and feel that weight. That’s right. Government agents were chasing me and it’s a good thing that they never got me.

Am sorry about that

Empathize

06/25/22 1:53 PM EDT

Thanks a million, but I’m all good, I promise!

Are you anxious?

Question

06/25/22 1:55 PM EDT

I’m not anxious or paranoid or whatever. I mean, I just have a really really fine-tuned sense of, like, OK, now they’re coming for me, the government agents, and I have to be on the look out, ’cause no way am I being snatched up, not a chance.

Any hallucinations?

Question

06/25/22 1:56 PM EDT

No way. I don’t see junk that’s not there or anything.

Any recent substance use?

Question

06/25/22 1:57 PM EDT

I haven’t been anything but sober for like, four days. I know I seem like I’m on something, but I’m just this way naturally.

Which substance did you last use? (Clarified to What was the last substance you used?.)

Question

06/25/22 1:58 PM EDT

I haven’t been anything but sober for like, four days. I know I seem like I’m on something, but I’m just this way naturally. (Clarified to what the substance I used most recently is.)

Do you get enough sleep?

Question

06/25/22 1:59 PM EDT

Well, there’s not much of it, but I get a couple hours in usually, and I never feel, like, unrested or anything. Recently, I haven’t had to sleep for like, four days. It’s sick, completely bangin’.

Am sorry about that

Empathize

06/25/22 1:59 PM EDT

That’s super cool of you, thanks!

What is your energy level?

Question

06/25/22 2:00 PM EDT

Awesome! I mean, I’m just a high energy kind of guy, a lot of the time. But this week especially I’ve felt, like, crazy up and up, and I love it. I just love it. I feel like I could lift a horse.

What is your current mood?

Question

06/25/22 2:00 PM EDT

I am 100% letting the good times roll. Couldn’t be better.

When did your high energy begin?

Question

06/25/22 2:05 PM EDT

I didn’t mark it on a calendar or anything, but a week ago sounds right. It’s the greatest thing ever. You wouldn’t believe all the stuff you can get done with a ton of energy. It’s like: yes! yes! yes! I should be the mascot for a battery company or something. It doesn’t hurt that I’m good-looking.

Have you had euphoria? (No matching questions found.)

Question

06/25/22 2:06 PM EDT

How long have you had a good mood? (Clarified to How long has your mood been this good?.)

Question

06/25/22 2:06 PM EDT

I’ve had the jazz in my blood for a week, I’d say. It’s been all trumpets and horn ever since. Gosh, I always knew it could be this way. Me, being the best version of myself. The world, parting its lip like a dang oyster for my consumption. What a life! Ain’t it a song? (Clarified to how long my mood has been this good.)

Any current health problems?

Question

06/25/22 2:07 PM EDT

Not really. They diagnosed me with depression, but I’m really not worried about that anymore. I’m just really not in that headspace right now.

What are your typical moods?

Question

06/25/22 2:07 PM EDT

You’ve got Option A and Option B. With A, we’re talking about a bottomless rat hole. With B, we’re talking good vibes that don’t disappoint. I’ll stick with B, thanks.

What are your typical energy levels?

Question

06/25/22 2:16 PM EDT

Arg! Picture this: a ship on the sea. The waves go up and down. The ship bobs. What’s normal if the ship’s a’bob? You tell me. I’ve been high and I’ve been low.

Have you experienced depression or suicide attempts in the past?

Question

06/25/22 3:44 PM EDT

Well, yes, I have felt that way before, but that was, what, a couple months ago? I really feel fine and dandy these days. Dandy and dandy, even.

Am sorry you’ve been through a lot.

Empathize

06/25/22 3:45 PM EDT

Hey, I appreciate the good vibes.

 Assessed vitals

Exam Action

06/25/22 3:47 PM EDT

 Inspected right eye

Exam Action

06/25/22 3:55 PM EDT

 Inspected left eye

Exam Action

06/25/22 3:55 PM EDT

 Performed otoscopic examination of right naris

Exam Action

06/25/22 3:56 PM EDT

 Performed otoscopic examination of left naris

Exam Action

06/25/22 3:56 PM EDT

 Inspected top of arms

Exam Action

06/25/22 3:56 PM EDT

 Inspected right forearm

Exam Action

06/25/22 3:56 PM EDT

 Inspected right wrist

Exam Action

06/25/22 3:56 PM EDT

 Inspected left forearm

Exam Action

06/25/22 3:56 PM EDT

 Inspected left wrist

Exam Action

06/25/22 3:56 PM EDT

 Inspected top of arms

Exam Action

06/25/22 3:57 PM EDT

 Inspected chest

Exam Action

06/25/22 3:57 PM EDT

 Inspected legs

Exam Action

06/25/22 3:57 PM EDT

 Inspected back

Exam Action

06/25/22 3:57 PM EDT

 Auscultated breath sounds

Exam Action

06/25/22 3:58 PM EDT

 Auscultated heart sounds

Exam Action

06/25/22 3:58 PM EDT

 Palpated abdomen

Exam Action

06/25/22 3:58 PM EDT

 Palpated right and left radial pulse

Exam Action

06/25/22 3:58 PM EDT

 Palpated right and left dorsalis pedis pulse

Exam Action

06/25/22 3:58 PM EDT

 Palpated capillary refill on right and left hand

Exam Action

06/25/22 3:59 PM EDT

 Performed EKG

Exam Action

06/25/22 3:59 PM EDT

 Assessed lab results

Exam Action

06/25/22 3:59 PM EDT

 Assessed general appearance: posture is bent or hunched, clothing is dirty and disheveled, grooming and self-care are otherwise adequate, eye contact is direct

Exam Action

06/25/22 3:59 PM EDT

 Assessed attitude: displays frequent distrust and evasiveness

Exam Action

06/25/22 3:59 PM EDT

 Assessed speech: rate of speech is rapid, but at an appropriate volume, and no issues with articulation

Exam Action

06/25/22 4:00 PM EDT

 Assessed mood and affect: frequent mood changes throughout interview; excessively expansive or cheerful affect

Exam Action

06/25/22 4:00 PM EDT

 Assessed thought process: presence of rapid thinking, disorganized or illogical flow of thought, “word salad,” neologisms, echolalia, and clanging associations

Exam Action

06/25/22 4:00 PM EDT

 Assessed thought content: presence of delusions; no presence of perceptual disturbances or hallucinations

Exam Action

06/25/22 4:00 PM EDT

 Confirmed orientation

Exam Action

06/25/22 4:00 PM EDT

What is your name and date of birth?

Question

06/25/22 4:01 PM EDT

Lucas Callahan, born . . . [Mr. Callahan reports his correct date of birth.]

What building are you in now?

Question

06/25/22 4:01 PM EDT

The hospital. Shadow General.

What is the date and year?

Question

06/25/22 4:01 PM EDT

The date is . . . [Mr. Callahan reports the correct date and year.]

 Assessed cognition

Exam Action

06/25/22 4:02 PM EDT

Count backwards from 100 by 7 until you get to the 60s.

Question

06/25/22 4:02 PM EDT

Easy! 100, 93, 86, 79… [Mr. Callahan finishes the sequence.]

 Assessed cognition

Exam Action

06/25/22 4:03 PM EDT

How are apples and oranges alike?

Question

06/25/22 4:03 PM EDT

They’re both fruits, of course!

How are a lake and an ocean alike?

Question

06/25/22 4:03 PM EDT

They’re both bodies of water.

How are a trumpet and a flute alike?

Question

06/25/22 4:04 PM EDT

They’re both instruments. And they both are way underused in modern post-punk.

 Assessed cognition

Exam Action

06/25/22 4:04 PM EDT

Repeat and remember burger, tulip, nose, and tea.

Question

06/25/22 4:06 PM EDT

Burger, tulip, nose and tea. Yep, I got this.

How did you celebrate your last birthday?

Question

06/25/22 4:07 PM EDT

Oh, it was actually really awesome! Me and some friends did the Bake-a-Cake Blindfolded Challenge. Then we just went out to a couple of my favorite bars. It actually wasn’t as rowdy as you’d think, but it was just great vibes all around.

Repeat the four words from before.

Question

06/25/22 4:08 PM EDT

OK . . . burger, tulip, nose, and tea. Ha! Nailed it.

Copy the shapes exactly as you see them.

Question

06/25/22 4:08 PM EDT

Right on. Let’s do this!

 Assessed insight: demonstrates limited awareness of illness and is unwilling to seek treatment

Exam Action

06/25/22 4:09 PM EDT

 Assessed judgment: demonstrates good judgment

Exam Action

06/25/22 4:09 PM EDT

What would you do if you found a stamped envelope on the sidewalk?

Question

06/25/22 4:10 PM EDT

Probably put it in a mailbox, if I saw there was one nearby.

Based on your presentation today, I believe you are at risk of injury.

Educate

06/25/22 5:02 PM EDT

Listen, I KNOW Im at risk for injury! Remember what I was telling you earlier, about the government agents following me because they know, in their weasely little weasel-minds, that Im an enlightened threat? So, yeah. Were on the same page.

My goal is to keep you safe and injury free until you can be seen by the next provider. I will put you in a private room where you will be safe from danger and we will check on you frequently. I’ll do a quick physical exam later.

Educate

06/25/22 5:05 PM EDT

Right, right, you gotta keep me safe like a little babe swaddled in the manger of life. Totally agree with you! Im all baby blanket and pacifier. Life is beautiful, glorious, radiant — gotta preserve it at all costs. Im a national treasure. Kiss my feet if you want.

Are you ready to move forward with the care plan?

Educate

06/25/22 5:06 PM EDT

Yeah, lets do this thing. Im game. Youre game. All were missing are the cheerleaders. Hey, Lucas! Hes our man! If he cant do it, no one can! Rah rah rah! Sis boom bah bah bah!

Capstone Project Topic Selection and Approval

Rubric

View Rubric

Assessment Traits

Requires Lopeswrite

Assessment Description

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed Capstone Project Topic Selection and Approval.

A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.

Significance of the topic and its implications for nursing practice.

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

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

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Capstone Project Topic Selection and Approval – Rubric

LIST
GRID

PRINT TO PDF

Rubric Criteria

Total
40 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

0 points

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.

3 points

Topic is presented but criteria are incomplete.

3.16 points

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

3.56 points

Topic and criteria are presented. Minor aspects are unclear or require support.

4 points

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Effect of Identified Problem or Issue

Effect of Identified Problem or Issue

0 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.

4.5 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.

4.74 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.

5.34 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.

6 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

2.1 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

2.21 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

2.49 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

2.8 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Detailed Description of Project Topic

Detailed Description of Project Topic

0 points

A description of the project topic is omitted.

4.5 points

A description of the project topic is presented but is largely incomplete.

4.74 points

A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.

5.34 points

A description of the project topic is presented. Minor aspects are unclear or require support.

6 points

A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

Project Topic for Focus of Change Proposal

Project Topic for Focus of Change Proposal

0 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.

1.5 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete. Capstone Project Topic Selection and Approval

1.58 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.

1.78 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.

2 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

1.8 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

1.9 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

2.14 points

Relevant evidence that includes other perspectives is used.

2.4 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

2.1 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

2.21 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

2.49 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

2.8 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

1.8 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

1.9 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

2.14 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

2.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Setting or Context Where Project Topic Is Observed

Setting or Context Where Project Topic Is Observed

0 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.

3 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.

3.16 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.

3.56 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.

4 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

Topic Significance and Implications for Nursing Practice

Topic Significance and Implications for Nursing Practice

0 points

Significance of topic and its implications for nursing practice is omitted.

3 points

Topic is presented but criteria are incomplete.

3.16 points

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

3.56 points

Topic and criteria are presented. Minor aspects are unclear or require support.

4 points

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Peer-Reviewed Articles

Peer-Reviewed Articles

0 points

Fewer than six peer-reviewed articles are presented.

1.5 points

Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria. Capstone Project Topic Selection and Approval

1.58 points

Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.

1.78 points

Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.

2 points

Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

1.2 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

1.26 points

Appropriate format and documentation are used, although there are some obvious errors.

1.42 points

Appropriate format and documentation are used with only minor errors.

1.6 points

No errors in formatting or documentation are present.

If there is one major lesson learned in the covid 19 pandemic is that healthcare workers are very crucial for the functionality of our society. The help of nurses has been highly demanding and similarly critical. Nursing informatics in particular have provided vast tools and resources to help nurses fulfill their duty and meet the required healthcare standard. What Is Nursing Informatics and Why Is It So Important:

A nursing career entails working for long periods in facilities, homes, doctor’s offices, and hospitals and handling various tasks. Nursing informatics experts use high-tech applications in duties such as administering treatment, patient and caregiver education, care plan development, and diagnostics. In this article, you will learn more about nursing informatics, Nursing informatics definition, how to be nurse informatics, the duties, and nursing informatics topics.

Nursing informatics definition

Nursing informatics is a nursing field that entails computer technology, nursing, and information science to develop and maintain medical data and systems to boost and support nursing activities and improve the patient care experience. Some of the advancements in nursing health informatics include;

Electronic medical records (E.M.R.s)

Progress notes

Test results

Medication records

Nursing notes

Computerized provider order entry (CPOE)

Nursing communication

Nursing communication has three pillars or building blocks, i.e., data, information, and knowledge.

Data entails straight observations, for example

Age

Patient’s name

Disease history

Vital signs

Information is the interpretation made from data

For example, the rate of patient waiting time in various hospitals.

Knowledge is the of combining information. Knowledge can be used to uncover relationships that provide additional insight into an issue.

For instance: Nurse-to-patient ratios and the impact on healthcare

Even though nurses use all the building blocks listed above in their everyday activities, they have to be stored in a computer and high-tech software programs to help healthcare workers provide top-quality patient care.

Why is nursing informatics so important?

What is the nursing informatics importance? Most healthcare organizations have a designated staff team committed to helping provide excellent care to the patients. Thanks to technological advancements, it is now easier for nurses to offer top-quality patient care. Some of the benefits of the incorporation of nursing informatics in healthcare facilities are:

Build robust relationships  

Nursing informatics professionals have helped establish a solid relationship between several systems within the healthcare arena, making it easier for healthcare providers to offer their services effectively. Some of the benefits of nursing health informatics include:

Effective clinical practices

Clinical practices that are more proficient: nursing informatics is all about productivity. The purpose of technology solutions is to reduce healthcare workers’ workloads and enhance clinical processes. Nursing informatics ensure that these solutions are properly configured and implemented.

Simplifies the processes

One of the numerous benefits of introducing technology into healthcare is that it simplifies physicians’ gathering more data and information on patients, which leads to better healthcare and health experience. However, this data is only helpful if it is collected, processed, utilized, and distributed effectively, which is only possible if the organization’s E.H.R. system is user-friendly.

Nursing informatics ensure that E.H.R.s are best tailored to the organization’s operations and user-friendly for practitioners. The less time doctors spend managing cumbersome or ineffective technology; hence more time they have to focus on obtaining and communicating accurate patient information.

Nursing informatics are pioneers in process and change management within organizations. By:

keeping momentum by assuming responsibility and furthering progress to facilitate the implementation of reforms

Predicting the movement of situations

Patient care coordination: Coordination of patient care is not a simple undertaking. It encompasses multiple moving elements (providers, patients, pharmacists, specialists, billing departments, therapists, etc.) that, if not handled efficiently, can rapidly deteriorate into a confused jumble that jeopardizes patient care quality and increases unnecessary risk.

Nursing informatics are capable of viewing complex systems holistically. They possess the clinical information required to predict patient and nurse demands and know how well these systems operate. They can easily anticipate possible weak spots in the patient care cycle beforehand. By proactively addressing these impediments, nursing health informatics could deliver a seamless and productive patient experience.

Advancements in telemedicine and other technologies

The COVID-19 epidemic has dramatically enhanced the need for healthcare companies to have an effective and efficient telehealth solution. Nursing health informatics has been essential in evaluating telehealth systems to assure people that the innovation complies with clinical guidelines in outpatient services and inpatient care. They also assist with implementing and rolling out these system applications and training providers to utilize them effectively.

As technology in healthcare keeps growing, so will the significance of nursing informatics in assisting healthcare organizations in successfully adapting and integrating new technologies. A comprehensive and information strategy for patient care and healthcare management is advantageous for employees, patients, clinicians, and organizations; nursing informatics plays a significant role in assuring the effectiveness of this strategy.

Well-organized clinical processes

Healthcare institutions have been for a long time transitioning from a fee-for-service approach to offering value-based service. Informatics contributes to these attempts to provide organized, evidence-based care that avoids unnecessary or costly treatments.

Leaders can develop and implement best practices while fulfilling the particular demands of each patient by evaluating analytics. Systems for clinical decision support are a vital tool for standardizing care and eliminating waste by utilizing information gathered from electronic records and widespread medical products.

Information scientists use these software tools to evaluate patient data and provide relevant information such as clinical guidelines. A decision-making support system can help with cues, diagnosis, and prompts throughout therapy.

Telehealth advances

The emergence of social distance during the COVID-19 epidemic has highlighted the importance of consistent access to adequate healthcare from home. The increasing use of digital sensors to monitor patients’ states signals a significant shift in how medical professionals monitor diseases, improve patient compliance, and eliminate risky situations.

Most healthcare facilities, homes, and hospitals have embraced health information technology into their systems to store patient information that helps to make better healthcare decisions.

Communication and Coordinated Care

Healthcare workers working in several departments, locations, or organizations must collaborate to provide their clients with the most outstanding care. Anyone involved in diagnosis and treatment can combine their efforts and share data thanks to caring communications and coordination.

Digital infrastructure is essential to maximize these efforts. When caregivers, specialists, and other healthcare providers have easy access to patient needs information, they can focus on safety and make better decisions. Thanks to stringent security safeguards and privacy regulations, practitioners can share the required health records to guarantee they provide the best care and prevent duplicative procedures.

Accurate patient result

Error-free and detailed health records are the key to effective healthcare treatment. Nursing informatics help to ensure that the set systems cover all the necessary details of a patient accurately while also maintaining the patient’s privacy. The digital systems use security measures such as biometrics to help ensure the security of patients’ data. The information will always be a few clicks away, and the healthcare providers can access the information in a split second.

Healthcare workers integrate informatics solutions to know which patients might be at a higher risk for severe conditions and adopt early preventive measures. When using auto alerts, it becomes easier to avoid medical errors by issuing warnings about any potential dangers such as allergies.

The information gained from the healthcare information technology system records will help nurses in their day-to-day activities and spearhead transformation throughout the organization. Nursing informatics depend on data to make informed decisions and devise ways to meet their duty and responsibilities. By incorporating nursing informatics in the healthcare field, the healthcare arena has become more effective than at any time in history.

Nursing informatics requirements

Are pondering how to become nurse informatics? Do you want to work in nursing informatics? Here are the nursing informatics requirements.

Become a registered nurse with a Bachelor of Science in Nursing degree

Learn about healthcare informatics by pursuing a Master of Science in the field

Completing a practicum in nursing informatics will give you hands-on experience in the profession

Study for certification in Informatics Nursing from the American Board of Nursing Credentialing Center and complete all other prerequisites

Master’s degree programs in healthcare informatics prepare students from various backgrounds to deploy electronic medical record systems, analyze data for improving care, and harness the promise of remote patient monitoring systems. You can help countless patients’ health and welfare by mastering the information nurses use daily.

Nursing informatics topics

It can be difficult for nursing informatics students to come up with a topic. The field of nursing informatics includes a wide range of subjects. When attempting to select the most intriguing one, it is easy to become confused.

First and foremost, it’s crucial to focus more specifically. It can be impossible to analyze the issue thoroughly if it is too big. Keep in mind that you don’t have to address global issues to advance medical knowledge. Pick a contentious subject that has already received a lot of literary analysis and add something fresh to it. Below are some nursing informatics topics.

Isomorphism and external support in conflicting institutional environments: a study of drug misuse treatment facilities

Assessment of female genital mutilation

Prevalence of HIV/AIDS: Strategies for enhancing prevention

Effect of maternal literacy on the nutritional status of children 0 to 5 years of age

Self-assessed level of nursing skills possessed by graduating nursing students; and Evaluation of female genital mutilation

Factors impacting the utilization of prevention of mother-to-child transmission (PMTCT) services among pregnant women attending an antenatal clinic at the teaching hospital of the University of Calabar (UCTH)

Students’ awareness of nursing and their future profession

Utilization of mobile technologies to update nurses’ knowledge in basic and secondary healthcare settings

Abortion is a contributing reason to the increase in the teen death rate

A study of the increase in the death rate among young women as a result of abortion

The accountable conduct of nursing students

Exploratory research on the development of a marketing strategy for nonprofit organizations

Consumption of alcohol by nursing students in Honduras

Knowledge of the effect of regular pelvic floor exercises on maternal health among women of reproductive age

Continuing regular exercise during pregnancy: effect of exercise volume on fetoplacental growth

The endurance exercise and pregnancy outcome

Determinants of childbearing women’s choice of health care

Contraceptive use among the university of New York at Oswego female students

Posttraumatic stress among undergraduate emergency nursing students

Predictors of pregnancy-related physical activity change in a rural white population

The influence of
business community
partners

Evaluation of nurses’ knowledge and techniques for cancer pain management in senior patients at the teaching hospital of Ahmadu Bello University in Zaria, Kaduna state

Access and utilization of protective strategies among patients utilizing HIV/AIDS health care services at the teaching hospital of the Anambra state university

A lifestyle intervention of weight-gain restriction: diet and exercise in obese women with gestational diabetes mellitus

The role of the social worker in the reunification of foster children with their biological parents

Preventing excessive weight gain during pregnancy through dietary and lifestyle counseling

The perspectives of Jordanian nursing students on nursing research

How civic entrepreneurs ignite neighborhood networks for the greater good

Cysticercosis prevalence in Badirisa, Adamawa state

Perceptions of nursing: an investigation of nurses, nursing students, patients, and non-nursing students

The causes and effects of pneumonia in children under the age of five

Professional nursing values among baccalaureate nursing students in Hong Kong

Prevalence of hepatitis virus infection among pregnant women

Factors influencing the happiness of nursing students pursuing a nursing major in terms of
nursing project
themes

Challenges of nursing process utilization and ways to enhance nursing process understanding among SAKI west nurses

The use of traditional medicine to treat malaria in pregnant women in the state of Abraka Delta

The creation of hybrid organizational structures combines identity-based service delivery with political activism. Quarterly report on the not-for-profit and voluntary sector

The prevalence of malnutrition among children under the age of five

Networks, N.G.O.s, and public health: solutions to HIV/AIDS hybridization and nonprofit organizations: the governance challenge

Impact of sexuality education on reducing unprotected sexual activity among adolescents via the local government in Edo state

The link between height and heartbeat of male and female students at Delta State University, as determined by Delsu Abraka

The performance challenge in nonprofit enterprises

The problem of pregnancy and abortion on the education of girl-child’s

Patient safety: undergraduate nursing students’ understanding

Managing H.I.V. and AIDS discrimination in the workplace: a case study of the Eastern Cape Department of Social Development

Client/patient knowledge and perception of hypertension and its management

System for the delivery of patient care services employing timed color Petri nets

The distinction between the public and private sectors in organizational theory

The dietary therapy of peptic ulcer patients (a study of Mizrachi health center in bhaji L.G.A)

The consequences of obesity and pregnancy

Exercise training during pregnancy reduces the size of kids without altering the mother’s insulin sensitivity.

An analysis of students’ perceptions of nursing education; the effect of traditional processing methods on the microelements of plantain; and a study of the impact of a dietary supplement containing lycopene.

Perceptions of the psychiatric nursing experience among nursing students;

Countertransference among nursing students;

Self-assessed level of graduating nursing students’ nursing skills • Practical experience of nursing students with computer applications in nursing

Bridging sectors: partnerships between nonprofits and private developers

Effect of exercise on the intensity of low back pain in pregnant women

A randomized controlled trial to prevent excessive weight gain in pregnant women

Effectiveness of exclusive breastfeeding on the development of children younger than five years old.

Sexual harassment of nurses and nursing students

Numeracy skills of nursing students

Importance of social workers in hospitals

Hybrid organizations and the third sector: practice, philosophy, and policy challenges

Medication administration and nursing students in their final year

Determining the amounts of blood protein and C.I.C. in cerebral malaria patients

Awareness of the causes and prevention of anemia during pregnancy among pregnant women attending the prenatal clinic at the poly subdistrict hospital.

Body proportions and early neonatal morbidity in small-for-gestational-age children born sequentially

The effect of AIDS education on nursing students

Knowledge, perception, and preventive measures among health professionals

Mixed welfare systems and hybrid organizations: alterations in the administration and delivery of social services

Nursing project topics testing students’ cultural awareness

The effect of nursing student’s exposure to patient care

Pelvic floor muscle strength and reaction to pelvic floor muscle training for stress urine incontinence

The influence of nursing student’s exposure to patient care

How students in nursing can empower professionals

A study of H.I.V. risk behaviors among women of reproductive age in U.Y.O. Local Government Area

The impact of nursing students’ satisfaction

The rationalization of charity: the influences of professionalism in the nonprofit sector

Conceptions of social enterprise and social entrepreneurship in Europe and the United States convergences and divergences Quarterly report on the not-for-profit and voluntary sector

Africa’s dependence and underdevelopment

Poverty and reliance • The public-private dichotomy in organizational theory

A cultural-historical analysis of a Moravian mission station at the southernmost tip of Africa

Isomorphism and external support in contradictory institutional settings: a study of drug misuse treatment centers

Nonprofits for hire: the welfare state in the era of outsourcing

The governance challenge of networks, N.G.O.s, and public health solutions to HIV/AIDS in hybrids and
nonprofit organizations

The power of social innovation: how civic entrepreneurs spark communal networks for the greater good

The influence of public development agencies

Mixed welfare systems and hybrid organizations: alterations in the administration and delivery of social services

Social capital’s contribution to the building of sustainable livelihoods

Exploratory research on the development of a marketing strategy for nonprofit organizations

The rise of nonprofit housing providers and federal policies

The performance challenge in nonprofit organizations

The social worker’s role in reuniting foster children with their biological families.

The appointed state: quasi-government organizations and democracy

Shelter and society: theory, research, and policy for nonprofit housing

The designated state: quasi-government organizations and democracy

Social mobility and cohesiveness in South Africa and Nigeria after apartheid

Adolescent identity experiences of historically disadvantaged scholarship recipients attending independent high schools

Bridging sectors: partnerships between nonprofits and private developers

The impact of enterprise community partners

The new political economy: the public use of the private sector, public-private partnerships, and hybridity

The conceptual system of social movement agencies: an investigation of feminist health centers

The politics of quasi-government: hybrid organizations and the dynamics of bureaucratic control

Conceptions of social enterprise and social entrepreneurship in Europe and the U.S.: convergences and differences

The rationalization of charity: the impact of professionalism on the nonprofit sector

Social services by social entrepreneurs

The potential contributions of hybrid organizations and a civil society

Management strategy in hybrid enterprises

Nursing informatics assignments help

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NURS 5003 Health Policy and Health Promotion

SYLLABUS
Please note:

In the event of a significant disruption of course activities because of an extraordinary
environmental situation (e.g., COVID-19, other disaster), this syllabus is subject to change. Any and all
changes will be communicated with students in as timely a manner as the situation allows.
Semester: Summer

Year:
2021
Course Prefix:
Nurs

Course Number:
5003
Course Title:
Health Policy and Health Promotion
Course Description and Overview:
Provides a foundation for advanced nursing practice utilizing principles of health policy
advocacy, health promotion and disease prevention in individuals and communities. Examines
the application of policy processes and system level strategies to address national and
community-level health problems and the influence of regulatory, legislative, and public policy
upon various client populations. Focuses on the use of epidemiological, social, and
environmental data to evaluate community health deficits.
Course credit:
Three (3) semester hours
This course may not be repeated for credit
.
Meets Major Requirements and Elective Requirements
Prerequisites Courses or Conditions:
None
Faculty Contact Information:
Name of Instructor:
Nina Fredland, PhD, RN, FNP
Office Location:
7436
Office Phone Number:
713.794.2098
Office Hours:
Online by appointment
Email Address:
nfredland@twu.edu
Faculty Contact Information:
Name of Instructor:
Peggy Landrum, PhD, RN,CS
Office Location:
6033
Office Phone Number:
713.794.2176
Office Hours:
Online by appointment
Email Address:
plandrum@twu.edu

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Course Objectives
Upon successful completion of the course, the student should be able to:
1.

Demonstrate an understanding of the broad determinants of health, principles of
genetics and genomics, and descriptive, statistical, scientific, and other data sources as
a foundation for evidence-based practice in the planning, delivery, management, and
evaluation of care to individuals, families, and aggregates/identified populations.
2.

Formulate client-centered and culturally appropriate strategies in the planning,
management, and evaluation of clinical prevention and health promotion interventions
and/or services to individuals, families, and aggregates/identified populations.
3.

Apply concepts, including organization of clinical and public health systems, health
economics, genetics and genomics, health information management, interprofessional
collaboration, workforce development and ethical frameworks to advance equitable
and efficient prevention services, and promote effective population health policy.
4.

Analyze how healthcare policies influence the structure and financing of healthcare,
clinical practice, and health outcomes.
5.

Examine the effect of legal and regulatory processes on nursing practice, healthcare
delivery, and patient outcomes.
6.

Integrate clinical prevention and population health concepts in the development of
culturally and linguistically appropriate health education and communication strategies
and interventions for individuals, families, and aggregates/identified populations.
7.

Explore partnerships that assure the effective coordination, delivery, and evaluation of
clinical prevention and health promotion interventions and/or services to individuals,
families, and aggregates/identifies populations across care environments and the health
system.
Course Content Areas:
Health policy/promotion and disease prevention
●

Conceptual definitions and practice applications
●

Leading causes of mortality and morbidity in the US
●

Overview of Millennium Goals, Sustainable Development Goals
●

National health promotion goals (Healthy People 2020)
●

Leading health indicators, including Adverse Childhood Experiences (ACEs)
●

Health policy, implications, and delivery in the US and globally
●

Healthcare workforce
●

Ethical issues
Human diversity and social issues in health policy/promotion and disease prevention
●

Determinants of health
●

Basic concepts in cultural diversity
●

Issues of race, class, and gender in healthcare
●

Communities/aggregates/populations at risk
●

Culturally sensitive health care
●

Trauma informed healthcare

3
Fostering healthy communities
●

Ecological Framework and Epidemiological Principles
●

Utilization of epidemiological, social, and environmental data
●

Targeted community healthcare policies and strategies
●

Multidisciplinary approaches
●

Ethical issues across the life span and amid a Pandemic
Course Textbooks:
Required:
Publication Manual of the American Psychological Association (7
th
Edition). APA
Recommended:
Edelman, C. L. & Kudzma, E. C. (2018). Health promotion throughout the lifespan, (9
th
ed.).
Elsevier
Activities, Assignments, and Grading Policy:
This online course uses distance educational methodologies to present content. Students are
expected to participate in course activities, both individual and group, and to complete assigned
work online. Activities include in-depth exploration of course content available via the Internet,
health promotion textbook and other resources. The three modules of the course contain readings,
learning guides, assignments and discussion topics.
Evaluation:
Health Promotion Project

40%
Discussion Board Activities

20%
Seminar Group Presentation

20%
Policy Paper 20%
Assignments and Content Areas:
Foundations:
Introduction to concepts
Discussion board forums and beginning group work
Initial health promotion project (HPP) with assessments and theoretical foundation)
Application / Intervention:
Utilizing concepts
Discussion board forums
Preparation of seminars and individual policy papers
Continuing health promotion project
Synthesis:
Synthesis of concepts and self-evaluations
Group seminar presentations / evaluations
Self-evaluation of discussion boards
Health policy paper and policy discussion board
Final health promotion project

4
Grading Guide:
Letter grades will be assigned by the following grading scale:
90 – 100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
below 60 = F
Late Assignments:
Consult evaluation criteria for each individual assignment. Points will be deducted on late
assignments (5% deduction for each day the assignment is late, up to 3 days). No
assignments will be accepted after three days following the due date
unless
prior approval
has been granted by the professor.
So please contact faculty if you have special
circumstances.
ASSIGNMENTS
A.

Health Promotion Project (40%)
1.
Prepare a
database (assessment)
regarding your own health. Required components:
a.

2 required assessment tools (health risks and lifestyle indicators) located in the
Course Information
folder under
Health Promotion Project
b.

1 Genogram and 1 Ecomap, including narrative interpretation and implications of
findings
c.

Adverse Childhood Events (ACE) questionnaire
(submission of results not
required)
d.

2 additional assessment materials directly related to your targeted area of
behavioral change
Upon completing the above tasks, you will have
seven
assessments, and submit
six
.
It
is optional to include data from your last personal physical exam or any other
personal health risk information that you view as significant. Complete the ACE
assessment for your own information. You are not required to share this
information but keep in mind for use in your clinical practice to identify at-risk
individuals.

Be sure to consider significant health risks for your age group (see Healthy People
2020 and recent CDC Covid-19 health risks). Suggested links are provided in the
Web
Links
folder.
We require submission of only the
findings
from each assessment, not the actual tool.
**Report your results and include an
interpretive paragraph
to describe the meaning

5
each particular assessment has for you, as well as
overall implications
of your
assessments for your health. Please do not submit the entire tool, links, or screen shots.
2.
Develop a
personal treatment plan
based on your assessments that includes:
a.

1 goal
(broad outcome)
b.

2 objectives

(more focused outcomes)
, and
c.

5-10 action

steps

(specific measurable actions you will take)
to support
each

objective.
(Be selective – you have only10 weeks in this course to implement your HPP
project. Please do not try to change several behaviors at once – we do not want you
to overwhelm yourself! Focus on one behavior for this project.) Of course, you
may continue to implement your HPP once the course is completed.
3.
Choose a
theoretical framework
to guide the progression of your project, i.e., a
theory or model that you will use to guide your choices and your understanding of
behavior change.
a.

Explain
each
of the tenets / concepts of your framework
in your own words
and in
detail
;
b.

Explain how this theory applies to and facilitates your treatment plan;
c.

Use examples of how you are applying the theory to your project; and,
d.

Include adequate
detail
in your explanations – this is not a superficial ‘brief
mention,’ but rather a
comprehensive application
of the theory to your health
promotion effort. The theory is meant to guide your actions and to help you be
successful.
4.
Maintain a log (at least 2 entries per week)
. Date each log entry.
a.

Describe and analyze your health promotion (behavior/lifestyle change) activity
and your thoughts and feelings about the change process, i.e., what is it like for you
to be engaging in this project and implementing your treatment
(intervention)
plan.
b.

Discuss how your theoretical framework is applicable to your choices, i.e., how
your theory is guiding you and how you are using your theory.
c.

Log entries should be
substantive and show progress
on a physical and affective
(emotional) level. Discuss your thoughts as you move through your project. Submit
your log as one component of your overall HPP project. One sentence is rarely
adequate to demonstrate careful reflection that will assist you to move forward,
revise, or consider whatever is necessary for successful implementation of your
HPP. Remember it is not whether you reach your goal within the 10 weeks, but
more that you learn the process and can apply it to your future practice.

6
5.
Submit
two article summaries
with the
first
submission of your project.
a.

Choose 1 article from a professional / research source that is relevant to your
project. Summarize the article and
note how the article relates to your project.
b.

Choose 1 article from a lay or popular source that is related to your area of change.
Summarize the article and
relate how the information is useful in your project.

6.
Please note:
Your personal treatment plan should include the establishment of
objectives and action steps for the semester. Evaluation will be formative by the log
submissions, and summative on the entire process of planning, implementing, and
evaluating your own personal treatment plans and on your application of science,
theory, and policy to practice.
a.

You will be evaluated ONLY on your overall process, not on success meeting your
goal.
b.

Although you may reap personal benefit, the greater goal is that you will be able to
apply the principles you have learned and your experience of the process to your
own practice arena in the future.
c.

The rubric for this project (below) identifies expectations.
B.

Discussion Boards (20%)

1.

Four topical discussion board assignments
are included in this course, 2 in Module 1
and 2 in Module 2. Each discussion board is associated with a lesson, and provides the
opportunity to share your own knowledge, research, and insights associated with the
topic. You also have the opportunity to expand your own understanding by active
engagement in the discussion and use of outside reference materials.
Substantial
discussion
is expected, with meaningful comments supported by your own experience
as well as your objective knowledge of the topic.
2.

A grading rubric for discussion board participation is provided below in this syllabus.
3.

Final discussion board grades are determined by averaging student self-evaluation
of each discussion board with professor evaluation.
Include brief but specific
examples
in support of your self-evaluation. Self-evaluations will be due following
completion of the first 2 modules. Be sure to assign yourself an overall grade for
your effort on discussion boards.
C.

Seminar Presentation (20%)
1.
Students will choose and participate in a group presentation of a
seminar on

health
risk assessment, health promotion, and health policy
for a topic specific to one age
group.
2.
Student learning objectives, presentation outline, and bibliography should be
developed and included in the seminar presentation.

7
3.
The students and the faculty will evaluate the seminar using the
Seminar Evaluation
Form
found in Module 2.
4.
Students are encouraged to be creative in their presentations, and may want to utilize
multimedia, actual patient scenarios, or any other activities that are designed to meet
seminar learning objectives. Remember that the IT resources of the University are
available to you as your group determines what you would like to do for your project.
Additional guidelines will be available in Module 2.
5.
Please be sure that the material presented is appropriate for
graduate level
learning,
i.e., include depth of information appropriate for master’s prepared nursing practice,
and expand on what you learned in your undergraduate program! (You may build on
information you learned at the undergraduate level, but it should go
well beyond
that
to include a level of detail appropriate for advanced nursing practice.) You are
responsible for mastery of content as well as presentation style. The presentation
should flow with proper spelling and grammar appropriate for graduate level scholarly
work. Allow time for editing and proofing. Finally, please take individual
responsibility for participating fully with your group.
D.

Policy Op-Ed Paper (20%)
Select a Current Policy Issue to address in your Op-Ed


Choose a current health policy issue for your Op-Ed Paper topic. This can include a
policy that is related to the Determinants of Health, Sustainable Development
Goals, structural racism, violence, pandemic issues, etc. For example, it can be an
issue specifically related to COVID 19 such as vaccination hesitancy, roll out
inequities, mask-wearing, economic issues, housing/eviction, travel constraints,
etc. You may address any issue about which you are passionate and that affects
health, either individual health, family health/functioning, or population health.
Your issue may have a community, state, national, or global focus. Pick an area
that you think is significant enough to be addressed. Given the worldwide crisis,
the range of possibilities is broad, from policies with an individual focus to those
with a population focus.


Think globally and locally; therefore, the policy issue you choose can relate on a
local, state, national, or global level.


Research historical and background information relevant to your chosen issue.


Identify individuals or groups who would be most interested in your chosen policy
and for what reason (stakeholders). And remember that some will be interested in
your policy for the purpose of opposing it! Most policies affect families, groups,
communities, and societies. Be sure to consider the implications beyond an
individual focus. NURS 5003 Health Policy and Health Promotion

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8
Develop an INFORMED opinion


Develop an informed opinion on the selected issue based on the information that
you have gathered and possibly on your experience as a practicing professional
nurse.


Remember that an informed opinion means that you can understand and
present evidence for both sides of the issue, and then clearly indicate your own
position, i.e., identify pros and cons. For your Op-Ed, simply acknowledge the
views of ‘the other side’ so that your view can be balanced against the other
view.


Compile the results of your research in a 1-2-page double spaced paper, not
including title page and references. In short, make your point, i.e., your argument
for your position, clearly and concisely – state the policy, history, pros, cons,
ethical issues if any, and then your supported position.
What is an Op-Ed


To assist you, we are providing some definitions and examples of Op-Eds.


Def #1:
Op-Ed is short for ‘opposite the editorial page.’ It is an open letter or public
letter. Although newspapers may refer to editorials as opinion pieces, op-eds can be
written by someone with expertise in a subject area, someone with an authentic
perspective, or someone strongly opinionated about a topic and usually not
affiliated with the publication.


Def #2:
An op-ed (abbreviated from “opposite the editorial page”) is an opinion
piece that appears on a page in the newspaper dedicated solely to them, often
written by a subject-matter expert, a person with a unique perspective on an issue,
or a regular columnist employed by the paper. Op-eds may be solicited by the
editorial staff but may also be submitted by the author for publication. Although
the decision to publish such a piece rests with the editorial board, any opinions
expressed are those of the author. A
letter to the editor(Links to an external
site.) (Links to an external site.) is a common example of this.


Sharing Nursing knowledge through opinion editorials


https://nursemanifest.com/2020/08/04/sharing-nursing-knowledge-through-
opinion-editorials/(Links to an external site.) (Links to an external site.)


Write an Op-ed


https://mdpha.org/content/uploads/APHA-oped_tips.pdf(Links to an external
site.) (Links to an external site.)


How to Write a Killer Op-Ed: Sharpening the Persuasive Writing Blade


https://naepub.com/publicity/2014-24-2-2/(Links to an external site.) (Links to an
external site.)


Nurse: What my daughter fears for me – Opinion by Theresa Brown


https://www.cnn.com/2020/03/20/opinions/nurse-masks-protective-equipment-
brown/index.html(Links to an external site.) (Links to an external site.) NURS 5003 Health Policy and Health Promotion

9


This Op-Ed assignment will improve your ability to make the voices of nurses
heard locally, regionally, across the state, nationally, and internationally – and
beyond the discipline of nursing! These are extraordinary times. The global impact
is unprecedented! We look forward to a rich and compelling discussion around
your Op-Ed pieces.
Post your Op-Ed on the Op-Ed discussion board and to the assignment link on
Canvas.
Substantive dialogue and critique of your peers’ op-ed papers will be
required in the discussion board. Details will follow in Discussions.
GRADING RUBRICS
Health Promotion Project Rubric
Health Promotion Project submissions across modules will be assessed for a total of 40% of your
grade. The assignment rubric serves as a guide for grading your written work. You earn a rating on
each assignment as exceeding expectations, meeting expectations or performing below expectations.
Expectations
/
Components
Exceeds
Expectations
(A+, A, A-)
Meets Expectations
(B+, B, B-)
Performs below
Expectations
(C+, C, C-)
Timeliness
of
Response
✓
Assignment on time


Assignment on time
✓

Assignment late
(Missing assignments
will not receive credit) **
See above for policy
related to late assignments.
Content of
assignment
✓

Material
cogently presented
✓

Assessments
complete
✓

Tx plan
complete with
specific action steps
✓

Theory
explained in detail
with application to
your own project
✓

Log entries
demonstrate
implementation of
treatment plan and

Material
understandable
✓

Assessment largely
completed
✓

Tx plan partially
complete
✓

Theory introduced
with some
explanation and some
examples
✓

Log entries
demonstrate partial
attention to treatment
plan and theory
✓

Material disorganized,
hard to follow or missing
✓

Assessment missing or
incomplete
✓

Tx plan missing or
incomplete
✓

Theory missing or
incomplete
✓

Log missing or
incomplete or excessively
brief

10
application of theory
with examples
✓

Article
summaries offer
concise organized
information,
including application
to your project
✓

Supporting
evidence is always
offered
✓

Article summaries
include information in
less organized format
✓

Supporting evidence
is usually offered

Article summaries or
excessively brief
✓

Supporting evidence is
haphazard or lacking
Discussion Board Participation Rubric
Participation on discussion boards will be assessed using the following rubric, which serves as a
guide for grading your participation. Your score will be calculated by
averaging self-ratings
and professor ratings
. Please rate yourself as exceeding expectations, meeting expectations or
performing below expectations on each of the discussions in the module, and then provide an
overall letter grade
. You must provide
specific
examples from
each
of the discussions to
support your self-assessed ratings. Failure to adequately support your rating will result in the
rating being lowered by one level. The professors will also rate your performance using the same
criteria. Do not copy and paste from the various discussion boards. Instead support with
succinct, specific examples. Student and faculty ratings will be averaged together for a final
score. NURS 5003 Health Policy and Health Promotion
Expectation/
Components
Exceeds Expectations
(A+, A, A-)
Meets Expectations
(B+, B, B-)
Performs Below
Expectations
(C+, C, C-)
Consistency
of
Response
✓
Frequent & even
distribution of entries
throughout module
✓
Consistently initiates
discussion
✓
Responds to discussion in
timely fashion
✓

Uneven distribution of
entries
✓

Occasionally initiates
discussion
✓

Responds to most
discussion
✓
Uneven & infrequent
entries
✓
Little or no initiation of
discussion
✓
Seldom responds
Degree of
Engagement
✓
Interacts freely and
encourages others
✓
Frequently generates
further discussion
✓
Provides leadership to
group
✓

Participates in ongoing
discussion
✓

Occasionally evokes
further discussion
✓

Active group member
✓
Not actively involved in
discussion
✓
Not engaged
✓
No contribution to group

11
Evidence of
Understanding
✓
Uses resources beyond
those required by course
✓
Knowledge gained well
incorporated into
responses
✓
Consistent reflection of
course content
✓
Uses required readings
& course materials
✓
Ideas stated clearly with
some connection to
readings.
✓
Some reflection of
content
✓
Readings & course
materials not reflected
✓
Opinions not informed
by readings
✓
Remarks unrelated to
topic
Depth of
Commentary
✓
Provides examples that
enhance understanding of
topic
✓
Analyzes issues and
implications arising from
topic
✓
Reflects insight into own
learning
✓
Restates ideas from
resources that clarify
topic
✓
Identifies issues and
implications arising
from topic
✓
Some insight into own
learning
✓
Comments limited to
agree or disagree
✓
No issue identification
✓
No evidence of insight
into own learning
UNIVERSITY/CLASS POLICIES
Disability Support Policy Statement:
Texas Woman’s University strives to make all learning
experiences as accessible as possible. If you anticipate or experience academic barriers based on
your disability , please contact Disability Services for Students (
dss@twu.edu; 940-898-3835,
CFO 106) to verify eligibility and register for services. After DSS registration, contact me as
soon as possible to discuss your accommodations so that they may be implemented in a timely
fashion.
Title IX:
Students who may need academic accommodations due to pregnancy (including
termination of pregnancy, childbirth, and lactation) are encouraged to contact
Symone Osieko
Director of Civility & Community Standards/Title IX Coordinator,
TitleIX@twu.edu,
940-898-2969.
Academic Integrity:
Honesty in completing assignments is essential to the mission of the
University and to the development of the personal integrity of students. In submitting graded
assignments, students affirm that they have neither given nor received unauthorized assistance,
and that they have abided by all other provisions of the Code of Conduct in the TWU Student
Handbook. Cheating, plagiarism, collusion, dual submission of a paper or other kinds of
academic dishonesty will not be tolerated and will result in appropriate sanctions that may
include failing an assignment, failing the class, removal from an academic program, or being
suspended or expelled. Allegations of academic dishonesty in this course may be reported to the
Office of Civility and Community Standards. The specific disciplinary process for academic
dishonesty is found at
http://www.twu.edu/student-handbook in Section 5 as part of the TWU
Student Code of Conduct. For details on avoiding plagiarism, visit
http://libguides.twu.edu/writingciting and visit the Writing Help > Plagiarism section.
In an effort to ensure the integrity of the academic process, Texas Woman’s University
vigorously affirms the importance of academic honesty as defined by the TWU Student Code of
Conduct. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas

12
Woman’s University may now use a tool such as Turnitin to compare a student’s work with
multiple sources. It then reports a percentage of similarity and provides links to those specific
sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead,
that judgment must be made by the individual faculty member.
Tools to help you avoid plagiarism are available through the TWU Libraries at
https://www.twu.edu/library/tutorial/cap/plagiarism/
TWU Attendance Policy:
Consistent attendance is vital to academic success and is expected of
all students. Grades are determined by academic performance, and instructors may give students
written notice that attendance related to specific classroom activities is required. Absences do
not exempt students from academic requirements. Excessive absences, even if documented, may
result in a student’s failing the course. Excused absences are within the purview of the
instructor. Students must consult with instructors regarding make-up work.
Technology Communication
E-mail and Canvas are communication and teaching modalities used extensively in this course.
All students are expected to access, navigate, and utilize these modalities on a regular basis.
Failure of a student to receive messages, announcements, or assignments sent or posted via these
modalities may jeopardize the student’s progress in the course and does not constitute a viable
excuse for failing to meet course requirements and expectations
.
Preliminary grades may be
posted as a function of Canvas.

However, these grades are not considered official; only those
grades submitted to the registrar’s office at the end of the semester are official. If you have any
questions about using e-mail or Canvas, please contact the Technology Service Desk for live
chat, email
servicedesk@twu./edu or online at
https://twu.edu/technology/ or TWU extension 8-
1-3971 or telephone 940-898-3971. There are also Canvas tutorials posted in the Getting Started
Module.

Genograms and Ecomaps family nursing

Genograms and Ecomaps

 

Genograms and Ecomaps are essential components of individual and family assessment. They should be used concurrently with other assessment tools.

Genograms are:

a format for drawing a family tree that records information

and covers at least three generations.

a diagram or skeleton showing intergenerational relationships.

similar to genealogy and genetic charts/pedigree.

used in family therapy and health care settings.

a source of information for planning nursing interventions.

a visual and graphic display of information.

a quick overview of the family’s complexities.

derived from within family systems theory.

a way to visualize the patterns that repeat

symbols depicting membership structure, interaction patterns, etc.

can include information related to ages, marital status, ethnicity, religion, education, health, drug use, occupation, military service, impacting events in addition to medical details.

ORDER HERE

Ecomaps:

graphically depicts the family’s relationships & interaction with its immediate external environment. It can illustrate an individual’s or family’s relationships. This is consistent with the Microsystem referred to in Bronfenbrenner’s Ecological Framework.

visualize the individual/family social network and how family members are perceiving or receiving social support.

Using both a genogram and ecomap together enables the clinician to gain a fuller view of the individual/family social networks and support. Genograms and Ecomaps family nursing

To complete the ecopmap place the individual or family in the middle circle & significant people organizations and agencies in outer circles. Start with a blank ecomap (If you were assessing a client or family, the nurse can jointly complete the ecomap with the client.)

Straight lines = strong relationships

Slashed lines conflicted/stressful

Dotted tenuous relationships

Wider lines are stronger

Arrows = direction of the energy and resources

 

Genograms and Ecomaps

 

Genograms and Ecomaps are essential components of individual and family assessment. They should be used concurrently with other assessment tools.

Genograms are:

a format for drawing a family tree that records information

and covers at least three generations.

a diagram or skeleton showing intergenerational relationships.

similar to genealogy and genetic charts/pedigree.

used in family therapy and health care settings.

a source of information for planning nursing interventions.

a visual and graphic display of information.

a quick overview of the family’s complexities.

derived from within family systems theory.

a way to visualize the patterns that repeat

symbols depicting membership structure, interaction patterns, etc.

can include information related to ages, marital status, ethnicity, religion, education, health, drug use, occupation, military service, impacting events in addition to medical details.

 

Ecomaps:

graphically depicts the family’s relationships & interaction with its immediate external environment. It can illustrate an individual’s or family’s relationships. This is consistent with the Microsystem referred to in Bronfenbrenner’s Ecological Framework.

visualize the individual/family social network and how family members are perceiving or receiving social support.

Using both a genogram and ecomap together enables the clinician to gain a fuller view of the individual/family social networks and support.

To complete the ecopmap place the individual or family in the middle circle & significant people organizations and agencies in outer circles. Start with a blank ecomap (If you were assessing a client or family, the nurse can jointly complete the ecomap with the client.)

Straight lines = strong relationships

Slashed lines conflicted/stressful

Dotted tenuous relationships

Wider lines are stronger

Arrows = direction of the energy and resources

Genograms and Ecomaps family nursing

NURS 5644 Advanced Health Assessment/ Differential Diagnosis

SYLLABUS

In the event of a significant disruption of course activities because of an extraordinary environmental situation (e.g., COVID-19), this syllabus is subject to change. Any and all changes will be communicated with students in as timely a manner as the situation allows.

Semester:
Fall 

Year: 
2021

Course Prefix: 
NURS

Course Number: 
5644

Course Title:
Advanced Health Assessment/Differential Diagnosis

Course Description and Overview:  

Examination of the systematic process involved in performing a holistic health assessment on individuals throughout the life span.  Includes knowledge and skills necessary to gather data, interpret findings, make health diagnosis, communicate results, and empower clients.

Emphasis in this advanced course will be to individualize the history and physical exam to the presenting health concerns of the client throughout the lifespan.  A review of the systematic process involved in performing a comprehensive history, physical, and psychological health assessment on individuals includes knowledge and skills necessary to gather data, interpret findings, formulate differential diagnosis, and communicate findings/plans.NURS 5644 Advanced Health Assessment/ Differential Diagnosis

 

Meets Core Curriculum Requirements

 

Faculty Contact Information:

 

Name of Instructor:
  Rita Dellostritto, PhD, APRN, CNS, ENP, ACNP-BC, FAANP 

Office Location:
  IHSI 6036

Phone Number:
  713-794-2803; 713-826-6236 (c)

Office Hours:
  by appt

Email Address:

rdellostritto@twu.edu

Name of Instructor:
Rebecca Schultz, PhD, APRN, CPNP-PC

Office Location: 
IHSI 6026

Phone Number:
  713-794-2154

Office Hours:
by appt

Email Address:
rschultz1@twu.edu

Name of Instructor:
  Patrick Laird, DNP, APRN, ACNP-BC, NEA-BC

Office Location: 
Off Campus

Phone Number: 
281-222-0619

Office Hours:
  by appt

Email Address:
 plaird@twu.edu

Name of Instructor:
  Jodi Wright, DNP, APRN, AGACNP-BC, FNP-BC

Office Location:
  Off Campus

Phone Number:
  312-933-6764

Office Hours:
  by appt

Email Address:
  jwright28@twu.edu

 

Goals and Outcomes:

Upon successful completion of this course, the student will be expected to be able to:

Demonstrate sound critical thinking and clinical decision-making.

Develop a comprehensive database, including complete functional assessment, health history, physical examination, and appropriate diagnostic testing.

Perform a risk assessment of the client including assessment of lifestyle and other risk factors.

Identify signs and symptoms of common emotional/cognitive health problems and the impact on physical assessment.

Perform basic laboratory test and interpret other laboratory and diagnostic data.

Relate assessment findings to underlying pathology or physiologic changes.

Establish a differential diagnosis based on the assessment data.

Synthesize knowledge of health conditions in making differential diagnoses.

Develop an effective and appropriate plan of care for the client, which takes into consideration life circumstances and cultural, ethnic and developmental variations.

Recognize variations in health, including physiological variations, in a wide range of cultural, racial, ethnic, age and gender groups that influence the assessment and plan of care.

Incorporate evidence base research in decision-making.

NURS 5644 Advanced Health Assessment/ Differential Diagnosis

Clinically upon successful completion of this course, the student will be expected to be able to:

 Demonstrate a complete and problem-focused health assessment for clients and families of all ages, ethnicities, and cultures.  To include:

a.

Formulating a complete and problem-focused health history and physical examination for individuals and families across the lifespan

b.

Interpreting a problem-focused health history and physical examination for individuals across the Lifespan

c.

Organizing data to determine a differential list of health problems

e.

Prioritizing health problems

f.

Presenting relevant health data and differential list of health problems to the preceptor

 Demonstrate clinical screening skills in:

Female pelvic examination, client instructions in breast self-examination, male genital and prostate examination, client instructions in testicular self-examination, Denver II screening, scoliosis screening, and health maintenance screening across the lifespan.

 Demonstrate clinical diagnostic skills in:

X-ray interpretation, EKG interpretation, and interpretation of laboratory tests.

 

Course Materials and Supplies:

 

Textbooks:  

REQUIRED TEXTBOOKS:

Bickley, L.S., Szilagyi, P.G., & Hoffman, R.M. (2021).  Bates’ guide to physical examination and history taking (13
th
ed.).  Philadelphia. PA: Wolters Kluwer/Lippincott Williams and Wilkens.  ISBN
9781469893419

 

Goolsby, M.J., & Grubbs, L. (2015).  Advanced assessment: Interpreting findings and formulating differential diagnoses (4th ed.).  Philadelphia, PA: F.A. Davis. ISBN-13: 
978-0803668942

 

Fischbach, F., & Dunning, M. (2021).  A manual of laboratory and diagnostic tests (10
th
ed.).  Wolters Kluwer. 
ISBN-13: 978-1496377128; ISBN-10: 1496377125

The following are available online through TWU Library

Fortin, A.H., Dwamena, F.C., Frankle, R.M., & Smith, R. (2012). Smith’s patient-centered interviewing: An evidence-based model (10th ed.).  Lange/McGraw Hill. 
Free Access TWU Library
at
https://accessmedicine-mhmedical-com.ezp.twu.edu/book.aspx?bookid=501

 

Bickley, L.S. (2017).  Bates’ visual guide to physical examination [
video series]:
Wolters Kluwer. 
Online access
[Free through TWU Library]. Location: 
https://batesvisualguide.com/multimedia.aspx?categoryID=21787#21768

R
ecommended Texts: 

Bickley, L.S., Szilagyi, P.G., & Hoffman, R.M. (2021). Bates’ pocket guide to physical examination and history taking (9
th
ed.).  Philadelphia: Walter Kluwer. ISBN-13: 
978-1975109875

Required Supplies:

Diagnostic Kits:  Ophthalmoscope and Otoscope, Tuning Fork, Reflex Hammer, monofilament, tape measure, Stethoscope, Pocket Snellen visual chart, Professional Lab Coat (3/4 or full length)

Computer with a functioning web camera for online quizzes/exams. NURS 5644 Advanced Health Assessment/ Differential Diagnosis

Internet Resources

American Academy of Family Practice:
http://www.aafp.org
 

American College of Nurse-Midwives:
http://www.acnm.org

American Academy of Pediatrics:
http://www.aap.org

Centers for Disease Control and Prevention:
http://www.cdc.gov

Healthy People 2030:
http://www.health.gov/healthypeople

Pregnancy Web Sites:

AWHONN- Association of Women’s Health, Obstetric and Neonatal Nurses

Texas Board of Nursing:
http://www.bne.state.tx.us
 

World Health Organization:
http://www.who.int/en/

 

NOTE: 
Student access to the internet for current information is a course expectation.  There is a computer lab with internet capability for the use of TWU students on the 4
th
floor. 

 

Pre/Co-requisites Courses:
BIOL 5333 Advanced Pathophysiology

 

Policy Statements

COVID-19 Precautions

Because we are a “Campus with a Heart,” you are
encouraged
to keep yourself and others safe through the following actions:

Get the COVID-19 vaccine if you haven’t done so; vaccines are available at Student Health Services (SHS). 

Wear a mask indoors, consistent with CDC guidelines.

Sit in the same seat throughout the semester in face-to-face classes. TWU has requested that all faculty utilize seating charts to assist with any needed contact tracing.

Continue to follow all recommended health protocols for frequent hand washing and use of hand sanitizer and sanitation supplies found around campus. 

Stay home if you are sick. 

Complete the
COVID-19 Reporting Form (https://veoci.com/veoci/p/form/y5v3xsy58vpb?c=119409#tab=entryForm)
if you have tested positive for COVID-19, are exhibiting symptoms of COVID-19, or have been exposed to someone who tested positive for COVID-19. TWU is following CDC quarantine guidance, and your completing these forms will help us to minimize the spread of COVID-19 on our campuses.

Inform your professor if you are impacted by COVID-19 exposure/illness. If you need assistance from Student Life to communicate with professors regarding missed assignments due to COVID-19, complete the
Health and Academic Support Request form (https://twu.edu/coronavirus/student-resources/)
. Upon submission, a staff member from SHS and/or Student Life will contact you.

Consult TWU’s
COVID-19 website (https://twu.edu/coronavirus/
)
for up-to-date information about the pandemic and TWU’s response.  

Be aware that TWU reserves the right to move to synchronous and/or asynchronous online modalities and to reduce class size and/or location should the need arise.

 

Disability Access Policy Statement

Texas Woman’s University strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic, or temporary medical conditions), please contact me via email/phone or during office hours, so that we may privately discuss options. To establish reasonable accommodations, please register with Disability Services for Students (DSS). After registration, contact me as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion.
DSS contact information: 
DSS website (www.twu.edu/dss)
; dss@twu.edu; 940-898-3835; CFO Ste. 106 NURS 5644 Advanced Health Assessment/ Differential Diagnosis

Title IX: Sexual Violence Education

TWU is committed to providing a safe learning environment free of all forms of sexual misconduct, including sexual harassment sexual assault, domestic violence, dating violence, and stalking. Federal laws (Title IX and the Violence Against Women Act) and TWU policies prohibit discrimination on the basis of sex and therefore prohibit sexual misconduct. As students, if you or someone you know is experiencing sexual harassment, relationship violence, stalking, or sexual assault, there are campus resources available to provide support and assistance. Alleged sexual misconduct can be non-confidentially reported to the Title IX Coordinator at the
Report an Incident website (https://twu.edu/civility/report-an-incident/
)
or at (940) 898-2968. Additionally, please be aware that under Title IX of the Education Amendments of 1972, all employees are required to disclose information about such misconduct to the Title IX Office. Students who wish to speak to a confidential employee who does not have this reporting responsibility, you can contact TWU Counseling and Psychological Services at (940) 898-3801 for the Denton Campus, (214) 689-6655 for the Dallas Campus, and (713) 794-2059 for the Houston Campus.

 

Title IX: Pregnant and Parenting Students

Title IX is a federal law which requires schools that receive federal funds to provide reasonable accommodations to students who are pregnant or have pregnancy related conditions. This includes pregnancy, pre-natal doctor appointments, childbirth, false pregnancy, miscarriage, termination of pregnancy, or recovery from any of these conditions. Students who may need academic accommodations due to pregnancy related conditions should complete the
Pregnancy Accommodation form (https://twu.edu/pregnancy-accommodation-form/)
to coordinate academic needs. 

 

Academic Integrity 

Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Academic Integrity Policy and the Student Code of Conduct as found on the TWU website and in the TWU Student Handbook. Cheating, plagiarism, collusion, dual submission of a paper, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, removal from an academic program, or being suspended or expelled. Allegations of academic dishonesty in this course may be reported to the Office of Civility and Community Standards. The specific disciplinary process for academic dishonesty is in Section 5 as part of the
TWU Student Code of Conduct (http://www.twu.edu/student-handbook)
. For details on avoiding plagiarism, review the Library
Tutorial: Avoiding Plagiarism (http://libguides.twu.edu/c.php?g=270163&p=1803990)
.

 

TWU Attendance Policy

Consistent attendance is vital to academic success and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student’s failing the course. Excused absences are within the purview of the instructor. Students must consult with instructors regarding make-up work.

EVALUATION:

Evaluation will be based on examination scores, assignments and satisfactory clinical performance.

Major Course Assignments and Examinations:

Activities, Assignments, and Grading Policy:

Grading Elements:
 

100 POINTS

Assignment: Subjective Health History 

Shadow Health: Tina Jones           

DCE minimum of 80% for pass

5

Assignment: Subjective Written Health History            

5

SOAP #1 Assignment:  Focused H&P

Shadow health & Written SOAP

5

Microscopic Exam

5

SOAP #2 Assignment:  Comprehensive Final Soap –             

(Shadow Health & Written SOAP)

5

Weekly Exams/Quizzes

(8 Total worth 5pts each)

50

Midterm: Check off

Male/Female GU examination   

(Must demonstrate mastery at Baylor College of Medicine– Pass/Fail)

Pass/Fail

Final OSCE Head-to Toe Check-off               

(
Must score 80% or higher to pass
)

25

Attendance (Must attend 3 in-class labs for Pass)                      

Must Score PASS

Pass/Fail

Successful Completion 45-hour (Shadow Health & Lab)

Must complete 45

hours for PASS 

Pass/Fail

Submission of ALL required documents                        

Pass/Fail

Grading Standards

TWU College of Nursing Grading Scale
:  

A = 100-90, B = 89-80, C = 79-70, D = 69-60, F < 60  ADVANCED PRACTICE NURSING GRADING CRITERIA: For successful completion of this course with progression to the advanced practice tract, the student must pass both the clinical component AND exam requirements.   Students making <80% on any exam/quiz   are encouraged to do an individual test review with their assigned class faculty for the purpose of identifying content areas for improvement, as well as the development of test taking skills.  All individual test reviews must be done within two weeks of taking the examination. The exam/quiz will no longer be available for review after that time.  **All unit exams/quizzes must be taken on the designated dates. Failure to do so will result in having to take a new version of the examination (i.e. short answer, fill in the blank, short essay, etc) or forfeiture of the missed examination. Make up exams will be given at the discretion of the instructor.    *The student must also pass the clinical requirements with >
80% in order to successfully pass the clinical component of the course. Inability to successfully complete the physical assessment component and/or obtain the required number of clinical hours constitutes a clinical failure in the course and will receive a failing grade in the course regardless of the exam average or cumulative course grade.
If a student receives a clinical grade of fail (< 80%), the student is considered to have failed the course and will receive that grade as the course grade .  The clinical grade includes the completion of a MINUMUM of 45 clinical hours, a combination of Skills lab and Shadow Health Computerized clinical hours. * Appropriate dress is required which includes a lab coat over street clothes in Baylor lab & clinical days. No jeans or open toed shoes will be allowed in Baylor simulation lab or in the TWU nursing lab Scrubs may be worn during the skills lab held at TWU only. Course/Assignments/Quizzes and Examinations: Course Assignments – Every assignment in graduate program must:  Be uploaded to Canvas with an accompanying TWU approved professional cover sheet in the appropriate assignment dropbox. Assignments submitted without TWU cover page and grading criteria/rubric will be rejected and either score of zero or late penalty will ensue.   Assignments submitted by a method, other than requested method, will receive a grade of zero (0).  Emailed assignments are not accepted.  Unawareness of the course requirements is not considered a valid rationale for missing exams, quizzes, or due dates. Please check course schedule/calendar carefully. ii)    Be written in APA format; iii)   Include evidenced-based references if indicated (SOAP notes, presentations); iv)   Be uploaded to Canvas in Microsoft Word format with the attached grading rubric;  v)    Saved as a document title Lastname_FirstInitial_Assignment name.doc Example:  SmithS_SubjHealthhx.doc Exams/Quizzes  Weekly exams and exam check-offs in this course serve to verify student learning, ensure retention of foundational knowledge for use in clinical practice, and to prepare students for clinical rotations and national board exams.  Plan to arrive on campus for Midterm/Final check off exams 30 min early- allowing enough time to safely account for traffic, weather, etc. You must be at Baylor College of Medicine 30 mins prior to your assigned time slot. There are no makeup exams/quizzes. If a student is late for midterm/Final check-off, extra time will not be allotted to the student.  When a student is absent from an announced or prescheduled lab (if any), the following procedure shall be followed:  The student will contact the faculty/course manager prior to the starting time of the examination check-off via telephone and email. The student will leave his/her name, telephone number, and reason for absence. At the discretion of the instructor, a return call to the student may be made.  All valid excuses must fall under guidelines created by the University policy as stated in the Student Handbook. The only excused absences are documented student illness, serious illness or death in the student’s immediate family, official school activity, state-recognized religious holiday or other verified absences deemed appropriate by the instructor.  Upon returning to the University, the student shall present the appropriate faculty member with sufficient verbal or written documentation of the circumstances regarding the nature of the absence. Telephone contact as described in paragraph one (1) is required regardless of circumstances.  The student shall be prepared to either write an examination the first day upon return to the University (if indicated) and be prepared to demonstrate examination technique competencies on a date deemed by the faculty.  Failure to follow this procedure will result in the student forfeiting the grade on the midterm or final examination.  Retaking of exams/quizzes are not permitted. No exceptions.  Exams are administered via laptop/desktop in an online format. You are encouraged to bring laptops to lab for review of video content during your wait for lab skills check offs. For the weekly exam/quiz, you must have an internet camera/video capability. Late Policy: Exams/Quizzes:  No late exams permitted.  Non-negotiable.  For students finding difficulties meeting the due date – please email the course faculty and course coordinator for arrangements to take the exam/quiz early.  Note: This arrangement is case-by-case and at the faculty’s discretion. All other assignments submitted after the due date and time will receive the following point deduction 10% deduction for assignments submitted 00:01- 24:00 hours late. 20% deduction for assignments submitted 24:01 – 48:00 hours late 30% deduction for assignments submitted 48:01 – 72:00 hours late Assignments submitted after 72 hours past due date will receive a score of zero (0). Lab Hours –  General Requirements Students will complete a minimum of 45 lab hours by end of NURS 5644 as required elements as set forth by the College of Nursing NP program practicum hour requirements.   All students must have updated/current requirements documented before entering clinic (clinical courses):  Current unencumbered RN License in Texas  Current CPR certification and Blood borne pathogen certificate Current immunizations are mandatory and must be recorded prior to start of clinical Clearance for drug screening and criminal background screening  Expectations during clinical hour completion  Each semester students submit a clinical summary demonstrating the type of clinical hours accumulated:  For this course “lab practice hours” is the tag utilized. Clinical Lab Mastery activities:  Student activities for patient evaluation include, but are not limited to: Obtaining the history and physical exam  Formulation of differential diagnoses  Formulation of a basic treatment plan patient including education, follow-up and referral, if necessary, using appropriate evidence-based resources  Completion of two SOAP notes during N5644 Course with a minimum of 80% score.  Clinical Calendar   Lab hours are accumulated weekly at 3.75 hrs per week. Students may not exceed 3.75 documented lab hours per week. Lab Hours are documented in Clinical Calendar weekly starting in Week 1.   The exception is when there are not assignments Students are expected to enter lab hours into clinical Calendar by Sunday at 11:59 every week.  Missed documentation may require make up assignments at the faculty’s discretion and may include additional make-up Shadow Health Assignments.  Failure to maintain timely Clinical Calendar entries may result in possible course participation point reduction.  Lab practice activities include Shadow Health assignments, practice on family and friends, and on-campus lab check offs, but do not go into Clinical Calendar.   Clinical Calendar Entries:  Students are expected to enter factual data into Clinical Calendar.   All entries must be factual, include a very brief description of activities practiced or performed.  If a fallacy in data is noted, this will be considered a breach in academic integrity and the student will be reported for academic dishonesty.  Faculty will randomly choose from the entries to verify to ensure accuracy and authenticity of data.   Optional Requirements:   Pagers & Cellular Classroom Policy Pagers and cellular phones must be turned off or to the silent mode during class, seminar, laboratory, and conference times.  This is disruptive to class flow and failure to comply may result in the student being asked to leave class.   Tape Recording and Photography Course Policy Anyone desiring to tape record formal presentations or informal discussions must receive permission of the person presenting the information prior to the scheduled time of the presentation.  DO NOT tape record or photograph in clinical settings without clear and written protocols and permissions received in conjunction with the clinical instructor and faculty.   Technology Communication E-mail and Canvas are communication and teaching modalities used extensively in this course.  All students are expected to access, navigate, and use these modalities on a regular basis.  Failure of a student to receive messages, announcements, or assignments sent or posted via these modalities may jeopardize the student’s progress in the course and does not constitute a viable excuse for failing to meet course requirements and expectations. Teaching Modules will be placed on Canvas to enhance learning. If you have any questions about using Canvas, please contact the IT department helpline [(940) 898-3971]. Keyboard skills are necessary for clinical documentation.   Students should check the Canvas prior to each class and periodically during the week. E-mails will be sent to the University assigned e-mail account if the student plans to use another account, the student is required to up-date this information through their Portal account.   Preliminary grades are often posted on Canvas, as a convenience for students.  However, these grades are not considered official; only those grades submitted to the registrar’s office at the end of the semester are official.   Disaster Course Policy In the event of a disaster (i.e. hurricane, pandemic epidemic) affecting the Houston area and/or causing University closure, clinical practice associated with the course will be canceled and didactic content will be placed on the course Canvas site.    Helpful Information: For assistance with Canvas and Pioneer Portal, you will find step-by-step instructions at the TWU website for distance learning. The website is:  www.twu.edu/dl/orientation   Immunizations, Drug Testing, and Background Checks: Drug testing and criminal background screening is required for all students in the TWU College of Nursing. (refer to TWU policy). Everyone should have an account in Castle Branch prior to registering for this class. Castle Branch maintains all of your information (current CPR card, RN license, proof of medical health insurance, current immunizations, HIPPA training, etc) during the time you are a student. Besides Castle Branch all immunizations must be up to date in the TWU Student Health Services in Denton. ***Students must be compliant in all areas prior to their first day of lab/clinical.  Any student who attends clinical before being compliant will have to repeat those clinical hours.   You must complete the on line registration for urine drug screening (SurScan) prior to the second week of class. The agency TWU uses for drug screening is SurScan : http://www.surscan.com/nursing_students_twu.html .   It is important to note that you are a graduate nursing student at TWU-Houston. All urine drug screens will be obtained as a group in this class, if contacted by SurScan to go to a particular site, inform them that your drug screen will be obtained on TWU campus. Upload a copy of your receipt for proof of registration into Canvas. All students are required to perform a urine drug screen during this semester regardless of whether you have taken this course in the past and submitted to a drug screen. NURS 5644 Advanced Health Assessment/ Differential Diagnosis   Other Course Information Professionalism: Students are expected to maintain a respectful demeanor in the laboratory and classroom setting, and when communicating with faculty, peers, and ancillary services. Every action taken, both personally and professionally, reflects on the student’s ability to develop into a rational, critically thinking Advanced Practice Nurse.  You are encouraged to review the student handbook regarding Professional Demeanor.  Disrespectful demeanors are not tolerated and considered a breach in the Code of Conduct required at TWU.   Professionalism includes, but is not limited to, the following: Timely attendance to class or clinical activities, adherence to the academic honesty policies of the University and course syllabus, appropriate behavior in class and clinical activities (includes turning cell phones to silent), notifying faculty or preceptor as soon as possible with changes in preceptor agreements clinical schedules, promptness to the clinical site(s), documenting factual logs, adherence to the clinical dress policy.   Any act that gives an unfair advantage to any student is considered unprofessional.     TWU Dress Code.    Professional dress is expected during final practicum examinations.  Professional Dress:  Wear your name tag and lab coat with CON badge as appropriate Students may purchase names tags through the TWU Bookstore Students are required to wear clean, pressed white lab jackets during Final exam.   It is not acceptable to wear scrubs or jeans Professional dress includes a clean white lab jacket, comfortable, low heeled dress shoes, dress slacks and shirt (tie optional for men).  Student should be well groomed with appropriate length nails with clear polish.  Reasonable and natural hair color, for example, purple or pink hair is inappropriate in a professional setting.  It is preferred that long hair be up off the collar.  All visible tattoos must be covered.  No exceptions. No facial or nose piercings. No exceptions. See Student Handbook for dress policy, can be found on TWU’s website.    Teaching Modalities Modalities to deliver content in this course include internet sources, required textbooks, as well as health assessment videos and Shadow Health Digital Clinical Experiences (aka: virtual patient).  All students are expected to access, navigate, and utilize these modalities on a frequent basis.  Failure of a student to receive messages, announcements, or assignments sent or posted via these modalities may jeopardize the progress of the student in the course and does not constitute a viable excuse for failing to meet course requirements and expectations. Students are expected to check the course and course email at least once daily M-F.   Important Dates: September 6 – Labor Day Nov 5 – Last Day to Withdraw  Nov 25-27 – Thanksgiving Break   Assessment and Differential Diagnostics Nurs 5644 Spring 2021 Date/Time Subjects  Due Date 1/11/2021 4-7 PM Introductions Syllabus Introduction to Shadow Health 1/11/2021 Module 1 Foundations for Evaluating Clients 1/17/2021 @ Midnight (MN) 1/18/2021 Module 2 HEENT Mental Health Skin Exam Module 1&2 1/24-25/2021 1/24/2021 @ MN 1/25/2021 Module 3 Lungs/Cardiovascular/Thorax Exam:  2/7-2/8/2021 2/7/2021 @ MN 2/8/2021 Module 4 Abdomen & Peripheral Vascular Exam: 2/14-15/2021 2/14/2021 @ MN 2/15/2021 Module 5 Musculoskeletal Exam: 2/21-22/2021 Due 2/21/2021 @ MN 2/22/2021 2-7 PM Lab Practice all of the above skills Pending 3/1/2021 Module 6 Neurologic Exam Exam:  3/14-15/2021 3/14/2021 @ MN 3/15/2021 Module 7 Male/Female GU Breast and Rectal Exams Exam 3/21-22/2021 3/21/2021 @ MN 03/22/2021 2-7 PM Lab Practice all skills since last lab Radiology Pending 3/29/2021 Module 8 Children – Infants to Adolescence Exam:  4/4-5/2021 4/4/2021 @ MN 4/5/2021 Evaluating the older Adult Exam: 4/11-12/2021 4/11/2021 @ MN Pending Female Exam Baylor (you will sign up) Pending Male Exam Baylor (you will sign up) Due by 5/3/2021 Final Check-off Via Zoom     This is a preliminary schedule.  It is subject to change ALL Exams are Online.  They require LockDown Browser with Monitor  Exams will Open at 0001 on the first day and Close at 2359 on the 2 nd day of the Exam. NURS 5644 Advanced Health Assessment/ Differential Diagnosis

DNP-815A Scientific Underpinnings GCU Topic 1: Worldview And Foundations Of Nursing Sciences

Objectives:

Analyze the role of nursing theory in practice.

Explain the historical development of nursing theory.

Analyze personal worldview and theoretical perspective of nursing practice.

Topic 1 DQ 1

Assessment Description

Read the “Discussion Forum Philosophy” to acquaint yourself with the expectations of doctoral learners posting in the discussion forum. Define the process of theory building. Identify a historical change or event that had significant impact on the development of nursing theory. Discuss the effect of the change/event on nursing from that point forward, the contribution(s) to nursing that resulted, and how it relates now to successfully preparing the DNP for practice. Provide examples and literature support.

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DNP-815A Scientific Underpinnings GCU Topic 1 DQ 2

Select a nursing theory that you will use to guide your DNP Project. Define the nursing theory and explain its role and contribution to the profession of nursing and how this nursing theory will guide your DNP Project.

 

DNP-815A Scientific Underpinnings GCU Preconference Evaluation: Individual Success Plan (ISP)

The
Individual Success Plan (ISP) assignment
in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.

A preconference meeting is intended for the learner and preceptor/mentor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor during this practice immersion experience. All faculty and preceptor/mentor information will be given to each party by the learner. Any course or program information requested by the preceptor/mentor will be provided by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time. The faculty will also send an introductory email to the preceptor/mentor.

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course.

Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline documents in the DNP PI Workspace.

Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones.

Determine what practice immersion experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

Use the ISP to develop a personal plan for completing your practice immersion hours and how competencies will be met. Show all of the major milestones and deliverables in the timeline.

Within the ISP, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course goals and documented practice immersion hours; and DPI Project milestones.

A preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory for all learners enrolled in all DNP courses (from DNP-805 and DNP-815A on). Conferences may be conducted face-to-face or via technology. A copy of the wet-ink or digitally (digital identifier) signed document must be uploaded into the digital classroom no later than the end of Topic 1.

Overall course- and learner-specific objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program.

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

Learners will submit this assignment using the assignment dropbox in the learning management system. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

Identify the specific deliverables you will complete throughout this course from those defined above with your faculty. Update your faculty/chair with any revisions or changes to the ISP.

List the challenges you expect to encounter as you continue the practice immersion hour and competency requirements throughout this course. How might you overcome these challenges?

Complete the Contact Information table at the beginning of the ISP resource, and type in your signature (learner only) and the date on which you completed the table. Read the information in the ISP document, including the following: Learner Expectations, Derivation of the ISP, and Instructions for Completing the ISP.

Follow the instructions and complete the ISP.

 

DNP-815A Scientific Underpinnings GCU Reflective Analysis Case Report Component Paper

In this
assignment
, learners are required to construct a reflective analysis incorporating a personal nursing philosophy. The Reflective Analysis Case Report Component Paper assignment may be written in first-person language as appropriate to express personal perspectives but must otherwise adhere to the guidelines below.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

Doctoral learners are required to use the current APA style for their essay writing assignments. The current APA Style Guide is located in the Student Success Center.DNP-815A Scientific Underpinnings GCU

This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.

A minimum of three peer-reviewed references published within the last 5 years is required.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Directions:

Compose a reflective analysis (
1,000-1,250 words
) incorporating your personal philosophy of nursing, including the following core elements:

What is your central belief about the individual person?

How does your personal worldview influence your approach to patients?

What constitutes the environment?

How do the individual and the environment interact?

What is your view of health?

How does illness relate to health?

How do you think nursing leaders might serve others in ways that promote human flourishing?

What is the central reason for the existence of nursing?

Portfolio Practice Immersion Hours:

It may be possible to earn portfolio practice immersion hours for this assignment. Enter the following after the References section of your paper:

Practice Immersion Hours Completion Statement DNP-815A

I, (INSERT NAME), verify that I have completed and logged (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I also have tracked said practice immersion hours in the Lopes Activity Tracker for verification purposes and will be sure that all approvals are in place from my faculty and practice immersion preceptor/mentor before the end of the course. DNP-815A Scientific Underpinnings GCU

DNP-815A Reflective Analysis Case Report Component Paper

In this assignment, learners are required to construct a reflective analysis incorporating a personal nursing philosophy. The Reflective Analysis Case Report Component Paper assignment may be written in first-person language as appropriate to express personal perspectives but must otherwise adhere to the guidelines below.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

Doctoral learners are required to use the current APA style for their essay writing assignments. The current APA Style Guide is located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion. DNP-815A Reflective Analysis Case Report Component Paper

A minimum of three peer-reviewed references published within the last 5 years is required.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

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Directions:

Compose a reflective analysis (1,000-1,250 words) incorporating your personal philosophy of nursing, including the following core elements:

What is your central belief about the individual person?

How does your personal worldview influence your approach to patients?

What constitutes the environment?

How do the individual and the environment interact?

What is your view of health?

How does illness relate to health?

How do you think nursing leaders might serve others in ways that promote human flourishing?

What is the central reason for the existence of nursing?

Portfolio Practice Immersion Hours:

It may be possible to earn portfolio practice immersion hours for this assignment. Enter the following after the References section of your paper:

Practice Immersion Hours Completion Statement DNP-815A

I, (INSERT NAME), verify that I have completed and logged (NUMBER OF) clock hours in association with the goals and objectives for this assignment. I also have tracked said practice immersion hours in the Lopes Activity Tracker for verification purposes and will be sure that all approvals are in place from my faculty and practice immersion preceptor/mentor before the end of the course.

 

Reflective Analysis Case Report Component Paper – Rubric

LIST
GRID

PRINT TO PDF

Rubric Criteria

Total
80 points

Criterion

1. Unsatisfactory

2. Less Than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Central Reason for the Existence of Nursing Research

Central Reason for the Existence of Nursing Research

0 points

No outside sources were used to support the assignment.

3.84 points

Few outside sources were used to support the assignment. Limited research is apparent.

4.22 points

Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness.

4.42 points

Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.

4.8 points

Research is supportive of the rationale presented. Sources are distinctive and address all of the issues stated in the assignment criteria.

Research Citations

(In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)

0 points

No reference page is included. No citations are used.

4.48 points

Reference page is present. Citations are inconsistently used.

4.93 points

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

5.15 points

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

5.6 points

In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.

Argument Logic and Construction

Argument Logic and Construction

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

3.2 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

3.52 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

3.68 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

4 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Paper Format

(Use of appropriate style for the major and assignment)

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

5.12 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

5.63 points

Appropriate template is used. Formatting is correct, although some minor errors may be present.

5.89 points

Appropriate template is fully used. There are virtually no errors in formatting style.

6.4 points

All format elements are correct.

How Illness Relates to Health

How Illness Relates to Health

0 points

A discussion of how illness relates to health is not present.

5.12 points

A discussion of how illness relates to health is present but insufficient in detail or incomplete.

5.63 points

A discussion of how illness relates to health is present but at a perfunctory level.

5.89 points

A discussion of how illness relates to health is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources.

6.4 points

A discussion of how illness relates to health is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

What Constitutes the Environment

What Constitutes the Environment

0 points

A discussion of what constitutes the environment is not present.

5.12 points

A discussion of what constitutes the environment is present but insufficient in detail or incomplete. DNP-815A Reflective Analysis Case Report Component Paper

5.63 points

A discussion of what constitutes the environment is present but at a perfunctory level.

5.89 points

A discussion of what constitutes the environment is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources.

6.4 points

A discussion of what constitutes the environment is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

How Nursing Leaders Might Serve Others

How Nursing Leaders Might Serve Others

0 points

How nursing leaders might serve others in ways that promote human flourishing is not discussed.

5.12 points

How nursing leaders might serve others in ways that promote human flourishing is present but insufficient in detail or incomplete.

5.63 points

How nursing leaders might serve others in ways that promote human flourishing is present but at a perfunctory level.

5.89 points

How nursing leaders might serve others in ways that promote human flourishing is present in full. Information presented is from scholarly though dated sources.

6.4 points

How nursing leaders might serve others in ways that promote human flourishing is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

Thesis Development and Purpose

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim.

3.2 points

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

3.52 points

Thesis and/or main claim are apparent and appropriate to purpose.

3.68 points

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

4 points

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

Mechanics of Writing

(includes spelling, punctuation, grammar, language use) DNP-815A Reflective Analysis Case Report Component Paper

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

3.2 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

3.52 points

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

3.68 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

4 points

Writer is clearly in command of standard, written, academic English.

View of What Constitutes Health

View of What Constitutes Health

0 points

A discussion of the view of the learner on what constitutes health is not present.

5.12 points

A discussion of the view of the learner on what constitutes health is present but insufficient in detail or incomplete.

5.63 points

A discussion of the view of the learner on what constitutes health is present but at a perfunctory level.

5.89 points

A discussion of the view of the learner on what constitutes health is convincing and defines specific elements. Information presented is from scholarly though dated sources.

6.4 points

A discussion of the view of the learner on what constitutes health is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

Discussion of How Personal Worldview Influences Approach to Patients

Discussion of How Personal Worldview Influences Approach to Patients

0 points

A discussion of how personal worldview influences approach to patients is not present.

5.12 points

A discussion of how personal worldview influences approach to patients is present but insufficient in detail or incomplete.

5.63 points

A discussion of how personal worldview influences approach to patients is present but at a perfunctory level.

5.89 points

A discussion of how personal worldview influences approach to patients is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

6.4 points

A discussion of how personal worldview influences approach to patients is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources.

Discussion of Central Belief About the Individual Person

Discussion of Central Belief About the Individual Person

0 points

A discussion of central belief about the individual person is not present.

5.12 points

A discussion of central belief about the individual person is present but insufficient in detail or incomplete.

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5.63 points

A discussion of central belief about the individual person is present but at a perfunctory level.

5.89 points

A discussion of central belief about the individual person is present in full. Discussion is convincing. Information presented is from scholarly though dated sources.

6.4 points

A discussion of central belief about the individual person is present in full. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

Central Reason for the Existence of Nursing

Central Reason for the Existence of Nursing

0 points

A discussion of the central reason for the existence of nursing is not present.

5.12 points

A discussion of the central reason for the existence of nursing is present but insufficient in detail or incomplete.

5.63 points

A discussion of the central reason for the existence of nursing is present but at a perfunctory level.

5.89 points

A discussion of the central reason for the existence of nursing is present in full. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources.

6.4 points

A discussion of the central reason for the existence of nursing is present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

How the Individual Person and the Environment Interact

How the Individual Person and the Environment Interact

0 points

A discussion of how the individual person and the environment interact is not present.

5.12 points

A discussion of how the individual person and the environment interact is present but insufficient in detail or incomplete. 
DNP-815A Reflective Analysis Case Report Component Paper

5.63 points

A discussion of how the individual person and the environment interact is present but at a perfunctory level.

5.89 points

A discussion of how the individual person and the environment interact is present, convincing, and thorough. Information presented is from scholarly though dated sources.

6.4 points

A discussion of how the individual person and the environment interact is present, convincing, and thorough. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

DNP-815A Preconference Evaluation: Individual Success Plan (ISP)

Preconference Evaluation: Individual Success Plan (ISP)

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.

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A preconference meeting is intended for the learner and preceptor/mentor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor during this practice immersion experience. All faculty and preceptor/mentor information will be given to each party by the learner. Any course or program information requested by the preceptor/mentor will be provided by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time. The faculty will also send an introductory email to the preceptor/mentor DNP-815A Preconference Evaluation: Individual Success Plan (ISP).

General Requirements:

Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course.

Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline documents in the DNP PI Workspace.

Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones.

Determine what practice immersion experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

Use the ISP to develop a personal plan for completing your practice immersion hours and how competencies will be met. Show all of the major milestones and deliverables in the timeline.

Within the ISP, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course goals and documented practice immersion hours; and DPI Project milestones.

A preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory for all learners enrolled in all DNP courses (from DNP-805 and DNP-815A on). Conferences may be conducted face-to-face or via technology. A copy of the wet-ink or digitally (digital identifier) signed document must be uploaded into the digital classroom no later than the end of Topic 1.

Overall course- and learner-specific objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program.

Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite.

Learners will submit this DNP-815A Preconference Evaluation: Individual Success Plan (ISP) assignment using the assignment dropbox in the learning management system. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

Identify the specific deliverables you will complete throughout this course from those defined above with your faculty. Update your faculty/chair with any revisions or changes to the ISP.

List the challenges you expect to encounter as you continue the practice immersion hour and competency requirements throughout this course. How might you overcome these challenges?

Complete the Contact Information table at the beginning of the ISP resource, and type in your signature (learner only) and the date on which you completed the table. Read the information in the ISP document, including the following: Learner Expectations, Derivation of the ISP, and Instructions for Completing the ISP.

Follow the instructions and complete the ISP.

Preconference Evaluation: Individual Success Plan (ISP) – Rubric

LIST
GRID

PRINT TO PDF

Rubric Criteria

Total
20 points

Criterion

1. Unsatisfactory

2. Less Than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Deliverables

Deliverables

0 points

Description of specific deliverables to be completed in the course is not included.

2.4 points

Description of specific deliverables to be completed in the course is incomplete or incorrect.DNP-815A Preconference Evaluation: Individual Success Plan (ISP)

2.64 points

Description of specific deliverables to be completed in the course is included but lacks sufficient detail.

2.76 points

Description of specific deliverables to be completed in the course is complete and includes sufficient detail.

3 points

Description of specific deliverables to be completed in the course is thorough and includes sufficient detail.

Plan for Practice Experiences

Plan for Practice Experiences

0 points

Plan for practice experiences to be completed in the course is not included.

1.6 points

Plan for practice experiences to be completed in the course is incomplete or incorrect.

1.76 points

Plan for practice experiences to be completed in the course is included but lacks sufficient detail.

1.84 points

Plan for practice experiences to be completed in the course is complete and includes sufficient detail.

2 points

Plan for practice experiences to be completed in the course is thorough and includes sufficient detail.

DPI Project Milestones

DPI Project Milestones

0 points

Description of DPI Project milestones to be achieved in the course is not included.

1.6 points

Description of DPI Project milestones to be achieved in the course is incomplete or incorrect.

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1.76 points

Description of DPI Project milestones to be achieved in the course is included but lacks sufficient detail.

1.84 points

Description of DPI Project milestones to be achieved in the course is complete and includes sufficient detail.

2 points

Description of DPI Project milestones to be achieved in the course is thorough and includes sufficient detail.

Challeges

Challenges

0 points

Description of challenges and how to overcome them is not included.

1.6 points

Description of challenges and how to overcome them is incomplete or incorrect.

1.76 points

Description of challenges and how to overcome them is included but lacks sufficient detail.

1.84 points

Description of challenges and how to overcome them is complete and includes sufficient detail.

2 points

Description of challenges and how to overcome them is thorough and includes sufficient detail.

Mentor Signature

Mentor Signature

0 points

No wet or digital signature is present.

1.6 points

N/A

1.76 points

N/A

1.84 points

N/A

2 points

Wet or digital signature is present.

Self-Assessed Domains and Competencies

Self-Assessed Domains and Competencies

0 points

Description of self-assessed domains and competencies is not included.

1.6 points

Description of self-assessed domains and competencies is incomplete or incorrect.

1.76 points

Description of self-assessed domains and competencies is included but lacks sufficient detail.

1.84 points

Description of self-assessed domains and competencies is complete and includes sufficient detail.

2 points

Description of self-assessed domains and competencies is thorough and includes sufficient detail.

Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

0.8 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

0.88 points

Appropriate template is used. Formatting is correct, although some minor errors may be present.

0.92 points

Appropriate template is fully used. There are virtually no errors in formatting style.

1 points

All format elements are correct.

Practice Immersion Hours

Practice Immersion Hours

0 points

No practice immersion hours are indicated.

1.6 points

Practice immersion hours do not reflect described assignment or project.

1.76 points

N/A

1.84 points

N/A

2 points

Practice immersion hours reflect described assignment or project.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

0.8 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

0.88 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

0.92 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

1 points

Writer is clearly in command of standard, written, academic English.

Remaining Deliverables

Remaining Deliverables

0 points

Description of remaining deliverables to complete is not included.

2.4 points

Description of remaining deliverables to complete is incomplete or incorrect.

2.64 points

Description of remaining deliverables is included but lacks sufficient detail.

2.76 points

Description of remaining deliverables to complete is complete and includes sufficient detail. DNP-815A Preconference Evaluation: Individual Success Plan (ISP)

3 points

Description of remaining deliverables to complete is thorough and includes sufficient detail.

Why is picking appropriate sociological research topics crucial? Very few students on the earth deliberately write and turn in an essay that is poorly written, plagiarized, or incomplete. Most often, it is the result of persistent procrastination brought about by disinterest and motivation.

After a few months of investigation, nothing seems to be left on sociology research topics. Because of this, selecting a question, issue, trend, or phenomenon to investigate is a crucial task that necessitates thought and effort. For knowledgeable and enthusiastic students, selecting from an instructor’s list should not be an option.

If you have to come up with an intriguing and thought-provoking sociological research topic, don’t panic. This guide lists good sociology research topics to get you started. It also equips you with the knowledge of how to choose good sociology research topics.

Sociology and social science

Knowledge of sociology as a discipline will help you answer the question of what a sociological topic is. Sociology is, therefore, the study of connections, culture, and society. It also includes a variety of subjects, from social mobility and class to marriage customs and the web. Lawmakers, educators, corporations, social workers, and non-profit organizations use sociological knowledge to support their work.

The learning of human society is called social science. Social sciences aid us in expanding our knowledge of the issues beyond our own experiences by examining and explaining human behavior. So, don’t wrack your brain anymore; what are social science topics?

Tips for Choosing excellent sociology research topics

An excellent sociology study topic should concisely describe an issue or argue the point that you would like to express. It is advised to steer clear of overly generic or ambiguous remarks, which can be interpreted in various ways.

The key is to think of sociological research topics that motivate you and assist your audience in solving problems. By consistently crediting every source and quotation you use, you can avoid plagiarism difficulties. Below are some of the steps to adhere to during the selection process

As you do your investigation for your sociology research paper topics, consider some good suggestions

Select only the items that fascinate you

Describe pertinent social issues

Draw up a list of phrases and words related to your proposed topic

As you are writing the thesis statement, consider the pertinent sources

Always focus on a specific problem while choosing a topic

Determine your paper’s sociological research technique

Give both your viewpoint and the opposing arguments

Keep in mind to begin writing the bibliography whenever you come across each helpful source

Always tie the language of your subject to the thesis statement

Sociology research topics on nationality and race

Sociology research on nationality and race are usually actual, trending, and contradictory. Therefore, one has to be cautious during the selection process to avoid causing an uproar. Here are some of the hottest and trading topics to aid you in completing your sociology essay

How did cross-border marriages evolve?

What effects did overseas marriages have on the child’s sense of identity?

What relationship exists between educational achievements and race?

How does foreign education affect future career success?

How prevalent are racial prejudices, and how accurate are they?

How do bigoted views impact consciousness and self-esteem?

The nature of patriotism and its characteristics

Patriotism across international borders

The relationship between patriotism and social status

How do various educational institutions incorporate patriotism studies?

What impact does nationality have on a profession in the public sector?

Sociology research topics for college students

Has your professor given you the liberty to select your preferred topic? Don’t fret; this is the chance to blow their minds. Are you wondering how? Below are some of the best sociology research topics for college students

causes of stress throughout the freshman year in college.

Campus techniques used for resolving disputes

Most college internships selections frequently develop a bias

The contemporary roles of accountability and leadership

The idea that reliability and friendship should be shared amongst college students

The part social movements play in raising awareness of bullying

The difference between today’s role models and those from ten years ago

The modifications to schooling that have an impact on the new students

Should all pupils have access to the medical facilities on campus?

What are some of the moral restrictions placed on college parties?

Sociology research topics about family

You have a pending assignment and are attempting to generate sociology research topics on the family to no fruition, right? Don’t panic; the truth is coming up with unique sociological questions and examples is quite challenging. Here is a list of the topics you need to help you complete your assignment

How does divorce affect children?

How do inter-racial adoption impact kids and society as a whole?

How far should parents try to shape their kids’ behavior?

What effects does single parenting have on a child?

Social services for kids who have trouble communicating with their parents

Can a nontraditional family successfully nurture a healthy baby?

Parenting anomalies in LGBT households

Should kids learn about gender issues early, or is that too much?

Children from middle-class families succeed socially

Marriage and family sociology

The role of nannies and what employers should expect

How can you stop parenting like a helicopter?

Medical sociology research topics

Don’t despair if you have the liberty to select good medical sociology research topics. This guide has you sorted. Check out the list below

Globalization and its impact on access to healthcare

The moral dimensions of the nurse-patient relationship

Should the ethical standards used in psychiatric ward care be reevaluated?

The difficulties of having chronic illnesses among African Americans

Social media should be used to raise the need for elderly care, true or false?

The difficulties caused by inequality in American rural area

Sole parenthood and social stigma healthcare tribulations

Social problems associated with the factors that influence modern healthcare’s

Must euthanasia be prohibited?

The difficulties of ER caregiving and stress reduction techniques

Sociology research topics on the environment

Have you been endlessly searching for environmental sociology topics to write about? Your search ends here. Below are some of the best sociological research topics on the environment

The difficulties with bioregionalism and also the issues this discipline of environmental science investigates

Prejudice in the mainstream media treatment of environmental concerns

Environmental difficulties are a result of the political developments taking place around the world, true or false?

Should middle schoolers learn about social ecology?

The methods for avoiding raw sewage in far-flung areas of the earth

The relationship between nature and commercial culture

The consumption of land and resources in the digital age

Indian cultural ideals of balance and harmony

Should nuclear energy be outlawed and replaced with renewable energy sources?

The way that bio-activists are portrayed in contemporary media

Food-related sociology topics

Are you finding it challenging to generate sociology research topics about food? Below are some of the best sociology research topic ideas to get you started.

Why is nutritional literacy so crucial in today’s society?

How is the relationship between eating customs and wellness and health discussed?

the evolution of culinary customs across several cultures

How do dietary customs impact national identity?

Obesity in children’s etiology and how can it be avoided?

Impacts of technology on people’s eating habits

The rise of vegan and vegetarian cultures

What kind of environmental impact does eating beef products have?

Traditional family supper, is it still in existence?

Uncooked diet, is it harmful or healing?

The social effects of processed food

The customs surrounding lunch and brunch in several nations

Sociology research topics on cultural biases and social issues

Creating unique, thought-provoking, enlightening, and fascinating sociological research topics can sometimes challenge students. This guide, however, has all your needs sorted. Below is a compilation of  sociology research paper topics on cultural biases and social issues

The media’s inaccurate portrayal of poor households

The topic of having no children or being barren

Do mothers in single-parent households usually make better role models?

The detrimental effects of separation on teenagers

Should young people be permitted to cast ballots?

The function of religious education in contemporary consumerism

Do the Slavic people have a different perspective on labor?

The significance of media in shaping societal norms

The Native Americans’ customs and culture

The rise of Asian prejudice in the Covid-19 era

Educational sociology research topics

Don’t burn the midnight oil attempting to generate and compile sociology research paper topics on educational. Below is a list of topics related to educational sociology to give you a clue about where to begin.

The cultural significance of printed books in schooling

The ideals of a family vs. those of a school in raising contemporary youth

The fusion of education and social work

The difficulties of marital abuse and subpar academic performance

The unfavorable view of pupils who are single parents

Bullying at schools and colleges is a major issue

Social media usage inside the classrooms

Should teachers allow students to design their academic programs?

The societal repercussions of accidental plagiarism

Do rigid grading criteria restrict students’ creative freedoms?

Sociology research topics on social movements

Don’t panic if your instructor requires you to provide out-of-this-world sociological research topics about social movements. Here are a few to get you started

Influence of the group against the leaders in social movement

Facebook and Twitter’s current influence on a social movement

If anarchy is anti-social, could this be regarded as a social movement?

The Black Lives Matter movement’s history

Should young people be permitted to take part in social mobility?

The function of a social movement in the American Industrial Revolution

Should individuals be allowed to participate in social movements while maintaining their right to free speech?

Justifications for why some social movements are outlawed

Can you classify campaigns online as s social movement?

The techniques used to manipulate huge groups and social influencers

Best ideas relating to hobbies, subcultures, and sports are here:

Sociology research topics on the youth culture

Do you want a glimpse into the best and most involving sociology research topics? You have come to the right place; below are some of the best sociology research paper topics on youth culture relating to sports, hobbies, and not forgetting sub-cultures

Sex difficulties that affect those under 18. How are those concerns to be resolved?

The training of relationships and sex in classrooms. Must a program include it?

The bullying occurrence. Why do adolescents act cruelly?

Bullying’; its causes and effects

proposal made at school. Should newlyweds wait?

How can the idea of hipsters affect future job decisions?

A culture of sports among the youth. How can young people be inspired to join sports?

Subcultures as well as their emergence history

Adolescents’ exposure to musical education and music

Why should nationalism develop in young people?

How would you describe your passions and social circle?

What can we anticipate from the younger generation?

The effects of contemporary popular culture on your self-image

Do K-Pop & anime influence young men to become more feminine?

How else should parents handle cultural disagreements with their children?

The function of youthful social media influencers?

How much has the youth’s culture evolved over the past 20 years?

Sociology topics on gender

Have you struggled to compile a list of popular gender sociology research topics? Please don’t struggle anymore. Below is a compilation of some of the most popular and trending research topics about gender

Gender view in Latin America

Is there discrimination against women in the workplace?

Are there careers for men and women?

Components of gender imbalance at the workplace and suggestions for resolving this issue?

Sexist stereotypes inside the media and their traits

The family’s gender roles

Is there a link between homosexuality and country of origin?

Gender research for young people. At what age should youngsters begin asking questions?

Should gender issues be covered in the school curricula?

The evolution of women’s rights in many nations

How does gender analysis impact one’s self-esteem?

Legalization of LGBT people in various families

Current society’s unfavorable opinion of unmarried fathers

Should kindergartens adopt the Scandinavian concept of gender neutrality?

The advantages and disadvantages of gender identity and mental perceptions

The history of
female empowerment
and any associated risks

Sociology research topics on stereotyping

Creating good, researchable, and neutral sociological research topics on stereotyping is a nightmare for many students. So, don’t get discouraged if you find yourself in such a situation. Below is a list of great sociology research topics on stereotypes for your perusal

The origins of stereotyped thinking 

Are the social environment and the parents the source of the issues associated with childhood biasness, true or false?

Are Italians more sensitive?

The inequalities between genders in school and the workforce

Justifications for why people believe college players are less intelligent

The stigma against women working in traditionally male-dominated fields

What effect does social media have on how prosperity is perceived?

The difficulties faced by a nontraditional household

Current stereotypes of femininity and masculinity among school-going children

Is politics patriarchal in its nature?

Sociology research topics on interpersonal communication

Have you run out of sociology topics to research? This can be very scary since you need the assignment completed asap. How about looking into the list below? It is a compilation of the top sociology research topics on interpersonal communication

The applications of verbal and linguistic codes in your interpersonal communications

Why would interpersonal dispute resolution sometimes not work?

The skill of perceiving data

The preschoolers’ social cognition

Online behavioral tendencies as observed

The forms of spoken and written communication

The effects of text messaging on communications and linguistic abilities

The part motivation and adaptability play in interpersonal dynamics

What impact does teamwork have on interpersonal abilities?

How reading influences verbal communication in various ways

Sociology research topics on social media

Are you on the lookout for modern sociology research topics on social media? Look no further. Below is a list of all sociological research questions related to the media.

What social groups use social networks most frequently?

How can social media sites affect the way that education is delivered?

Social media’s impacts on humans.  Do they cause loneliness and self-obsession in people?

addiction to social networking

Is social media addiction solely a problem for young people?

The effect of rom coms on female viewers

The relationship between genre and social groups

How safe are social media platforms?

Is it secure to disclose your confidential information on
social media
? Who is interested in the information you have?

Social media platform type and ethnicity are correlated

Is writing blogs evolving into a new career?

Is marketing a cause of anorexia? How can it be avoided?

Ethics in a workplace versus on the web

Does using social media increase anxiety and depression?

The following widespread culture and thus the influencers

Should kids be permitted to use Instagram and Facebook?

The social networking photographic scene

Sociology research topics on human rights

To ace that assignment, you must come up with intriguing and relatable sociological research topics. Do you need some sociology paper topics to get you going? Here is a list of some of the best and widely sought-after sociology research topics on human rights

social sanctions’ function in a contemporary society

Can you re-socialize your personality?

Should the notion of social standing be regarded as a breach of human rights?

Social norms impact the educational field primarily

How may mediations be used to resolve disputes involving human rights?

The laws protecting human rights and religious cults

Should female employees enjoy the same privileges at a workplace as male employees

Preconceptions of gender and changes in human rights

Do fundamental human rights take into account aesthetics?

Should the prohibition of spiritual traditions be viewed as a violation of human rights?

Sociology research topics for high schoolers

Has your professor given you a task that you find challenging to craft? Below are some of the best sociology research topics for high school students to give you a clue.

Young people today and body culture

Dimensions of livability in contemporary societies

Modern societies have aging social inequities.

The time allotted for students

Societal effects of advertisement

Shopping as a socioeconomic activity

Daily living as a setting for social interactions

Migrant plans of young people in school

Do you think it’s vital that our society has a health issue?

relationships among the group’s members

Occupational rating-influencing factors

Are children curious?

Communication tools for today’s youngsters

Adolescent drug use in contemporary life

Professional preference is paramount

erratic behavior among young people today

Books, plays, and movies are a part of modern culture

What is the issue with young people’s outlook on the future?

What can we learn from situations of social isolation?

Life values in the development of personality

Communal effort as a social structure

Youth leisure, in the sociocultural practices

Youth employment as a concern

Developing creative leisure and realization method

Advertising’s impact on how young people form their ideologies

Trending sociology research topics

Do you have trouble generating social scientific research topics or social science research topics? Don’t panic; this guide has your worries taken care of. Below is a list of trending sociology research topics

How the book affects people’s lives

Young people’s perceptions of contemporary supermarkets

The process by which young adolescents become friends

Organization for youth recreation.

Workforce stimulation: its purpose, nature, and types

Students’ perspectives on paranormal events

suicide rates among young people

Healthy Way of Life

Afterlife and reincarnation

Show business with a focus on professionalism

The pupils’ perspective on their profession of choice

Youth, substance abuse, and smoking

The effect of a student’s life on academic pursuits

The musical tastes of young people

The rearing of kids in a contemporary family

Environment for learning languages

Youth sub-culture proof in the modern era

Youth’s perspective on fashion

The impact of sportsmanship on young individuals

Seeing a student’s self-organization from their perspective

Youth and criminal activity

Bottom line

You can be a successful student and a great expert in the field when you write a college paper on engaging
sociology research topics
.  Hypothesis approval or rejection seems much more thrilling than it is. Keep in mind to only select sociological topics that interest you personally. It makes working on projects exciting.