Tag: Clinical-Nursing

Nursing Capstone project template

 

Title of the Capstone

 

Student Name

Program Name or Degree Name (e.g., Bachelor of Science in Psychology), Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

 

Abstract

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.

 

 

Title of the Capstone

Do not add any extra spaces between your heading and your text (check Spacing under Format, Paragraph in your word processor, and make sure that it’s set to 0”); just use a standard double space, and indent the first line of each paragraph a full ½ inch (preferably using the tab button). Your
introduction
should receive no specific heading because it is assumed that your first section is your introduction section.

BUY A PLAGIARISM-FREE PAPER HERE

After considering these formatting issues, you will need to construct a
thesis statement
, which lets readers know the argument you will be supporting and developing in your paper. This statement provides readers with a lens for understanding the
evidence
you will present in the body of your essay (each
paragraph
and thus evidence within those paragraphs you include should support and apply to this thesis statement).

Undergraduate_Capstone_Template_With_Abstract_APA_7_

Once you have established your thesis, begin constructing the introduction. Introductions are usually organized from broad to narrow, with the broadest, general information around your topic going first, then narrowing to provide more specific details until you end with your thesis statement. An easy template for writing an introduction follows:

Start with what’s been said/done regarding your topic of interest.

Explain the problem with what’s been said or done.

Offer your solution, your thesis statement (one that can be supported by the evidence).

Level 1 Heading

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers follow your ideas and evidence. The first sentence in each paragraph should start with a
topic sentence
, which summarizes the main point in the current paragraph. Make sure each paragraph contains only one topic, which helps establish a
clear scope for your paragraph
. When you see yourself drifting to another idea, make sure you break into a new paragraph. You can use the
MEAL plan
as a way to conceptualize and organize your paragraphs. In short, think about our paragraphs in this way: new idea, new paragraph Nursing Capstone project template .

Level 2 Head
ing

The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so see section 2.27 of APA 7 and the Writing Center’s
Heading Levels webpage
for details on heading formatting (APA 7 also has a chart detailing heading formatting in the inside front cover). For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with title case) and Level 2 (left aligned, bold, title case).

Level 3 Heading

The number of headings you need in a particular paper is not set, but for longer papers, you may need another heading level. You would then use Level 3 (left-aligned, bold, italicized, title case).

One crucial area in APA is learning how to cite. Make sure to
cite source information throughout your paper
to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work. Look at Chapter 8 of APA 7 and the Writing Center’s
Plagiarism Prevention Resource Kit
for guidelines on citing source information in your writing.

Level 1 Heading

The
conclusion
section should recap the major points of your paper. A conclusion can be one paragraph, but it can also be a few paragraphs, depending on the length of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your conclusion, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the reader of your paper took and used the suggestions in your paper? Nursing Capstone project template

 

Reference
s

(Note that the following references are intended as examples only. These entries illustrate different types of references but are not cited in the body of this template. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.

For additional information, examples, and help with reference entries, see Chapter 9 of APA 7 and the Writing Center’s
References section of the website
, particularly the
Common Reference List Examples page
.)

American Counseling Association. (n.d.).
About us.

https://www.counseling.org/about-us/about-aca

Anderson, M. (2018). Getting consistent with consequences.
Educational Leadership, 76
(1), 26-33.

Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
California Management Review, 58
(3), 66-87.
https://doi.org/10.1525/cmr.2016.58.3.66

Burgess, R. (2019).
Rethinking global health: Frameworks of Power.
Routledge Nursing Capstone project template .​

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.
Health Psychology, 24
(2), 225–229.
https://doi.org/10.1037/0278-6133.24.2.225

Johnson, P. (2003).
Art: A new history.
HarperCollins.
https://doi.org/10.1037.0000136-000
​

Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
Journal of Pain and Symptom Management, 56
(3), 309–317.
https://doi.org/10.1016/j.jpainsymman.2018.06.001

Osman, M. A. (2016, December 15).
5 do’s and don’ts for staying motivated.
Mayo Clinic.
https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835

Sue, D. W., & Sue, D. (2016).
Counseling the culturally diverse: Theory and practice
(7th ed.). Wiley.

Walden University Library. (n.d.).
Anatomy of a research article
[Video].
https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524

Walden University Writing Center. (n.d.).
Writing literature reviews in your graduate coursework
[Webinar].
https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417

World Health Organization. (2018, March).
Questions and answers on immunization and vaccine safety.

https://www.who.int/features/qa/84/en/
  Nursing Capstone project template

Capstone project template

Title of the Capstone

 

Student Name

Program Name or Degree Name (e.g., Bachelor of Science in Psychology), Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

 

Title of the Capstone

Do not add any extra spaces between your heading and your text (check Spacing under Format, Paragraph in your word processor, and make sure that it’s set to 0”); just use a standard double space, and indent the first line of each paragraph a full ½ inch (preferably using the tab button). Your
introduction
should receive no specific heading because it is assumed that your first section is your introduction section.

After considering these formatting issues, you will need to construct a
thesis statement
, which lets readers know the argument you will be supporting and developing in your paper. This statement provides readers with a lens for understanding the
evidence
you will present in the body of your essay (each
paragraph
and thus evidence within those paragraphs you include should support and apply to this thesis statement).

BUY A PLAGIARISM-FREE PAPER HERE

Once you have established your thesis, begin constructing the introduction. Introductions are usually organized from broad to narrow, with the broadest, general information around your topic going first, then narrowing to provide more specific details until you end with your thesis statement. An easy template for writing an introduction follows:

Undergraduate_Capstone_Template_APA_7

Start with what’s been said/done regarding your topic of interest.

Explain the problem with what’s been said or done.

Offer your solution, your thesis statement (one that can be supported by the evidence) Capstone project template .

Level 1 Head
ing

This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers follow your ideas and evidence. The first sentence in each paragraph should start with a
topic sentence
, which summarizes the main point in the current paragraph. Make sure each paragraph contains only one topic, which helps establish a
clear scope for your paragraph
. When you see yourself drifting to another idea, make sure you break into a new paragraph. You can use the
MEAL plan
as a way to conceptualize and organize your paragraphs. In short, think about our paragraphs in this way: new idea, new paragraph.

Level 2 Heading

The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so see section 2.27 of APA 7 and the Writing Center’s
Heading Levels webpage
for details on heading formatting (APA 7 also has a chart detailing heading formatting in the inside front cover) Capstone project template . For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with title case) and Level 2 (left aligned, bold, title case).

Level 3 Heading

The number of headings you need in a particular paper is not set, but for longer papers, you may need another heading level. You would then use Level 3 (left-aligned, bold, italicized, title case).

One crucial area in APA is learning how to cite. Make sure to
cite source information throughout your paper
to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work. Look at Chapter 8 of APA 7 and the Writing Center’s
Plagiarism Prevention Resource Kit
for guidelines on citing source information in your writing.

Level 1 Heading

The
conclusion
section should recap the major points of your paper. A conclusion can be one paragraph, but it can also be a few paragraphs, depending on the length of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your conclusion, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the reader of your paper took and used the suggestions in your paper?

 

 

 

Reference
s

(Note that the following references are intended as examples only. These entries illustrate different types of references but are not cited in the body of this template. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.

For additional information, examples, and help with reference entries, see Chapter 9 of APA 7 and the Writing Center’s
References section of the website
, particularly the
Common Reference List Examples page
.)

American Counseling Association. (n.d.).
About us.

https://www.counseling.org/about-us/about-aca

Anderson, M. (2018). Getting consistent with consequences.
Educational Leadership, 76
(1), 26-33.

Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
California Management Review, 58
(3), 66-87.
https://doi.org/10.1525/cmr.2016.58.3.66

Burgess, R. (2019).
Rethinking global health: Frameworks of Power.
Routledge.​

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.
Health Psychology, 24
(2), 225–229.
https://doi.org/10.1037/0278-6133.24.2.225

Johnson, P. (2003).
Art: A new history.
HarperCollins.
https://doi.org/10.1037.0000136-000
​

Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
Journal of Pain and Symptom Management, 56
(3), 309–317.
https://doi.org/10.1016/j.jpainsymman.2018.06.001

Osman, M. A. (2016, December 15).
5 do’s and don’ts for staying motivated.
Mayo Clinic.
https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835

Sue, D. W., & Sue, D. (2016).
Counseling the culturally diverse: Theory and practice
(7th ed.). Wiley.

Walden University Library. (n.d.).
Anatomy of a research article
[Video].
https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524

Walden University Writing Center. (n.d.).
Writing literature reviews in your graduate coursework
[Webinar].
https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417

World Health Organization. (2018, March).
Questions and answers on immunization and vaccine safety.

https://www.who.int/features/qa/84/en/
  Capstone project template

APA 7 sample nursing paper

 

Title of the Paper in Full

 

Student Name

Program Name or Degree Name (e.g., Bachelor of Science in Psychology), Walden University

COURSE XXX: Title of Course

Instructor Name

Month XX, 202X

 

Title of the Paper in Full

When you download a Walden template, the first action is to save it locally to your computer using the Save As command. You will want to make sure that you are moving the document to a new location on your computer when you Save As. Documents should not be maintained in the Download folder. When you are ready to use the template for a paper, you will open the template, and immediately Save As giving the document a new name. Once you have renamed the document, you can safely use the Save command for saving the document as you write APA 7 sample nursing paper.

ORDER HERE

APA format and college-level writing can be difficult for many students returning to school after several years away from academia. An abstract is typically not required for the short papers that undergraduates write, so an abstract page is not included in this template but can be added if needed (you can find a version with the abstract on our
General Templates page
). The references page shows some sample references for sources such as webpages, books, journal articles, and course videos. Below follows some advice for writing your paper and adhering to APA standards.

Your
introductory paragraph
and every paragraph that follows should have a minimum of three sentences, with an average of four to five and no more than seven sentences. The last sentence of your opening paragraph should be the
thesis statement
, which summarizes the purpose of the assignment and how you intend to address it. The sentences preceding your thesis statement should simply provide background that contextualizes your thesis for readers.

 

Each paragraph should begin with a
topic sentence
, which summarizes the paragraph’s main argument or idea. Also, the last sentence (or lead-out) of each paragraph should be a transition statement that connects what you discussed in that paragraph and what is to come in the next one. In the middle of each paragraph, you should cover something with your own thoughts, and in a separate sentence, provide a sentence paraphrased from a source with an in-text citation at the end. The source may back up your opinion, or give an alternative viewpoint, or even simply provide some background. See the Writing Center’s
webpage on paragraphs
for further advice.

Try to use
paraphrases
instead of
direct quotations
when possible, only quoting when the meaning of the idea or excerpt would be lost if you paraphrase it. All information from sources, whether paraphrased or quoted, need to be cited.
Citations
should be in parenthetical or narrative citation format and include the last name(s) of the author(s) or name of the organization that published the material, year of publication, and a page or paragraph number for quoted material. Each source cited in your paper, unless it is a
personal communication
, should include a corresponding
reference list
entry. If no date is given for a source, write “n.d.” in place of the year (it stands for “no date”). This sentence does not come from a source, but I will end it with an in-text citation so you can see an example (Author, n.d.). If you have more than two sentences of information from one source, ensure that it is clear to the reader where the information in each sentence is from, using citations or other cue phrases (e.g. The authors also stated…). For more information and examples, see APA 7, Section 8.

Many websites that information comes from are suspect in terms of factual and unbiased information. In a nutshell, avoid using Wikipedia, About.com, Answers.com, or similar websites, as the Writing Center explains in the
“Why You Shouldn’t Wiki” blog post
. Though some .com sites are acceptable, most undergraduates have trouble identifying whether they can be trusted, so an easy guideline to follow is to avoid them. Websites ending in .gov, .net, .edu, .org, and so forth are typically more trustworthy than a .com source. See the Library’s
Evaluating Resources webpage
for more tips on finding reliable sources.

The body of your paper should have a couple of paragraphs or more. Your
conclusion paragraph
should briefly summarize the main points of your paper and place the paper in the context of social change. While your conclusion should not introduce new topics, you may suggest a direction for future research. Generally, you should not write anything in the conclusion that would require you to cite a source; instead, the conclusion should represent only your own thoughts and analysis.

Make sure you follow directions, and we recommend you download the grading rubric from Doc Sharing that breaks down how an assignment is graded. A one-page essay means a full one page of writing and does not include elements such as references, tables or figures, or the title page. The requirement of using two sources in your assignment directions does not mean simply providing two in-text citations for the same source; the sources themselves must be different. Lastly, if you have any questions about writing a paper or properly citing sources, feel free to contact the Writing Center at
writingsupport@waldenu.edu
or through our
Live Chat Hours
.

 

 

Reference
s

(Note that the following references are intended as examples only. These entries illustrate different types of references but are not cited in the text of this template. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.)

American Counseling Association. (n.d.).
About us.

https://www.counseling.org/about-us/about-aca

Anderson, M. (2018). Getting consistent with consequences.
Educational Leadership, 76
(1), 26-33.

Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
California Management Review, 58
(3), 66-87.
https://doi.org/10.1525/cmr.2016.58.3.66

Burgess, R. (2019).
Rethinking global health: Frameworks of Power.
Routledge APA 7 sample nursing paper

Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients.
Health Psychology, 24
(2), 225–229.
https://doi.org/10.1037/0278-6133.24.2.225

Johnson, P. (2003).
Art: A new history.
HarperCollins.
https://doi.org/10.1037.0000136-000
​

Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
Journal of Pain and Symptom Management, 56
(3), 309–317.
https://doi.org/10.1016/j.jpainsymman.2018.06.001

Osman, M. A. (2016, December 15).
5 do’s and don’ts for staying motivated.
Mayo Clinic.
https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835

Sue, D. W., & Sue, D. (2016).
Counseling the culturally diverse: Theory and practice
(7th ed.). Wiley.

Walden University Library. (n.d.).
Anatomy of a research article
[Video].
https://academicguides.waldenu.edu/library/instructionalmedia/tutorials#s-lg-box-7955524

Walden University Writing Center. (n.d.).
Writing literature reviews in your graduate coursework
[Webinar].
https://academicguides.waldenu.edu/writingcenter/webinars/graduate#s-lg-box-18447417

World Health Organization. (2018, March).
Questions and answers on immunization and vaccine safety.

https://www.who.int/features/qa/84/en/
  APA 7 sample nursing paper

APA 6 and 7 Comparison Tables of Changes

These comparison tables offer highlights of some changes between APA 6 and APA 7. Note that

these are not comprehensive tables of all changes between the two editions.

Citations

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

In-text citation

format for

three or more

authors

Table 6.1: In in-text citations of

sources with three to five authors,

list all authors the first time, then

use et al. after that; for sources with

six or more authors, use et al. for all

citations.

8.17 (Table 8.1): In in-text citations,

use et al. for all citations for sources

with three or more authors.

Direct

quotations

from

audiovisual

works

No guidance in the manual itself

(only on the APA Style Blog).

8.28: To quote directly from an

audiovisual work, include a time

stamp marking the beginning of the

quoted material in place of a page

number.

Dates listed in

secondary

source

citations

6.17: Secondary source does not

include the date of the original

source.

8.6: Secondary source citation

includes the date of the original

source.

References

Topic APA 6 (location and old

guideline)

APA 7 (location and new

guideline)

Number of author names listed

in a reference

6.27: Provide surnames and

initials for up to seven

authors in a reference entry.

If there are eight or more

authors, use three spaced

ellipsis points after the sixth

author, followed by the final

9.8: Provide surnames and

initials for up to 20 authors in

a reference entry. If there are

21 or more authors, use the

ellipsis after the 19th,

followed by the final author

name (no ampersand).

Walden University Writing Center 2

author name (no

ampersand).

Reference format when

publisher and author are the

same

7.02: When a work’s

publisher and author are the

same, use the word “Author”

as the name of the publisher

in its reference entry.

9.24: When a work’s

publisher and author are the

same, omit the publisher in

its reference entry.

Issue numbers for journal

articles in references

6.30; see also 7.01: Include

issue number when journal

is paginated separately by

issue.

9.25: Include issue number

for all periodicals that have

issue numbers.

Publisher location 6.30: Provide publisher

location (city, state, etc.)

before publisher name.

9.29: Do not include

publisher location (city, state,

etc.) after publisher name in a

reference.

Reference for online work

with no DOI

6.32: If an online work has

no DOI, provide the home

page URL of the journal or

of the book/report publisher.

9.34: If an online work (e.g.,

a journal article) has no DOI

and was found through an

academic research database,

generally, no URL is needed.

The reference will look just

like the print version.

Hyperlinks in DOI and URL

formatting

6.32: DOI begins with either

“doi:” or with

“https://doi.org/” in

references. The

recommendation that URLs

should be in plain black text,

not underlined, follows

examples from APA 6 and

the APA Style Blog.

9.35: Both DOIs and URLs

should be presented as

hyperlinks (beginning with

“http://” or “https://”).

Standardize DOIs as starting

with “https://doi.org/”. In

documents to be read online,

use live links.

Blue/underlined or plain

black text, not underlined, are

both acceptable.

URL retrieval information in

references

7.01: URLs include a

retrieval phrase (e.g.,

“Retrieved from”).

9.35: The words “Retrieved

from” or “Accessed from” are

no longer necessary before a

URL. The only time the word

“Retrieved” (and not

Walden University Writing Center 3

“Retrieved from”) is needed

is in those rare cases where a

retrieval date is necessary

(see p. 290, 9.16).

Website name in references for

online media

Chapter 7: List the URL but

not the website name in the

publication information.

10.15-10.16: Include the

name of the website in plain

text, followed by a period,

before the URL.

Avoiding Bias

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

Singular

usage of

“they”

APA_6___7_Comparison_Tables_of_Changes

3.12: No mention of singular human

pronouns other than traditional,

binary “he” and “she” and their

related forms.

4.18: Use singular “they” and related

forms (them, their, etc.) when (a)

referring to a person who uses “they”

as their preferred pronoun (b) when

gender is unknown or irrelevant.

Disability 3.15: Use person-first language. 5.4: Both person-first and identityfirst language “are fine choices

overall” (p. 137). Okay to use either

one until you know group preference.

Gender and

noun/pronoun

usage

n/a: No guidance. 5.5: Use individuals’ preferred names

and pronouns even if they differ from

official documents, keeping in mind

concerns about confidentiality.

Race and

ethnicity–

Latin@

n/a: No guidance. 5.7: “Latin@” for Latino and Latina

can be used to avoid “Latino,” which

is gendered.

Race and

ethnicity–

Latinx

n/a: No guidance. 5.7: “Latinx” can be used to include

all gender identities.

Walden University Writing Center 4

General Formatting/Mechanics

Topic APA 6 (location and old

guideline)

APA 7 (location and new guideline)

Italics vs.

quotation marks

4.07: Use italics to highlight a

letter, word, phrase, or sentence as

a linguistic example (e.g., they

clarified the distinction between

farther and further).

6.07: Use quotation marks to refer to

a letter, word, phrase, or sentence as

a linguistic example of itself (e.g.,

they clarified the difference between

“farther” and “further”).

Numbers 4.31: Numbers in the abstract of a

paper should be expressed as

numerals.

6.32: Use numerals for numbers 10+

for all sections of the paper including

the abstract (numbers in abstracts

now follow general APA number

rules).

Numbers

expressing time

4.31: Although numerals should be

used for numbers that represent

time (among other things) even if

below 10, the number should be

spelled out if it refers to an

approximate amount of time (e.g.,

about three months ago).

6.32: Numbers representing time are

written as numerals, not spelled out,

regardless of whether the time is

exact or approximate (e.g. “about 7

weeks,” “3 decades,” or

“approximately 5 years ago”).

Punctuation for

bulleted lists

within a

sentence

3.04: For bulleted lists within a

sentence (i.e., when each list item is

a word or phrase, not a complete

sentence), use punctuation after

each list element in the same way

you would if the sentence had no

bullets (i.e., commas or semicolons

as appropriate and a period after the

last item).

6.52*: For bulleted lists within a

sentence, there is the option to either

(a) use no punctuation after any of

the list items, including the last, or

(b) use punctuation after each

bulleted item in the same way you

would if the sentence had no bullets

(as was the case in APA 6). The

manual suggests that using no

punctuation may be more appropriate

for lists of shorter, simpler items.

*Note: The term “seriation” does not

appear in APA 7 and has been

replaced by “lists” (see 6.50 for

lettered lists, 6.51 for numbered lists,

and 6.52 for bulleted lists).

Walden University Writing Center 5

Spacing after

punctuation

marks

4.01: Recommendation to space

twice after punctuation marks at the

end of sentences to aid readers of

draft manuscripts.

6.1: Insert only one space after

periods or other punctuation marks

that end a sentence.

Preferred

spellings of

technology

terms

Based on how words were written

in 6th edition manual, not explicit

examples of spelling, preferred

spellings were as follows: “e-mail,”

“Internet,” and “web page.” 4.12

indicates spelling should conform

to standard American English as in

Merriam-Webster’s Collegiate

Dictionary.

6.11: Commonly used technology

terms are listed and should be spelled

as follows: “email,” “internet,” and

“webpage.”

Use of

abbreviations in

headings

n/a: No guidance in manual; On the

archived sixth edition APA Style

Blog, APA experts recommended

not using abbreviations in headings.

(see post titled “Can I use

abbreviations in headings?”)

6.25: Abbreviations can be used in

headings if they were previously

defined in the text (but cannot be

defined in the heading itself), or if

the abbreviation is exempt from

needing definition because it appears

as a term in the dictionary.

Acceptable

fonts

8.03: The preferred typeface is

Times New Roman, 12-point.

2.19: A variety of fonts are

acceptable, with focus on

accessibility for readers. APA

accepts sans serif fonts such as

Calibri 11, Arial 11, and Lucida Sans

Unicode 10, as well as serif fonts

such as Times New Roman 12,

Georgia 11, and Computer Modern

10. Note: Per our institutional

requirement, Walden doctoral

capstones should use Times New

Roman 12. Walden coursework

templates also use Times New

Roman 12, but the other APAendorsed fonts are also acceptable in

Walden coursework.

Walden University Writing Center 6

Paper-Specific Formatting

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

Paper title

length

2.01: Recommended title length is no

more than 12 words.

2.4: No prescribed limit for title

length (though recommendation for

conciseness).

Title

formatting

2.1: Title in regular type (not bold). 2.4: Title in bold type.

There is an institutional variation for

titles in doctoral capstone documents

(i.e., dissertations, doctoral studies,

or projects): The title is in plain type.

Doctoral capstone students should

refer to the APA 7 template for their

program posted on the Doctoral

Capstone Form and Style Programs

page after June 1 to see this Walden

institutional variation in place.

Heading

levels 3,4,

and 5

formatting

3.03: Levels 3, 4, and 5 are all

indented and sentence case.

2.27-2.28: Levels 3, 4, and 5 are all

title case. Level 3 is now flush left,

while 4 and 5 remain indented.

Tables and Figures

Topic APA 6 (location and old guideline) APA 7 (location and new guideline)

Tables 5.1 and 5.16: Table number is plain

type, table title is title case and set in

italics; see Sample Tables 5.1 to

5.16.

7.2 and 7.24: Table number is bold; table title

is title case and set in italics. See Sample

Tables 7.2 to 7.24.

Walden University Writing Center 7

Figures 5.1 and 5.12: Figure number and

caption are on same line and are

placed below the figure; see Sample

Figures 5.1 to 5.12.

7.2-7.21: Figure number and caption are on

separate lines and are placed above the figure,

and the style matches that for tables: Figure

number is bold, figure caption is title case and

Quiz: APA Style and Format

As a nurse embarking on an advanced degree, you are developing the characteristics of a scholar-practitioner, which include strong communication skills. Writing in a scholarly manner involves supporting your thoughts with evidence from the literature and appropriately using APA formatting.

LET’S DO YOUR QUIZ

One of the challenges of scholarly writing is paraphrasing the thoughts of others in your work. Paraphrasing, and correctly citing the original author for his or her ideas, allows you to take the ideas of others, summarize them, and incorporate them into your own writing. When summarizing the ideas of others, it is important to avoid plagiarizing (i.e., copying the words and ideas of others as though they were your own). In addition to expanding your knowledge of APA Style, this modules’ Learning Resources help you distinguish between paraphrasing and plagiarizing.

This Quiz will help you determine how your understanding of these concepts and preparedness to reflect them in your work. The questions presented on the Quiz are derived from the Resources related to APA writing standards, plagiarism, and academic integrity.

What Is APA Style?

The American Psychological Association (APA) developed a set of standards that writers in the social sciences follow to create consistency throughout publications. These rules address:

crediting sources

document formatting

writing style and organization

APA’s guidelines assist readers in recognizing a writer’s ideas and information, rather than having to adjust to inconsistent formatting. In this way, APA allows writers to express themselves clearly and easily to readers. The APA materials developed in the Walden Writing Center are based on 
The Publication Manual of the American Psychological Association, Seventh Edition
, often referred to on this website as “APA 7” or “the APA manual.”

APA References & Citations Diagnostic Quiz

This quiz will help you test your references and citations knowledge, as well as tell you which reference and citation module you should take.

APA Style Diagnostic Quiz

This quiz will help you test your APA style knowledge, as well as tell you which APA style module you should take.

Why APA Style?

When you are writing as a student, you are entering into 
a new writing community
; just as you would need to learn the customs and rules of any new country you visit, you need to learn the customs and rules of academic writing. These guidelines will be different than guidelines for writing in other environments (such as letters to friends, emails to coworkers, or writing for blogs). The academic community has its own rules. These standards help writers

improve clarity

avoid distracting the reader

indicate sources for evidence

provide uniform formatting

To learn more about transitioning into academic writing, view 
“What Is Academic Writing?”
 Remember that it’s your job as the author to engage your readers, and inconsistencies in formatting and citations distract the reader from the content of your writing. By using APA style, you allow your readers to focus on the ideas you are presenting, offering a familiar format to discuss your new ideas.

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Getting Started With APA Style

APA style can seem overwhelming at first. To get started, take some time to look through these resources:

Familiarize yourself with the column on the left; peruse the different pages to see what APA has to say about citations, reference entries, capitalization, numbers, et cetera.

Find our 
APA templates
, determining which is the most appropriate for your assignments (hint: the first “Course Paper” template is best for most course assignments).

Use this 
APA Checklist
 to review your assignments, ensuring you have remembered all of APA’s rules.

If you previously used the 6th edition of APA, visit our 
APA 6 and APA 7 Comparison Tables
 to learn what’s new in the 7th edition.

Review one of our 
APA webinars
 (like 
“How and When to Include APA Citations”
), based on your interest.

Find the APA resources in our 
APA Scavenger Hunt
, helping to familiarize yourself with the APA resources we have on the website.

Check out our 
APA-related blog posts
.

Lastly, feel free to contact 
writingsupport@waldenu.edu
 with any questions you may have.

USW1_NURS_6003_PlagiarismAndAcademicIntegrity

USW1_NURS_6003_commonAPAchallenges_EDITED_RB

USW1_NURS_6003_CitingaDiscussionPostinginAPAStyle_7.9

APA Basics Checklist

Writing Center staff created this APA checklist to help students remember the basics of APA citations, reference lists, and style. It is not meant to be comprehensive, but students should use it as a reminder of the various APA rules that academic papers follow. If students are not sure what a particular item in the checklist refers to or entails, they should follow the link for more information. Additionally, the Writing Center can always help with APA questions at 
writingsupport@waldenu.edu
.

Citations

Citations
 follow APA guidelines as articulated in section 8.1 of the APA manual (7th edition).

Sources used and cited in the paper are included in the reference list.

The abbreviation “
et al.
” is punctuated appropriately.

Parenthetical citations

Author(s) and publication year are always included.

A page or paragraph number is included for all quoted material, using the appropriate abbreviation: (p. xx) or (para. xx).

The citation is included within
 
the ending punctuation for the sentence.

Narrative citations

Authors of cited studies are included within the sentence.

The publication year is included in parentheses immediately after
 
the authors’ names.

Publication years
 are included the first
 
time a source is used in a paragraph; all subsequent uses of that same source do not
 
include the publication year. Note: Rule starts over with a new paragraph.

Quiz: APA Style and Format

Reference List

The title of the list is centered and bolded.

Sources listed in the reference list are cited at least once in the paper.

Reference entries.

Each entry has an automatically formatted 
hanging indent
.

Each entry has the basic information (as available): author(s), publication year, title, and retrieval information.

Each entry has been compared against the 
common reference entries
 and 
reference list basics
 on the Writing Center website, checking for:

Punctuation: periods and commas

Formatting: italics is used only when needed

Parentheses and brackets: used only when needed

Appropriate 
electronic information
 is included

APA Style

Past tense
 is used whenever literature or sources are talked about (i.e., Smith discussed).

Serial commas
 are used for all lists of three or more items (i.e., lions, tigers, and bears).

Hyphens
 are

used to join words that work together to modify another word (i.e., evidenced-based practice);

used to join “self” compounds (i.e., self-esteem); and

not
 
used with prefixes such as “non,” “semi,” “pre,” “post”, “anti,” “multi,” and “inter.”

Block quotations (of 40 or more words) are formatted as such.

Headings
 follow proper APA style (i.e., Level 1 headings are centered and bolded).

Numbers

10 and above are expressed using numerals,

nine and below are expressed using words.

expressing specific numbers and time use numerals, and

expressing approximate time use words.

Complex lists of items within a sentence or paragraph can use letters to separate the items.

Bulleted and numbered lists
 are used for specific reasons.

The 
third person editorial “we”
 is avoided (including “us
,” 
“our
,” 
and “you”).

Capitalization rules
 are followed (i.e., names of models and theories are not capitalized).

Formatting

Course paper template
 is used.

Title page follows the template guidelines.

Double spacing
 is used throughout the paper (including the reference list).

Use one space after periods or other punctuation marks that end a sentence.

Quiz: APA Style and Format

Postcard from the future assignment example

 
Assignment 1: Postcard from the Future

Introduction

The delivery of healthcare services depends to a huge extent on its effectiveness of decision making. Every action taken by the nurses relies on the information they have acquainted themselves with. The process of nursing starts by obtaining and passing information in the first and subsequent stages. Nursing informatics deals with data management, knowledge, information, and wisdom that can be of used in the nursing field Postcard from the future assignment example. Since we are living in an era of Electronic Health Care, it is not possible to ignore the concept of Nursing Informatics in nursing practice (Kaur et al 2015). This is because; all nurses must make use of informatics skills in their practice.

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However, change is inevitable. And the rate at which Information Communication Technology (ICT) is evolving means that in the near future, either, new skills in nursing informatics will be invented, or the existing ones will have evolved in their method and way of use.

As a result of these changes-expected in the Nursing Informatics- a new technology likely to integrate the factors discussed below is likely to be adopted.

Technological inventions

This will put into consideration all ICT elements which may include, media or digital devices already used by the nurses as they offer healthcare. Mair et al (2012), made a suggestion about the division of e-health, that is “the use of emerging information and communications technology, especially the Internet, to improve or enable health and healthcare” (Mair et al, 2012).  These changes will be realized in four domains:

Management systems
– though which information can be acquired, stored, transmitted and displayed. The information may include administrative, health as well as clinical activities and the patient information will be displayed as recorded (Stolfi et al 2007).

Communication systems-
these will be used in communication by participants who are far apart. Important information about the patients; counseling, management and diagnosis will be relayed via telecommunication devices for effective nurse care. The use will involve telemedicine, tele-care systems among others. Emails and smart phones will be very useful in undertaking the activities. This will prevent nurses or patients walking for longer distances in provision of care or acquisition of care respectively (Kristensson et al, 2015).

Decision support systems that are computerized
– this will be used by the nurses where the decision made is evidenced in a computer system. The decision can also be based on an outcome derived from computer processes.

Information systems
– the internet technology will be very useful in the attainment of nursing information. Patients will be able to access any information they need hence the need for all homes to be connected with internet services. The information available in the internet will also be tailored to individual needs and not as general as is mostly the case today. Health portals will be very effective in delivery of the information as well as mobile phone applications. (Wälivaara, et al, 2011).

Impact of the proposed technology on nurse care

The outcome of the proposed technology will be articulated to the resources and the nurse structures in general as well as nursing processes. The processes, nursing structures and processes can be used to impact changes in the condition of the patient. The processes in question include the interaction between the nurses and the patients as well as their practice environment. The Information Communication Technology will have an impact on the practices of various nurses, and how the nurses’ use of these ICTs will influence the patient condition.  The impacts include:

Professional satisfaction
– The technology will impact positively on professional satisfaction of various nurses through creation of a friendly working environment through quality of provided care. On the other hand, the patients will be satisfied by the services they receive from the nurses in areas such as in quality of life, their safety and comfort.

Patient outcomes and or experience
– the technology will ensure that the patients are optimally provided with the best care and that the care is provide at the right time as well as in the right way. If the outcome will be positive in all these fields, the acceptability of the nurses will be improved towards different patients; whether current or potential.

Care continuity
– this is where there will be care collaboration and coordination whereby, patients together with their families will be involved in the provision of health care and an improved responsiveness by different patients will be realized.

Quality assessment-
this is where channels for providing feedback will be available and can be viewed by anybody who can access the internet. As a result, potential patients will be able to evaluate the best place to get the intended health care based on their own evaluation.

Steps towards achieving this technology

Change attitude
– The very first and most important element towards attainment of this technology is both the nurses and the patient’s ability to embrace change. Challenges should be seen as opportunities and not hindrances. Being open to change means new exploration will also be possible.

Delivery
-the new technology can be delivered to the nurses through distance learning programs that are very common in the current world. The nurses being the administrators should also be given room for adjusting through seminars and allowed study leaves. In the learning institutions, the nurses should be taught on the best way to use the ICT with a lot of ease and the various challenges they might expect to get in the implementation. For example, patients’ ignorance and illiteracy among others.

Teaching methods
– the patients can be taught the new technological methods through simulation tests by various personnel of change. This can be facilitated by the use of available schools or colleges to cut on costs (Broussard et al, 2009).

Conclusion

Since the proposed technology makes use of the available technological devices, for example the use of mobile phones, internet and computers among others, the integration process will not be soo much problematic. Besides, some of the proposed technological changes are used in other fields such as the use of mobile phone applications.

The proposed technology if successfully implemented will realize tremendous changes in the delivery of nursing care. Satisfaction and quality services summed up by an increased value for life will be achieved. However, the willingness of all participants to cooperate in the implementation is vital.

 

 

 

 

 

 

 

References

Broussard, L., Myers, R., & Lemoine, J. (2009). Preparing Pediatric Nurses: The Role of    Simulation-Based Learning.
Issues In Comprehensive Pediatric Nursing
,
32
(1), 4-15.             doi:10.1080/01460860802610178

Finch, T. L., Mair, F. S., O’Donnell, C., Murray, E., & May, C. R. (2012). From theory to           ‘measurement’ in         complex interventions: Methodological lessons from the        development of an e-health      normalisation instrument.
BMC Medical Research             Methodology
,
12
(1), 69-84. doi:10.1186/1471-         2288-12-69

Kaur, S., & Rawat, H. L. (2015). IMPORTANCE OF NURSING INFORMATICS IN    NURSING CURRICULUM FOR             UTILIZATION OF INFORMATION            TECHNOLOGY IN NURSING PROFESSION.
Baba Farid University          Nursing             Journal
,
9
(2), 1-5.

Kristensson, P., Brunstrom, A., & Pedersen, T. (2015). Affective forecasting of value    creation: professional nurses’ ability to predict and remember the experienced value of a      telemedicine diagnostics ICT service.
Behaviour & Information Technology
,
34
(10), 964-            975. doi:10.1080/0144929X.2014.978379

Stolfi, A., Dudley, G., Moore, K., & Johnson, G. (2007). ENHANCING PATIENT       ASSESSMENT, CARE AND DOCUMENTATION THROUGH TECHNOLOGY.          
Oncology Nursing Forum
,
34
(2), 570.

Wälivaara, B., Andersson, S., & Axelsson, K. (2011). General practitioners’ reasoning about             using mobile distance-spanning technology in home care and in nursing home care.
Scandinavian Journal Of Caring Sciences
,
25
(1), 117-125. doi:10.1111/j.1471-            6712.2010.00800.x

 

Unit 1: What is Nursing Informatics?

Timeline: 1 Week

Foreword

Prior to beginning this unit, review the Student Guide. Next, read the Course Introduction that contains useful information about how to proceed through the course. You may find it helpful to return to these two resource modules throughout the course as they contain the instructions about how to complete specific tasks (e.g., engage in conference forums; submit assignments).

Overview

Think about the ways in which computer technology has changed over the past five or ten years. What was “new” and “modern” only a short time ago is now often considered to be “obsolete.” As a result of these rapid changes, it has become increasingly important for consumers and healthcare professionals, including nurses, to become familiar with new and emerging technologies. One of the goals of this unit is to introduce you to the role of the nurse as a knowledge worker, as you explore the competencies required to be an effective user of data, information, knowledge, and wisdom in your day-to-day practice as a nurse.

Nursing Informatics is the “science and practice [that] integrates nursing, its information and knowledge and their management, with information and communication technologies to promote the health of people, families, and communities worldwide” (International Medical Informatics Association, 2011, para 2
). 
This interaction is illustrated in the diagram below.

(Canadian Association of Schools of Nursing, 2012).

In this unit, we will introduce you to concepts and resources foundational to your use of nursing knowledge and information.

Ergonomics

Athabasca University’s academic writing resources.

Welcome Video

Watch this video and learn more about Nursing 322 and this initial unit.

322 Unit 1
 from 
CNHS AU
 on 
Vimeo
.

Then take a moment to introduce yourself in the Introduction Forum. Share something about yourself, and include your initial ideas on the application of Nursing Informatics. Take time to read some of the recent postings in this forum and become familiar with others registered in this course.

Unit Learning Outcomes

Actively engaging with the content of this unit will enable you to:

distinguish between the concepts of data, information, knowledge, and wisdom;

describe the role of the nurse as a knowledge worker;

apply ergonomic principles toward preventing discomfort, lost productivity, and injury when working with computers; and

explore the plethora of academic writing resources available within Athabasca University.

Learning Activities and Resources

Learning Activity 1 – Nursing Knowledge and Information

Consider “Nursing Knowledge and Information.” How does this term resonate with you? Before engaging in the readings, you may wish to jot down your ideas on the meaning of nursing knowledge and information.

Reading 1

Canadian Nurses Association (CNA). (2017, March). 
Joint position statement. Nursing informatics
.  Retrieved from 
https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/nursing-information-and-knowledge-management_position-statement.pdf

Reading 2

McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. 
AORN Journal, 100
(3), 324-327. Retrieved from 
http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=rzh&AN=2012711210&site=eds-live

Why is informatics essential to nursing and nursing practice? The first reading comes from the Canadian Nurses Association (CNA) serving to articulate our profession’s perspective on the importance of nursing informatics. The second reading, authored by a group of nurse experts in informatics takes a different approach, describing the data, information, knowledge, and wisdom pathway supported by nursing informatics. Then, using a series of personal reflections, the authors offer practical examples of the use of informatics in nursing.

Address the following learning challenges:

What are the differences between data, information, knowledge, and wisdom?

Reflect on the progression from data to information, to knowledge, and to wisdom.

Give an example of how you use data and information to build knowledge and wisdom in your day-to-day practice as a nurse.

How can information technology support each component of nursing practice?

Learning Activity 2 – Ergonomics

Let us think for a moment about the impact of computers on workers’ health and the costs to the individual and the healthcare system because of poorly designed computer equipment and workspaces. If you are a frequent computer user, what impact have you noticed on your own health and wellbeing?

We anticipate that many of you are reading this unit on a laptop computer, perhaps sitting at the kitchen table or tucked into a corner of the family room. Watch this short video 
https://www.youtube.com/watch?v=rcZMfSFzFwM
 for a few simple suggestions on how to improve your posture while using this technology.

Reading 3

Morrison, J., & Lindberg, P. (2008). When no one has time: Measuring the impact of computerization on health care workers, 
AAOHN, 56
(9), 373-8. Retrieved from 
http://0-search.proquest.com.aupac.lib.athabascau.ca/docview/219352471/abstract/3BF30C84366B416CPQ/1?accountid=8408

Reading 4

WorksafeBC (2009) 
How to make your computer work for you. 
Victoria, BC: Workers Compensation Board of British Columbia. Retrieved from 
http://www.chiropractic.ca/wp-content/uploads/2015/05/comptr_wrkstn-WorkSafeBC.pdf

A well-designed workspace is essential. To assist workers in understanding and addressing challenges in the design and use of computer workstations, WorksafeBC provided a comprehensive guide. Work your way through the content considering the tips to prevent injury and changes that can be made to help you work comfortably and efficiently. Here are some suggestions:

Check your posture.

Adjust your chair.

Rearrange your workstation layout.

Improve your lighting and minimize glare.

Improve your job design.

Then, use the checklist found on pages 26-29 of Reading 4 to assess your home office area. What improvements can you make?

Learning Activity 3 – Academic Writing

In your nursing education and prior courses in this program, you have been developing expertise in academic writing, a key component in advancing nursing knowledge. What tools do you have available to you? Take a few minutes and explore the resources available within Athabasca University’s Write Site 
http://write-site.athabascau.ca
. How many hours have you spent formatting papers to comply with APA? A useful supplement to the 6th edition of the Publication Manual of the American Psychological Association guidelines is the APA Style Blog 
http://blog.apastyle.org/apastyle/
. Check it out!

After you have reviewed these resources, put them to work by creating a template that can be re-used. Although it will take time to develop your template initially, it will save you time as you work through this and other courses in your program. Here’s how to get started.

Did you know that the APA manual (6th edition) contains an example of a correctly formatted scholarly paper? Stop and find those figures now in Chapter 2 of the manual. The information contained in the grey text boxes is useful in locating more detailed information about each element.

Open a blank document in your word processing software and begin to create a template that includes each of the required elements illustrated in the APA manual. Insert a word or two as a ‘placeholder’ in each of the required elements (e.g., running head, title page).

Follow the guidelines in the APA manual carefully to ensure that your template is correctly formatted (e.g., margins, tabs, page numbers, headings, double spacing). If you do not know how to set margins or insert page numbers (or how to complete other basic word processing functions) consult the help function.

Separate the pages of your template by using page breaks.

When you begin to write a paper, use the ‘Save As’ (or similar) feature in your word processing software to create a new copy of your template. Edit this copy to create a correctly formatted scholarly paper.

If you discover an error in your template, take time to revise your original template so that it is correct the next time you use it.

You will, of course, need to ensure that your reference citations and reference list are correctly formatted in each paper. Noting the location of examples in your APA Manual (e.g., by inserting paper tabs in your manual or by consulting the information found in the figures) will help you find them quickly when you need them.

Review and Reflection

Before you move on to Unit 2, think for a moment about your use of information and its sources in your nursing practice.

What types of information do you use in the day-to-day care of clients?

Where do you source that information?

What are some of the barriers you face in accessing information to support client care?

Required Forum Postings

Please share your reflections in the Unit 1 Forum. This conference posting is mandatory and must be completed as part of the Conference Forum component of this course.

Then, as you complete the course, go back periodically and see how your understanding has grown and evolved.

Guidelines for Posting to the Conference Forums

Before you begin your posting, read the most recent 5 to 8 postings in the Unit 1 Forum and think about how you can add to the discussion. You may respond to one of the entries posted by a classmate and/or you may share examples from your practice setting. Your posting should be substantive (that is, adding to the discussion, not merely agreeing with what someone else has said) and should reflect a sound understanding of the content of the unit.

Limit your contribution to one or two ideas, concepts, or themes so that others can follow your conversation more easily (maximum 150 words). Remember, you are writing to share your thoughts and to invite your classmates into an open dialogue. Lengthy postings with many points often go unread or unchallenged because there is too much information to respond to.

Include a reference citation or URL for a useful resource or an example of one of the concepts discussed in the unit. This will enrich your posting and enhance your classmates’ learning.

Note: 
Your tutor may or may not respond directly to your postings in the Conference Forums. If you have specific questions for your tutor, please send them to him/her using Course Mail.

Assignment 1: Thinking Ahead

Review the requirements for Assignment 1, which is to be completed after Unit 3. Begin to think about your topic. Some of the content of this unit may be useful in completing this assignment. It is to your advantage to review the recommended readings and reflect on the questions posed and to complete the exercises presented in each unit.

Note: 
Students in NURS 322 are not permitted to submit all of their course assignments at the same time. You are expected to review the feedback provided by your tutor on each of your assignments and to incorporate that feedback into your subsequent assignments.

References

American Psychological Association. (2010). 
Publication manual of the American Psychological Association
 (6th ed.). Washington, DC: Author.

Canadian Association of Schools of Nursing. (2012). 
Nursing informatics entry to practice competencies for registered nurses. 
Retrieved from 
http://casn.ca/wp-content/uploads/2014/12/NursingInformaticsEntryToPracticeCompetenciesFINALENG.pdf

Canadian Nurses Association (CNA). (2017, March) 
Joint position statement. Nursing informatics
.  Retrieved from 
https://cna-aiic.ca/~/media/cna/page-content/pdf-en/nursing-informatics-joint-position-statement.pdf?la=en

International Medical Informatics Association. (2011). 
The nursing informatics special interest group – definition. 
Retrieved from 
https://sites.google.com/site/imianiedwg/

McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. 
AORN Journal, 100
(3), 324-327. Retrieved from 
http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=rzh&AN=2012711210&site=eds-live

Morrison, J., & Lindberg, P. (2008) When no one has time: Measuring the impact of computerization on health care workers, 
AAORN, 56
(9), 373-8.

WorksafeBC. (2009) 
How to make your computer work for you. 
Victoria, BC: Workers Compensation Board of British Columbia. Retrieved from 
http://www.chiropractic.ca/wp-content/uploads/2015/05/comptr_wrkstn-WorkSafeBC.pdf

Even when I work with computers, with high technology, I always try to put in the touch of the hand.

Issey Miyake

Unit 2: Information and Communication Technologies

Timeline: 1 Week

Overview

As defined in Unit 1, Nursing Informatics is the “science and practice [that] integrates nursing, its information and knowledge and their management, with information and communication technologies to promote the health of people, families, and communities worldwide” (International Medical Informatics Association, 2011, para 2
). 
The purpose of this unit is to develop a common understanding of what is meant by Information and Communication Technologies (ICT) and to describe these and their use within the context of nursing practice.

Welcome Video

Watch this video and learn more this unit.

322 Unit 2
 from 
CNHS AU
 on 
Vimeo
.

Unit Learning Outcomes

Actively engaging with the content of Unit 2 will enable you to:

identify information and communication technologies commonly used in healthcare;

consider the application and impact of these technologies to nurses and nursing practice; and

describe practices that will support the development of effective virtual teams.

Learning Activities and Resources

Learning Activity 1 – Creating a common understanding

You will agree that not everyone has a common understanding or skill level in the use of technology. Do you have work or school colleagues who struggle with expectations regarding the use of computer technology, mobile devices, and their use?

The first two readings in this unit are focused on bridging that gap. The first is a brief reading that provides helpful hints to nurses on using information technologies. Written in a chatty, conversational style, this American registered nurse touches on many of the topics within this course.

The book is available within Athabasca University’s collection to download as an e-book. To access it you need to sign into the AU Library and locate the book by searching under 
Books and Media
. When located, you can view the book via Ebrary, print off relevant sections to review later, or download the book for 14 days.

Reading 1

Wilson, B. 
The nerdy nurse’s guide to technology.
 Indianapolis, IN: Sigma Theta Tau International.

Reading 2

The second reading comes from Canada Health Infoway, an organization introduced in the first unit. This report, produced as part of the Emerging Technology Series, provides an overview of the use of mobile devices in health care by clinicians, including nurses. In the reading you are introduced to the term mobile health (mHealth). Postcard from the future assignment example Throughout the term, we encourage you to develop a list of terminology specific to nursing informatics and to locate and record their meaning and source definitions. Doing so will strengthen your understanding and application.

Canada Health Infoway. (2013, November). 
Mobile computing in clinical settings
. White Paper (Executive Summary). Emerging Technology Series. Retrieved from 
https://www.infoway-inforoute.ca/en/component/edocman/1790-mobile-computing-in-clinical-settings-white-paper-executive-summary/view-document?Itemid=101

You can also access this information by entering these words in your search engine: Canada Health Infoway mobile computing in clinical settings

Canadians are strong users of communication technologies with 86.6% of households reporting computer, laptop or tablet ownership and 83% of households reporting Internet access (World Bank, 2014, p. 52).

What is your organization’s policy regarding the use of personal mobile communication devices at work to support practice? This practice, termed BYOD has required “new tools, architectures and policies to govern and control these endpoint devices” (Canada Health Infoway, 2013, p. 5).

Learning Activity 2 – Understanding the impact on nursing practice

The impact of information and communication technologies is all around us. In fact, there is no aspect of our lives, professional or personal, which hasn’t been impacted by the exponential growth in the use and functionality of these technologies. For example, nurse-call centres such as HealthLink Alberta (see 
http://www.albertahealthservices.ca/assets/healthinfo/link/index.html
) are now the norm for consumers seeking health information and guidance. If this link is not working, enter the following in your search engine:  Alberta Health Services HealthLink

How has information and communication technology impacted nursing practice? Take a few minutes and brainstorm the nursing practices that would fall into each quadrant using 
this Word document
.

Assessment

Health Promotion

Clinical Intervention

Service Organization

Once you have completed the exercise, check your ideas against the content in the following reading (see pg. 1305 of Reading 3) Postcard from the future assignment example.

Reading 3

While, A., & Dewsbury, G. (2011). Nursing and information and communication technology (ICT): A discussion of trends and future directions. 
International Journal of Nursing Studies, 48
(10), 1302-1309. doi: 10.1016/j.ijnustu.2011.02.020

To retrieve this article, go to the AU Library at: 
http://library.athabascau.ca/

Type the title of the article into the AU Library search engine box (In very light font, it shows 
Search books, articles, and media
).

While and Dewsbury (2011) describe advantages and disadvantages of the use of information and communication technology in healthcare.

What do you think?

Are the advantages so strong that we should put aside potential disadvantages?

Consider this question from the perspective of the:

healthcare consumer (clients and their families)

healthcare providers (nurses, physicians)

healthcare system (administrators, government)

Does your position change dependent on the perspective you are taking?

Lastly, While and Dewsbury (2011) describe research into the impact of information and communication technology on the work life of nurses. One statement may have resonated with you, as we have all experienced using computer systems that are “cumbersome, illogical, slow, complicated and unreliable at times” (p. 1307).

Where would you place your current practice on the grid (see page 1308) between high and low use?

Are you a basic user of technology in your practice or would you consider the demands for its use making you an advanced practitioner?

Learning Activity 3 – Working in a virtual team

The use of information and communication technology in healthcare has also impacted the organization and reporting structures that nurses practice within. Virtual teams have become the norm within the regional health structures with nurse leaders assuming responsibility for programs spread across broad geographical areas. Postcard from the future assignment example Routine interactions occur by computers, email, and videoconferencing.

In Reading 4, Cowan offers eight principles to guide leadership within a virtual team. Central to this leadership is developing a professional social presence. You are encouraged as you work through this course and post comments to the unit forums to keep these principles in mind.

Reading 4

Cowan, L. D. (2014). E-Leadership: Leading in a virtual environment – Guiding principles. 
Nursing Economics$,
 
32
(6), 312-322.

Retrieved from 
http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=edb&AN=99954953&site=eds-live

You can also access this information by going to the AU Library at 
http://library.athabascau.ca/
 and then, type the title of the article into the AU Library search engine box (In very light font, it shows 
Search books, articles, and media
).

Review and Reflection

Before you move on to Unit 3, consider the questions posed in this unit. Was much of the information new to you? Are you perhaps apprehensive about the depth and breadth of content? Or, did you bring to the course a strong foundation in information and communication technology?

Before moving on identify two personal learning objectives related to the use of information and communication technologies. Write these down and refer to them throughout the course.

Optional Forum Posting

Take a few minutes and review student postings found in the Unit 2 Forum. Consider your learning from this unit and should you wish, please add to the discussion on Information and Communication Technologies. Share your learning objectives if you are comfortable doing so. Offer a suggestion on the development of virtual teams. Do you manage such a team? If you are currently a member of a virtual team give your perspective on the guiding principles.

Guidelines for posting to the conference forums are found in Unit 1.

Assignment 1: Thinking Ahead

Review the requirements for Assignment 1, which is to be completed after Unit 3. Begin to think about your topic. Some of the content of this unit may be useful in completing this assignment. It is to your advantage to review the recommended readings and reflect on the questions posed and to complete the exercises presented in each unit.

Note: 
Students in NURS 322 are not permitted to submit all of their course assignments at the same time. You are expected to review the feedback provided by your tutor on each of your assignments and to incorporate that feedback into your subsequent assignments Postcard from the future assignment example.

References

Canada Health Infoway. (2013, November). 
Mobile computing in clinical settings
. White Paper (Executive Summary). Emerging Technology Series. Retrieved from 
https://www.infoway-inforoute.ca/en/component/edocman/1790-mobile-computing-in-clinical-settings-white-paper-executive-summary/view-document?Itemid=101

Canadian Association of Schools of Nursing. (2013). 
Nursing informatics teaching toolkit: Supporting the integration of the CASN nursing informatics competencies into undergraduate nursing curricula. 
Ottawa: Author. Retrieved from 
http://casn.ca/wp-content/uploads/2014/12/2013ENNursingInformaticsTeachingToolkit.pdf

Cowan, L. D. (2014). E-Leadership: Leading in a virtual environment – Guiding principles. 
Nursing Economics$,
 
32
(6), 312-322. Retrieved from 
http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=edb&AN=99954953&site=eds-live

International Medical Informatics Association. (2011). 
The nursing informatics special interest group – definition. 
Retrieved from 
https://sites.google.com/site/imianiedwg/

While, A., & Dewsbury, G. (2011) Nursing and information and communication technology (ICT): A discussion of trends and future directions. 
International Journal of Nursing Studies, 48
(10), 1302-1309. doi: 10.1016/j.ijnustu.2011.02.020.

Wilson, B. 
The nerdy nurse’s guide to technology.
 Indianapolis, IN: Sigma Theta Tau International. Retrieved from 
http://0-www.ebrary.com.aupac.lib.athabascau.ca

World Bank (2014). 
Little data book on information and communication technology
 2014. Herndon, VA: World Bank Publications. Retrieved from 
http://0-www.ebrary.com.aupac.lib.athabascau.ca

Last updated: January 3, 2017 ©Copyright 2016 
Athabasca University

 

Everything you need for better future and success has already been written. And guess what? All you have to do is go to the library.

Henri Frederic Amiel

Unit 3: Navigating the Digital Library

Timeline: 1 Week

Overview

Postcard from the future assignment example Some have suggested that finding information using digital library databases can be like finding the proverbial “needle in the haystack.” Developing sound search skills to access the information you need to support and inform your practice is essential to becoming an expert nurse knowledge worker.

If you can effectively use the Internet, why do you also need to learn to use and search the digital library? A good question! Think about how you normally search for information. Where do you go? What search engines do you use and what databases do you normally access for information? What were the most common types of sites and information that you found? What was their underlying purpose?

In this unit, you will learn about the kinds of resources stored in digital libraries and how to search for information stored in those repositories. Although the primary focus of this unit is learning to use online journal databases, the skills you acquire will also be useful in locating e-texts and other resources commonly found in a digital library.

Welcome Video

Watch this video and learn more this unit.

322 Unit 3
 from 
CNHS AU
 on 
Vimeo
.

Click on this 
http://library.athabascau.ca/WelcomeVideo.html
 as an introduction to the plethora of resources available to students within Athabasca University’s Library Resources.

Unit Learning Outcomes

After completing Unit 3, you will be able to meet or exceed the following unit learning outcomes and:

discuss how information found on the Internet differs from that found in digital library databases;

explore the acquisition of knowledge through Internet and library holdings; and

conduct an effective literature search using a digital journal database.

Postcard from the future assignment example

As you read, try not to become overwhelmed by the number of new terms introduced. You will become more familiar with them as you work through this unit.

Learning Activities and Resources

Learning Activity 1 – A practical example

The information found in digital libraries commonly comprises scholarly works that have been subjected to peer review. This may or may not be the case with information found elsewhere. What does it mean to say that a scholarly work has been peer reviewed? Peer review means “a process by which a scholarly work (such as a paper or a research proposal) is checked by a group of experts in the same field to make sure it meets the necessary standards before it is published or accepted.” Retrieved from:  
http://www.merriam-webster.com/dictionary/peer%20review
.

List some of the reasons why peer review is deemed to be an important indicator of the quality of an article.

Which of these reasons would you consider to be most significant? And why?

Not all articles in peer-reviewed journals are necessarily peer-reviewed. Consider, for example, the editorials found at the beginning of most peer-reviewed journals.

What is the primary purpose(s) of an editorial?

What influence might those purposes have on a reader’s evaluation of the information contained in an editorial?

Let us explore this further by examining an editorial in a recent issue of the Canadian Nurse.

First
, if you do not know your Athabasca University Library identification number, contact the AU Library (library@athabascau.ca). You cannot complete this unit without using your Library identification number, as it provides access to the online library databases. You also need access to the library to complete the literature reviews required for your assignments in this and other courses in your program.

Once you have entered the AU library, you can find the journal holdings by opening the drop down menu labeled 
Find Resources
. Then, under the heading 
Find Resources by
 
Subject/Name
, click on the link 
Journal Title Name
 and enter the search words “Canadian Nurse.” This will bring you to the Canadian Nurse holdings by database. Open the tab entitled 
CINAHL Plus with Full Text
 to locate a recent issue.  Postcard from the future assignment example Not an efficient way to search? What would be easier?

Now that you have located the journal, read the editorial in a recent edition. Some questions to reflect upon:

To what extent did you agree or disagree with the editor’s comments? Why or why not?

Is it legitimate to use an editor’s point of view in writing a scholarly paper? Why or why not?

Before you move on in this unit, consider the term 
evidence-based practice
. What does this mean to you and your nursing practice? Consider the definitions found in the reading below. While you are there, check out the resources at 
www.nurseone.ca
. You will want to bookmark this site for future reference. The second reading describes how evidence is used to inform and enhance nursing practice.

Reading 1

Canadian Nurses Association. (2016). 
Definitions galore
. Retrieved from 
https://www.nurseone.ca/en/tools/evidence-based-practice/definitions-galore

Reading 2

Canadian Nurses Association. (2010). 
Position statement: Evidence-informed decision-making and nursing practice. 
Retrieved from 
https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/ps113_evidence_informed_2010_e.pdf?la=en

Learning Activity 2 – Conducting a Literature Search Using Digital Journal Databases

Even though you may have used an online journal database in the past, you are encouraged to work through the following exercises. Doing so will assist you to refine your skills further.

Digital journal databases provide online access to a number of journals that focus on nursing and health as well as other fields of study. Three of the most commonly used health-related databases are:

CINAHL Plus with Full Text (Cumulative Index to Nursing and Allied Health Literature)

ProQuest Nursing Journals

SCOPUS

Select a topic from the editorial you examined earlier. Then, search each of these three online journal databases for information about your topic. Experiment with altering your search term slightly or combine it with other search terms to make your search more efficient. Pay attention to the “key words” or “search terms” listed in the articles you retrieve, as sometimes they provide valuable clues for finding other articles about the same subject.

You can also narrow your search by selecting some of the other options presented in the specific database you are using (e.g., limit your search to certain years, peer-reviewed/refereed articles, articles for which the full text is available, articles written in English). The 
help 
function embedded in the database you are using will assist you to learn more about these options.

To keep track of the findings of your search, use 
this printable chart (in Word .doc format)
.

What was your search term?

How many results did it generate?

What was the nature of the first 20 results (e.g., theoretical article; report of a research study; best practice guideline; editorial; other)?

For each entry, note whether the same article was retrieved in any of the other databases. Can you explain the reason(s) for this?

How is the order in which the search results are listed determined? Why is this important to the user?

Two excellent resources to help you hone your search skills are found in the next readings.

Reading 3

Athabasca University. (2012, June 30). 
AU library’s guide to the research process.
 Retrieved from 
http://libguides.athabascau.ca/researchprocess

Reading 4

University of Illinois. (2009, September 1). 
Tips for searching article databases. 
Retrieved from 
http://www.library.illinois.edu/bix/pdf/genguide/searchtips.pdf

Learning Activity 3 – Enhancing Your Skills

Following are some tips to help you cite the articles you retrieve in your scholarly papers.

Using PDF Files

Return to the ProQuest Nursing Journals database and re-enter your search term. Select one of the articles for which 
Abstract
, 
Full Text
, and 
Full Text PDF 
formats are available. How do these three formats differ in terms of content and appearance?

Hint
: The 
Full Text PDF
 version is identical to the print version of the same article. Use the PDF version when you are writing a scholarly paper. This is particularly important if you are using a direct quote from the article as it will allow you to cite the precise page number on which that quote is found. Consult your APA Manual, 6th Edition (2010) to learn how to construct a
reference citation
for a direct quote.

Saving Persistent Links

Did you know that you can return directly to a specific article in your literature search by copying the persistent link for the article into another file? If you copy the persistent link into the reference list of your paper immediately following the reference citation for the article, your reader (e.g., classmate; tutor; colleague) can also go directly to the article if she or he has access to the Athabasca University Library. It also allows you to consult the same article later without repeating your search. More information is available on the AU library webpage: 
http://libguides.athabascau.ca/persistentlinks.

Using RefWorks to Organize References

How can you organize your references? A great tool that we invite you to explore is RefWorks, a web-based bibliography and database manager that enables you to create a personal database to import references from text files or online databases. Then as you use these references in writing papers, you can use RefWorks to automatically format the paper and the bibliography in seconds.

Information on accessing and using RefWorks is found at 
http://library.athabascau.ca/Refworks.html
. You can sign-up for a new account using your AthabascaU credentials.

Review and Reflection

Learning to retrieve the information you need to support your practice is not an easy task. Try not to be discouraged if you are not immediately successful. Using synonyms or other related terms will sometimes yield better results.

How will your learning in this unit change the way you conduct your background research in preparing to complete a course assignment or write a scholarly paper in the future?

Altering your search term will improve your results. It may take several search attempts to retrieve a term, or combination of terms, that is neither too narrow nor too broad.

The purpose of your search will assist you in deciding how many databases you should consult in completing your literature review. If you are developing a set of best practice guidelines, you will need to consult a larger number of databases to ensure that you retrieve all of the current research related to the topic. Conversely, if you are trying to find a specific article written by a particular author, searching one or two databases may be sufficient to quickly locate it.

A Helpful Hint!

When you conduct a literature search using an electronic journal database, look for terms such as 
peer reviewed
 or 
refereed
 in the options offered for narrowing the scope of your search.

Optional Conference Forum

If you wish, you may join the Unit 3 Forum and share tips you have learned to enhance your digital journal database search skills. Guidelines for posting to the conference forums are found in Unit 1.

Assignment 1

Review the requirements for Assignment 1, which is to be completed after Unit 3. At this point you should have confirmed your topic and will find that the content of this unit is helpful. It is to your advantage to review the recommended readings and reflect on the questions posed and to complete the exercises presented in each unit prior to completing the assignments. You may wish to refer to this useful reference webpage  
http://libguides.athabascau.ca/researchprocess
.

Note: 
Students in NURS 322 are not permitted to submit all of their course assignments at the same time.

References

Athabasca University. (2012, June 30). 
AU library’s guide to the research process.
 Retrieved from 
http://libguides.athabascau.ca/researchprocess

Canadian Nurses Association. (2016). 
Definitions galore
. Retrieved from 
https://www.nurseone.ca/en/tools/evidence-based-practice/definitions-galore

Canadian Nurses Association. (2010). 
Position statement: Evidence-informed decision-making and nursing practice. 
Retrieved from 
https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/ps113_evidence_informed_2010_e.pdf?la=en

Merriam Webster. (n.d.). 
Peer review.
 Retrieved from 
http://www.merriam-webster.com/dictionary/peer%20review
  Postcard from the future assignment example

Evidence-Based Practice and the Quadruple Aim Assignment Essay Example

Evidence-Based Practice and the Quadruple Aim

Evidence-based practice relies heavily on use of available scientific evidence to formulate policies and improve nursing practice. EBP involves incorporating clinical expertise, the best research evidence available, patient values/preferences, and best practices into patient care and clinical decision making. Using EBP strategies, healthcare professionals and providers can interpret the research findings into clinical practices that will enhance the quality of care offered and improve patient outcomes (Sikka et al., 2015). EBP encourages researchers to improve their skills in collecting the best evidence and literature. Therefore, healthcare providers can utilize their researching skills to apply existing scientific knowledge when making care plans for their patients and in their daily practice to maximize the quality of care offered to patients. Healthcare professionals often make health- related decisions for patients in their practice with a bid to improve the quality of life. These decisions should be based on current research and modern treatment options. EBP aims to improve patient-provider engagement by improving inter-professional collaboration and emphasizing on shared decision making. In addition, healthcare providers are expected to embrace a positive attitude towards EBP and acquire the necessary skills for its adoption into clinical practice (Sikka et al., 2015) Evidence-Based Practice and the Quadruple Aim Assignment Essay Example .

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Evidence based practice (EBP) is a systematic approach used by organizations to achieve quadruple aim in healthcare. The quadruple aim has four major goals which include reduction of healthcare costs, improvement of patient experience, and improvement of population health and work-life of healthcare professionals (Crabtree et al., 2016). Quadruple aim plans to achieve the four goals through redesigning and restructuring of healthcare facilities. Through quadruple aim, organizations aim to achieve health equity by providing patient centric care, utilizing organization’s capacities and capabilities to deliver optimal care, and mitigating errors that limit patient engagement and healthcare delivery. Achievement of quadruple aim goals has faced setbacks in improving population health and reducing healthcare related costs which in turn affects effectiveness and efficiency in healthcare delivery. EBP may have an impact on the factors influencing quadruple aim (patient experience, population health, costs, and work life of healthcare providers). When organizations adopt EBP to improve quality of services and value of care patients receive in clinical settings (Jacobs et al., 2018). Evidence-Based Practice and the Quadruple Aim Assignment Essay Example  Similarly, EBP has a direct impact on patient experience, cost of healthcare, and the work life of healthcare providers as explained in the section below.

How EBP influences the Four Goals of Quadruple Aim

 Patient experience

Patient experience involves enhancing the quality of services offered to patients and reducing errors in patient care. Healthcare providers can utilize strategies used in EBP to translate research findings into clinical practice based on individual patient needs (Sikka et al., 2015). This will help the care providers to offer patient-centric care which will improve the quality and safety of care received. Organizations are adopting EBP to solve clinical issues that impact patient care leading to improved patient care. EBP obligates healthcare providers to formulate intervention based on scientific research and comprehend effectiveness or risks of a diagnostic treatment. EBP allows patients to have a proactive role in their treatment and raise concerns.

 

Population Health

It aims at providing populations with information that help them to determine their health status, limitations of particular treatments and cultural practices, and benefits of individual procedures and practices. In addition, identification of population health needs help policy makers in ensuring efficient and equitable distribution of resources (Crabtree et al., 2016). Populations are classified based on their needs which help in addressing the identified needs and shaping healthcare patterns based on the subgroups. Improving population health relies heavily on EBP as healthcare professionals use it to determine prevailing conditions such as obesity in particular communities, their causes, and how to reduce their prevalence (Jacobs et al., 2018) Evidence-Based Practice and the Quadruple Aim Assignment Essay Example . EBP allows access to higher quality information and best practices that help in promoting the success of quality improvement programs.

Costs

Patients spend a substantial amount when not receiving the highest quality of care from health providers. Rate of readmissions increase as a result of low quality of care and in turn increases treatment cost as patients have to pay for services they would not need to if they had received the appropriate treatment. Healthcare organizations have to deal with the challenge of providing quality health services at lower costs while remaining afloat in the market. EBP has helped these organizations to embrace latest healthcare technologies which improve efficiency and quality of care (Crabtree et al., 2016). The organizations experience an increase in capital costs while investing in the modern equipment in the short run. In the long run, the cost of treatment decreases as the quality of care increases and rates of readmission are lowered.

 

The work-life of healthcare providers

Healthcare providers require a conducive environment that supports inter-professional collaboration and nurtures career growth and development. EBP practices promotes collaboration, patient-provider engagement, patient outcomes, reduce employee burnout, and promotes staff productivity (Crabtree et al., 2016). Evidence-Based Practice and the Quadruple Aim Assignment Essay Example  EBP also promotes formulation of policies that support employee welfare and engages staff in active decision making which ensures that employees are well motivated. Knowledge retrieved from EBP guides the healthcare providers in settling for the right interventions based on patient needs which reduces workload (Jacobs et al., 2018). For instance, the introduction of electronic health records have made work easier by replacing tedious paper work.

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In summary, EBP has a positive impact on quadruple aim elements by enhancing quality of care which in turn promotes patient experiences and outcomes. For healthcare providers to provide quality and safe services to patients, they need to be very productive, motivated, and knowledgeable. In addition, the healthcare workers will require a conducive and nurturing environment to remain productive. The healthcare services need to be cost effective to ensure patients can afford them and the organization offering the services will remain afloat Evidence-Based Practice and the Quadruple Aim Assignment Essay Example.

 
References

Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving Patient Care Through Nursing Engagement in Evidence‐Based Practice. Worldviews on Evidence‐Based Nursing, 13(2), 172-175.

Jacobs, B., McGovern, J., Heinmiller, J., & Drenkard, K. (2018). Engaging employees in well-being: moving from the triple aim to the quadruple aim. Nursing administration quarterly, 42(3), 231-245 Assignment: Evidence-Based Practice and the

Sikka, R., Morath, J. M., & Leape, L. (2015). The quadruple aim: care, health, cost and meaning in work. 
BMJ quality & safety
, 
24
(10), 608-610.

To Prepare:

Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.

Evidence-Based Practice and the Quadruple Aim Assignment Essay Example

Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

Patient experience

Population health

Costs

Work life of healthcare providers

Evidence-Based Practice and the Quadruple Aim Assignment Essay Example

Philosophy Assignment

Overview

The contributions of Karl Marx in the field of philosophy have often been described as exemplary and outstanding due to the angle adopted when it comes to logical and rational reasoning. The prowess and proficiency demonstrated by Marx when it comes to dissecting troublesome issues in society is one of the aspects that makes this individual an exceptional scholar. The theory of alienation is one of the academic concepts that is synonymous with this philosopher where he attempts to explain how the human race finds itself distanced from the world of reality. The viewpoints and opinions of Marx are known to be purely philosophical where he adopts the common teachings in society to pass across a valid point. The massive influence that these teachings have on most people is evidently conspicuous since most of them are contained in academic syllabuses and teaching curricula. This paper is a philosophical essay that evaluates the first manuscript of Marx and how it talks about the theory of alienation for the human species alienation for the human species by karl marx.

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Essay Task

Marx in the 1844 first manuscript explains the concept of being alienated from one’s species being. What is species being and how are we alienated from species being as a consequence of living within a capitalist system of production? How in particular do you experience this alienation?

 

Body

The concept of estranged labor forms the foundation of the philosophical topic of the first manuscript where Marx endeavors to show that the society is mainly divided into two main factions. The first one is comprised of people who are opulent such that they own the massive share of property within their respective society. Alienation for the human species by karl marx the opposite is true for the second category that is actually made up of workers and laborers who work for the people that own the property

(Fluxman, 378). Marx argues that the people who do not own property or the “property-less” group are the ones that suffer from alienation and estrangement within the society that they inhabit.

This isolation often occurs because the individual who does not own any property or assets feels that the work that they do is the only thing that makes them relevant such that they objectify it throughout their lives (McGuigan, 323). What’s more, this laborer, begins to associate their entire life with the work that they do such that all their efforts are invested into the object that makes them work in the first place. Despite this hard work, the person does not actually get to have ownership rights for the fruits of their labor and this is where the principles of capitalism begin to manifest. The first manuscript in the words of Marx asserts that the “property-less” worker begins to become alienated as he or she continues to become indulged and engaged in their daily routine (Marshall, 2).

This is because they often feel that everything that they are doing forms a significant contribution to the external world. Secondly, there is another form of alienation that Marx describes in his philosophical writing of the first manuscript. This estrangement revolves around the process of becoming distant from one’s species and individual identity. Marx explains that work forms a very fundamental and integral part of human life such that any person often associates it with their overall purpose in life (Ouellet, 23).  The concept of being a species simply describes what it entails to be human from a philosophical and sociological perspective. Marx’s manuscript clearly outlines how the intellectual ability sets a vivid distinction between human beings and other creatures.

It is through the process of being able to transform abstract or inanimate matter into something useful that constitutes a critical part of the human race (Archibald, 119).  In fact, the human species is most known for being able to convert and later objects in the natural world into a practical activity in the form of work. However, the modern system of owning property actually leads to alienation because the worker in this case tends to lose their purpose in life and even their identity of self.

Marx’s manuscript continues to assert that the human being is a living species not because he is able to survive through his instincts, but also because he can express himself in different ways (Renault, 702). Further, the human species is able to treat themselves in a universal manner that makes them a free spirit as well. This quality is largely interfered with when the issue of alienation and estrangement sets in because it prevents the normal human from living as a free spirit. Instead, the person becomes caught up in the web of work, profession and careers such that it is objectified as a means of survival (Archibald, 119).

The capitalist system of production is described by Marx as the reason why man is constantly working in order to satisfy an urgent need in their lives. This need is what adds significant meaning to their physical existence in the first place. The theory of alienation according to Marx is an important concept in philosophy that demonstrates how forces of impersonation dominate the contemporary society. It is the innate desire to improve one’s life that makes the human species obsessed with making the most out of their lives such that they become entangled in the process (McGuigan, 325).

The notion of species-being actually centers on showing how humans unite themselves with work, nature and also with one another. It is also through all of these spheres that the process of alienation often takes place where a person can be distanced from the object of production or also from the activity itself. In the view of Marx, the element of labor largely contributes to the process of being estranged in the sense that this activity does not only lead to production, but is also makes the worker to become a commodity as well (Marshall, 2).

This simply means that it is possible for the human species to become objectified once they become immersed in the world of production.

The process of being alienated as a result of the capitalist system of production highly manifests itself even in the present world. The “property-less” group who form the larger proportion of workers are the ones who are constantly working in order to try and improve their lives (Ouellet, 24). This is regardless of the fact that they do not have the liberty or freedom to own the fruits of their labor or even become a partial owner to it. On the contrary, the capitalist minority get to enjoy the fruits of production because they are the ones who own a majority of the assets and property in society.

It is through the constant efforts of the worker to upgrade their lives and standards of living that makes them become obsessed with the idea of objectification in production such that they end up being visualized as a tangible item in the end (Ouellet, 24). The manner in which a worker becomes stripped of their own species-being when the capitalists system is in play takes center stage in the current society. From a personal perspective, I believe that most people in the society actually become entangled in the process of work because it is their only ticket to survival. They do not work because of the end product they create or the activity that they engage in on a daily basis, but instead, they only remain connected because they are able to sustain themselves through it (Fluxman, 379).

Marx clearly explains that the human species simply works because it is the only way they know how to live. In the process, they get to alienate themselves from who they truly are and it becomes even more difficult to live as a free spirit. Further, I have also observed that the connection between nature and humanity is terminated when a person becomes too much immersed in the workplace. In fact, it sometimes gets to a point where a person begins to feel like a slave such that they believe that their employer only values their output and not their individuality (Fluxman, 379) alienation for the human species by karl marx. This phenomenon occurs in virtually most organizations where most staff members feel that they are more of a laborer and less of an autonomous being and this makes them forget their values as a species-being.

In a recap, the first manuscript according to Marx presents a valuable and vital concept on the topic of alienation and how capitalist thoughts in production have contributed to worsening the situation. The existence of two main groups of the property owners and the “property-less people is what Marx believes is the genesis of the alienation and estrangement in among the human species.

Works Cited

Archibald, W. Peter. “Using Marx’s Theory of Alienation Empirically.” Theory & Society, vol. 6, no. 1, July 2008, p. 119. EBSCOhost,

Fluxman, Tony. “Marx, Rationalism and the Critique of the Market.” South African Journal of Philosophy, vol. 28, no. 4, Nov. 2009, pp. 377-413. EBSCOhost,

Marshall, Peter. “A Marxist Theory …What Goes Around….” Human Resources Magazine, vol. 10, no. 2, June 2005, p. 2. EBSCOhost,

McGuigan, Jim. “Creative Labour, Cultural Work and Individualisation.” International Journal of Cultural Policy, vol. 16, no. 3, Aug. 2010, pp. 323-335. EBSCOhost, doi:10.1080/10286630903029658.

Ouellet, Maxime. “Revisiting Marx’s Value Theory: Elements of a Critical Theory of Immaterial Labor in Informational Capitalism.” Information Society, vol. 31, no. 1, Jan/Feb2015, pp. 20-27. EBSCOhost, doi:10.1080/01972243.2015.977628.

Renault, Emmanuel. “Three Marxian Approaches to Recognition.” Ethical Theory & Moral Practice, vol. 16, no. 4, Aug. 2013, pp. 699-711. EBSCOhost, doi:10.1007/s10677-013-9413-8 alienation for the human species by karl marx.

Assignment: Advocating for the Nursing Role in Program Design and Implementation

NURS – 6050C: Policy and Advocacy for Improving Population Health

Advocating for the Nursing Role in Program Design and Implementation

For the past three decades, there has been a significant shift in the U.S. approach to health care from the biomedical healthcare model to the biopsychosocial framework of comprehending well-being states and illness, especially for patients with chronic diseases (Aggar et al., 2021). In the last decade, newer interventions focusing on the social constituent of care have emerged, including the introduction of health coaches, walking groups, physical activity/exercise on prescription, art on prescription, and social prescribing, with some empirical evidence of behavioral transformation (Carnes et al., 2017). The above social prescription programs are designed to allow patients to enhance their self-care skills, mitigate complications, and play a role in tackling health inequities by establishing social support networks (Alliance for Healthier Communities, n.d.). The design and implementation of social prescription programs call for collaborative efforts among clinicians. Recently, TGK Hospital introduced music on prescription program at their Annex site in Atlanta. I interviewed the nurse executive manager (NE) of the hospital to establish the nursing role in the program design and implementation, and presented in this paper is the interview transcript showing the NE’s responses to specific questions about the program Assignment: Advocating for the Nursing Role in Program Design and Implementation.

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Interviewer: Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?

 Interviewee:
Social prescription is an inventive advance that targets to connect primary care patients with social support sources in the voluntary sector and within communities to aid them to improve their wellbeing, health, and care encounters (Pescheny et al., 2018). It offers our medical staff a non-clinical referral alternative, which runs beside clinical therapies, to tackle non-medical elements perpetuating and precipitating diseases and regularly result in frequent hospital visits. We have implemented music on prescription, and so far, it has enabled physicians, advanced nurse practitioners, and other interdisciplinary staff to officially refer elderly patients to community-based music programs (Pescheny et al., 2018). The estimated cost of the program is approximately $45,000/year, with the projected outcomes including improvements in general, mental, and emotional wellbeing, improved quality of life, and alleviated levels of anxiety and depression (Husk et al., 2019). The above will reduce hospitalization costs and allow our staff to focus on clinical cases.

Interviewer:
Who is your target population?

Interviewee:
The music on prescription program at TGK Hospital targets primarily elderly patients diagnosed with chronic illnesses, including Alzheimer’s dementia, cancer, pain, and those with depression with or without suicidal ideations.

Interviewer:
What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?

Interviewee:
Available empirical have shown that in hospitals where social prescribing is a common practice, patients with chronic ailments receiving music on prescription feel less isolated, made 38% fewer emergency department units, and 47% fewer hospital visits (Aggar et al., 2021; Philip et al., 2019). Despite the above benefits, the uptake has remained relatively low mainly due to the failure to include nurses in the design and execution of the programs. Registered nurses (RNs) serve pertinent roles in guaranteeing the efficacy of the novel type of healthcare. RNs are already taking care of geriatric patients with chronic illnesses. Consequently, they can assist in identifying the patients at risk of social isolation and those qualifying for social prescription interventions (Pescheny et al., 2018).

Interviewer:
What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?

Interviewee:
My specialty of practice is geriatric nurse practitioner, and I have worked with elderly patients for more than two decades. Through my long working experience, I have noted that a large share of my patients was experiencing feelings of loneliness, which substantially contributed to chronic depression and suicidal ideations, particularly those with Alzheimer’s dementia (Aftab & Shah, 2017; Ward et al., 2020). Thus, I took part in the search for evidence-based practice to mitigate suicidal thoughts in the abovementioned population and used the findings to push for the adoption of music on prescription programs at the hospital level. I attended a social prescription workshop in the U.K in early 2019, where I acquired knowledge on the design of the programs. Besides steering the interdisciplinary team involved in the design and implementation of the initiative, I am also a trainer of the frontline linking workers for the program Assignment: Advocating for the Nursing Role in Program Design and Implementation.

Interviewer:

What is the role of the nurse in healthcare program implementation? How does this role vary between the design and implementation of healthcare programs? Can you provide examples?

Interviewee:
RNs not only have the requisite skills, knowledge, and competencies to facilitate referrals but also the community connections to establish the services and groups that align with patients’ interests and preferences. Thus, while at the design stage their role was limited to developing proposals touching on the screening procedures of patients who are likely to profit from the program, RNs serve as champions, network events to share best practices and ensure collective understanding of the program, and facilitate the integration of the initiative into the hospital’s healthcare system (Pescheny et al., 2018). In particular, RNs help in the evaluation of the program by continuously mapping the attainment of the program outcomes vis-à-vis implementation goals.

Interviewer: Who are the members of a healthcare team that you believe is most needed to implement a program? Can you explain why?

Interviewee:
Music on prescription is a broad initiative involving a diversity of stakeholders from various disciplines, including the hospital, patients, and community-based music providers. In the above view, the requisite members of the healthcare team include the patients’ physicians, who are responsible for identifying non-medical music on prescription and prescribing it to the patients (Alliance for Healthier Communities, n.d.). RNs and community-based assistant nurses are important in the program implementation as they link the patients to the appropriate social prescription program grounded on self-identified needs and interests, as well as support their self-care journey (Alliance for Healthier Communities, n.d.). Lastly, the hospital management committee facilitates the execution plan by facilitating the financial aspect of the program.

Conclusion

The
objective
of the paper was to examine the nursing role in the program design and implementation from the perspective of TGK Hospital’s NEs perspective through a one-on-one interview. From the interview transcript, it is apparent that TGK hospital has implemented music on prescription program. The above is a type of social prescription that offers a non-clinical referral alternative, which runs beside clinical therapies, to tackle non-medical elements perpetuating and precipitating diseases and regularly result in frequent hospital visits. The program targets elderly patients diagnosed with chronic illnesses. At the design level, RNs assist in identifying the patients at risk of social isolation and those qualifying for social prescription interventions. At the implementation stage, RNs help in the incorporation of the program into the hospital’s culture Assignment: Advocating for the Nursing Role in Program Design and Implementation

 

 

 

 

References

Aftab, A., & Shah, A. A. (2017). Behavioral emergencies: Special considerations in the geriatric psychiatric patient.
Psychiatric Clinics of North America
,
40
(3), 449–462).  https://doi.org/10.1016/j.psc.2017.05.010

Aggar, C., Thomas, T., Gordon, C., Bloomfield, J., & Baker, J. (2021). Social prescribing for individuals living with mental illness in an Australian Community setting: A pilot study.
Community Mental Health Journal
,
57
(1), 189. https://doi.org/10.1007/S10597-020-00631-6

Alliance for Healthier Communities. (n.d.).
Social prescribing.
 https://www.allianceon.org/Social-Prescribing

Carnes, D., Sohanpal, R., Frostick, C., Hull, S., Mathur, R., Netuveli, G., Tong, J., Hutt, P., & Bertotti, M. (2017). The impact of social prescribing service on patients in primary care: A mixed-methods evaluation.
BMC Health Services Research
,
17
(1), 1–9. https://doi.org/10.1186/S12913-017-2778-Y/TABLES/5 Assignment: Advocating for the Nursing Role in Program Design and Implementation

Husk, K., Elston, J., Gradinger, F., Callaghan, L., & Asthana, S. (2019). Social prescribing: Where is the evidence?
British Journal of General Practice
,
69
(678), 6–7. https://doi.org/10.3399/bjgp19X700325

Pescheny, J., Pappas, Y., & Randhawa, G. (2018). Social prescribing: Implementation and delivery.
International Journal of Integrated Care
,
18
(s2), 214. https://doi.org/10.5334/ijic.s2214

Philip, K., Lewis, A., & Hopkinson, N. S. (2019). Music and dance in chronic lung disease.
Breathe
,
15
(2), 116–120. https://doi.org/10.1183/20734735.0007-2019

Ward, M. C., Milligan, C., Rose, E., Elliott, M., & Wainwright, B. R. (2020). The benefits of community-based participatory arts activities for people living with dementia: A thematic scoping review.
Arts & Health
,
00
(00), 1–27. https://doi.org/10.1080/17533015.2020.1781217 Assignment: Advocating for the Nursing Role in Program Design and Implementation

Relationship between overtime work and decayed teeth research paper

Introduction to Statistics and Research – SR 134

ARTICLE ANALYSIS/EVALUATION

Assignment Guidelines

A successfully written assignment largely depends on a deep understanding of the main topic, finding the most recent scholarly sources (textbooks and research articles) in relation to the subject, and following different criteria of the rubric brochure (see pages 2-3).

This assignment is designed to allow you to assess a particular research paper
(ATTACHED).

For this assignment, you will work individually. The main goal of this assignment is to prepare an essay regarding specific research in the field of healthcare sciences.

Evaluate the research paper from the viewpoint of the subsequent sections:

1. Main title

2. Abstract and keywords

3. Introduction

4. Materials and methods

5. Results and discussion

6. References

The following criteria will be used to evaluate your essays:

A. Layout and organization (clear pattern and method of organization)

B. Accuracy and clarity (accuracy of facts and scientific concepts using different examples)

C. Creativity (critical thinking and feasible interpretation using tables and figures)

D. Writing style (correct spelling and punctuation as well as numbering and bullets)

E. Sources (Relevant citations and scholarly sources in APA format)

 

Introduction to Statistics and Research – SR 134

Topic: Relationship between overtime work and decayed teeth

Abstract

It is evident that longer working hours has an impact on the oral health of an individual. This study employed a qualitative research design where web based questionnaires were administered to participants in order to determine the relationship between overtime work and decayed teeth. The study’s results established that there is a link between overtime work and tooth decay among fulltime employees in the fiscal industry Relationship between overtime work and decayed teeth research paper .

Introduction

There is no doubt that working for longer hours has a negative impact on the health of an individual. Diseases like diabetes mellitus, depression, anxiety, circulatory diseases as well as psychological disorders such as cognitive function, sleep disorder are all linked to overtime working. However, it is crucial to note that since working for long hours has a negative influence on the lifestyle of an individual; it is accurate to conclude that it also contributes to tooth decay. Working for longer hours increases the possibility of tooth decay. This is because employees who work for longer hours have limited time to take care of their teeth. The most common causes of permanent teeth loss are periodontitis and caries. Notably, periodontal disease is the primary reason why people extract their tooth across all ages. Tooth decay is increasingly turning into a major health scare across various ages and as a result, it is crucial for working populations to treat the disease at the earliest opportunity possible (Yoshino et al, n.d).

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Materials and Methods

           
This study adopted a qualitative research design. A qualitative research method allows the researcher to collect descriptive data.  Against this background, the researcher used primary data collection tools. Online questionnaires were administered to working populations who met the following selection criteria: aged between 25 – 65, employed within the Kanto vicinity in Japan, full-time employees and employed in the fiscal sector – insurance, securities and bank.  The questionnaires were sent to the participants via email. This was a web-based research and as a result, it allowed the researcher to overcome the challenges associated with primary data collection techniques such as inadequate finance, resources and time. The questionnaires primarily focused on finding out information linked to the oral health behavior of the participants. The participants filled out information on how regular they brushed their teeth, how often do they visit a dentist for checkups, as well as whether they have untreated carries.  These statistics aimed at equipping the researcher with a general overview of the health status of the respondent and also allow the researcher to find out if any link between working overtime and oral health diseases exists. The respondents were also required to fill out information about their working hours Relationship between overtime work and decayed teeth research paper  . This information helped the researcher to link working hours to teeth decay.

Results and Discussions

The study found out that the mean age of respondents who worked overtime was as follows SD 8.1 (51. 6 years); 0 – 45 hours, SD 8.8 ( 47 years) 45- 80 hours, SD 7.7 (46.6 years) and SD 8.6 ( 45.5 years) over 80 hours (Yoshino et al, n.d). From these statistics, it is clear that the mean age reduced with the amount of extra time spent at work per month Relationship between overtime work and decayed teeth research paper . Data from the study also showed that respondents with the following traits – highest level of education, higher overtime working hours, and those who brush their teeth fewer than twice a day had untreated decayed teeth.

Undisputable, oral health status is primarily influenced by socio-economic status, gender, job stress and educational background. Consequently, this study selected individuals working within the same sector and vicinity in order to avoid influences from confounding aspects.  From this study, it is clearly evident that there is a relationship between tooth decay and overtime work. The study
showed
that there is a link between untreated decayed teeth and extra time work in financial sector employees. The study found out that there is a relationship between tooth decay and educational background. This point out to the fact that oral health awareness is crucial even to employees in the financial sector despite their high income and level of education.

Reference

Yoshino, K. (n.d).
Relationship between overtime work and decayed teeth Relationship between overtime work and decayed teeth research paper