Tag: Clinical-Nursing

Benchmark – Community Teaching Plan: Community Presentation

NRS 428 Community Teaching Plan: Community Presentation

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community. NRS 428 Community Teaching Plan: Community Presentation

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Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

PowerPoint presentation – no more than 30 minutes

Pamphlet presentation – 1 to 2 pages

Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

Public health clinic

Community health center

Long-term care facility

Transitional care facility

Home health center

University/School health center

Church community

Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box. NRS 428 Community Teaching Plan: Community Presentation

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to LopesWrite. NRS 428 Community Teaching Plan: Community Presentation

Community Assessment and Analysis Presentation

Community Assessment and Analysis Presentation

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. Community Assessment and Analysis Presentation

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”

Interview a community health and public health provider regarding that person’s role and experiences within the community. Community Assessment and Analysis Presentation

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. Community Assessment and Analysis Presentation

Include the following in your presentation:

Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.

Summary of community assessment: (a) funding sources and (b) partnerships.

Summary of interview with community health/public health provider. Community Assessment and Analysis Presentation

Identification of an issue that is lacking or an opportunity for health promotion.

A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This Community Assessment and Analysis Presentation assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the 
LopesWrite Technical Support articles
 for assistance.

Functional Health Patterns Community Assessment Guide

 

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community Community Assessment and Analysis Presentation.

 

Value/Belief Pattern

Predominant ethnic and cultural groups along with beliefs related to health.

Predominant spiritual beliefs in the community that may influence health.

Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).

Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?

What does the community value? How is this evident?

On what do the community members spend their money? Are funds adequate?

 

 

Health Perception/Management

Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).

Immunization rates (age appropriate).

Appropriate death rates and causes, if applicable.

Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?

Available health professionals, health resources within the community, and usage.

Common referrals to outside agencies. Community Assessment and Analysis Presentation

 

 

Nutrition/Metabolic

Indicators of nutrient deficiencies.

Obesity rates or percentages: Compare to CDC statistics.

Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

Availability of water (e.g., number and quality of drinking fountains).

Fast food and junk food accessibility (vending machines).

Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

Provisions for special diets, if applicable.

For schools (in addition to above):

Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

Amount of free or reduced lunch

 

 

Elimination (Environmental Health Concerns)

Common air contaminants’ impact on the community.

Waste disposal.

Pest control: Is the community notified of pesticides usage?

Hygiene practices (laundry services, hand washing, etc.).

Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.

Universal precaution practices of health providers, teachers, members (if applicable).

Temperature controls (e.g., within buildings, outside shade structures).

Safety (committee, security guards, crossing guards, badges, locked campuses).

Community Assessment and Analysis Presentation

 

Activity/Exercise

Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).

Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).

Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).

Injury statistics or most common injuries. Community Assessment and Analysis Presentation.

Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).

Means of transportation.

 

 

Sleep/Rest

Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).

Indicators of general “restedness” and energy levels.

Factors affecting sleep:

Shift work prevalence of community members

Environment (noise, lights, crowding, etc.)

Consumption of caffeine, nicotine, alcohol, and drugs

Homework/Extracurricular activities

Health issues

 

Cognitive/Perceptual

Primary language: Is this a communication barrier?

Educational levels: For geopolitical communities, use
http://www.census.gov
and compare the city in which your community belongs with the national statistics.

Opportunities/Programs:

Educational offerings (in-services, continuing education, GED, etc.)

Educational mandates (yearly in-services, continuing education, English learners, etc.)

Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)

Library or computer/Internet resources and usage.

Funding resources (tuition reimbursement, scholarships, etc.).

 

 

Self-Perception/Self-Concept

Age levels.

Programs and activities related to community building (strengthening the community).

Community history.

Pride indicators: Self-esteem or caring behaviors.

Published description (pamphlets, Web sites, etc.).

 

 

Role/Relationship

Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

Vulnerable populations:

Why are they vulnerable?

How does this impact health?

Power groups (church council, student council, administration, PTA, and gangs):

How do they hold power?

Positive or negative influence on community?

Harassment policies/discrimination policies.

Relationship with broader community:

Police

Fire/EMS (response time)

Other (food drives, blood drives, missions, etc.)

 

 

Sexuality/Reproductive

Relationships and behavior among community members.

Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).

Access to birth control.

Birth rates, abortions, and miscarriages (if applicable).

Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

 

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Coping/Stress

Delinquency/violence issues.

Crime issues/indicators.

Poverty issues/indicators.

CPS or APS abuse referrals: Compare with previous years.

Drug abuse rates, alcohol use, and abuse: Compare with previous years.

Stress management resources (e.g., hotlines, support groups, etc.).

Prevalent mental health issues/concerns:

How does the community deal with mental health issues

Mental health professionals within community and usage

Disaster planning:

Past disasters

Drills (what, how often)

Planning committee (members, roles)

Policies

Crisis intervention plan

 

Provider Interview Acknowledgement Form

Student Name: __________________

Section & Faculty Name:_________________________________

Date of Interview: ________________

Provider Information

Provider Name :

Last

First

M.I.

Credentials:

Title:

                            (i.e. MS, RN, etc.)

Organization:

Phone Number:

E-mail Address:

Interview Acknowledgement

 

 

 

 

I _______________________acknowledge that I was interviewed by _____________________on the

(Provider Name)                                                                                                    (Student Name)

 

date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes.

 

 

 

 

 

 

 

 

 

______________________________                                                _________________

Provider Signature                                                                                 Date Signed

 

 

 

 

NOTE:

 

Acknowledgement form is to be returned to the student for electronic submission to the faculty member. Community Assessment and Analysis Presentation

NRS 428 Provider Interview Acknowledgement Form

Provider Interview Acknowledgement Form

Student Name: __________________

Section & Faculty Name:_________________________________

Date of Interview: ________________

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Provider Information

Provider Name :

Last

First

M.I.

Credentials:

Title:

                            (i.e. MS, RN, etc.)

Organization:

Phone Number:

E-mail Address:

Interview Acknowledgement

 

NRS 428 Provider Interview Acknowledgement Form

 

 

I _______________________acknowledge that I was interviewed by _____________________on the

(Provider Name)                                                                                                    (Student Name)

 

date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes.

 

 

 

 

 

 

 

 

 

______________________________                                                _________________

Provider Signature                                                                                 Date Signed

 

 

 

 

NOTE:

 

Acknowledgement form is to be returned to the student for electronic submission to the faculty member. NRS 428 Provider Interview Acknowledgement Form

Case Study on Biomedical Ethics in the Christian Narrative

Applying the Four Principles: Case Study

Part 1: Chart (60 points)

Based on the “Healing and Autonomy” case study, fill out all the relevant boxes below. Provide the information using bullet points or a well-structured paragraph in the box. Gather as much data as possible.

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Medical Indications

Beneficence and Nonmaleficence

Patient Preferences

Autonomy

The principle of beneficence and non-maleficence is among the major five ethical principles outlined by APA. The beneficence principle states that psychologists should only engage in activities, which are beneficial to others (Young, 2017). On the other hand, the principle of non-maleficence states that practitioners should ensure that no one is hurt during their practices (Singh & Ivory, 2015). They should expose clients to the minimum harm to obtain the best outcomes. In the case study, the incidents of beneficence and non-maleficence are as described below.

·         The physician suggested immediate dialysis for James during the first visit due to his elevated blood pressure and fluid buildup,

·         Placing James on regular dialysis during the second visit to stabilize his deteriorating condition,

·         Proposing a kidney transplant to be performed within the next one year despite James being in a stable state currently,

·         Informing Mike and Joanne that the church members were not potential donors due to mismatch of their tissues, and

·         Suggesting for Mike and Joanne of a donor that was an ideal tissue match, James’ brother Samuel.

 

Autonomy is another major ethical principle, which psychologists and healthcare providers are required to adhere to. This ethical principle states that everyone is entitled to the right to independence, self-determination, and freedom to make their own choices without being influenced (Motloba, 2018). In the healthcare sector, the principle of autonomy states that clients have a right to make decisions about their own health without being influenced by care providers. Therefore, healthcare providers should respect autonomy even if they are not in agreement with the decision made by the client. The case study portrays various incidents of autonomy as illustrated below. Case Study on Biomedical Ethics in the Christian Narrative

 

v  The physician did not interrupt when Mike and Joane were making decisions regarding James’ medication,

v  The physician did not interrupt when Mike and Joane were making a decision to forego the dialysis and place their faith in God, and

v  The physician did not interrupt when Mike and Joane were making a decision whether to let Samuel donate a kidney to James or perhaps wait for God to do a miracle this time around.

Quality of Life

Beneficence, Nonmaleficence, Autonomy

Contextual Features

Justice and Fairness

v  The physician did not consider Mike or Joanne as ideal kidney donors to James since they were not compatible donors,

v  The physician did not consider any of the church members as an ideal donor since their tissues did not match with those of James,

v  The physician advised Mike and Joanne to ensure a kidney transplant was done in the next year despite James’ current stable state,

v  The physician proposed Samuel as an ideal kidney donor, and Case Study on Biomedical Ethics in the Christian Narrative

v  The physician allowed Mike and Joanne to make a decision about Samuel donating one of his kidneys to his brother, James.

This APA general principle holds that individuals are entitled to the advancements, which have been made within a particular field of practice such as psychology or healthcare (APA, 2020). Justice and fairness are portrayed in the case study in one major incident.

v  The physician allowed James to use the dialysis machine. This machine was used to perform daily rounds of dialysis to stabilize his condition.

 

 

 

 

Part 2: Evaluation

Answer each of the following questions about how principlism would be applied:

In 200-250 words, answer the following: According to the Christian worldview, which of the four principles is most pressing in this case? Explain why. (45 points)

In the context of the Christian worldview, the principle of autonomy would be considered as the most pressing in this case. Autonomy states that everyone is entitled to the right to independence, self-determination, and freedom to make their own choices without being influenced (Singh & Ivory, 2015). In the healthcare sector, the principle of autonomy states that clients have a right to make decisions about their own health without being influenced. Case Study on Biomedical Ethics in the Christian Narrative. Therefore, healthcare providers should respect autonomy even if they are not agreed with the decision made by the client regarding treatment procedures. In this case, parents (Mike and Joane) are entitled to the independence of thought, and action when making any decision regarding the health care procedures of the patient since he is a minor. Thus, the physician respects their decision even if he was not in an agreement with it. The physician does not interrupt their decision to taking James home and wait for a miracle even if he was proposing for immediate dialysis due to his deteriorating condition. Additionally, he does not influence their decision when they decided to believe in God rather than making their son, Samuel loses his kidney. These two decisions were wrong and they were putting James’ life in danger. He could end up losing his life while they were waiting for God’s best time to perform a miracle for them Case Study on Biomedical Ethics in the Christian Narrative. Therefore, the Christian worldview considers autonomy as the most pressing principle among the four principles evidence in the case study.

 

In 200-250 words, answer the following: According to the Christian worldview, how might a Christian rank the priority of the four principles? Explain why. (45 points)

A Christian would rank the principles in order. The principle of Non-maleficence, which advocates for less harmful procedures would be ranked as the first one (Ediger, 2015). This principle ensures that healthcare practitioners expose clients to minimize harm to get the best results. The second principle is justice or fairness. This principle holds that individuals are entitled to the advancements, which have been made within a particular field of practice such as psychology or healthcare. Therefore, this principle will give Christians an opportunity to benefit from technological advancements while receiving treatment. The third is the principle of beneficence, which advocates for good intentions towards the patients (Al-Bar & Chamsi-Pasha, 2015). Therefore, Christians should consider a decision that accrues the most benefits to them. Thus, the principle is against the Christians who fail to seek medication on time due to their faith. This behavior makes their health condition deteriorate like in the case of James. The principle of autonomy would be ranked as the last one. This ethical principle states that everyone is entitled to the right to independence, self-determination, and freedom to make their own choices without being influenced Case Study on Biomedical Ethics in the Christian Narrative. In this case, parents are entitled to the independence of intention, thought, and action when making any decision regarding health care procedures since the patient is a minor. The healthcare practitioner, therefore, is not supposed to use false during the decision-making process. This principle risks the health of most Christians who based their health decisions on faith rather than on facts.

 

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References:

Al-Bar, M. A., & Chamsi-Pasha, H. (2015). Beneficence. In 
Contemporary Bioethics
 (pp. 129-139). Springer, Cham.

APA. (2020). Ethical Principles of Psychologists and Code of Conduct: Including 2010 and 2016 Amendments. Retrieved from
https://www.apa.org/ethics/code/

Ediger, M. J. (2015). Teaching Clinical Ethics Using the Four Topic Method. 
International Journal of Athletic Therapy and Training
, 
20
(6), 10-13. Case Study on Biomedical Ethics in the Christian Narrative

Motloba, P. D. (2018). Understanding the principle of Autonomy (Part 1).
South African Dental Journal
, 
73
(6), 418-420.

Singh, J, P & Ivory, M. (2015). Beneficence/Nonmaleficence.
The Encyclopedia of Clinical Psychology
. 1-3.

Young, G. (2017). The Five Core and the Five Supplementary Ethical Principles and Their Sub-principles. In 
Revising the APA Ethics Code
 (pp. 63-91). Springer, Cham.

 

Case Study: Healing and Autonomy

Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve Case Study on Biomedical Ethics in the Christian Narrative.

The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis Case Study on Biomedical Ethics in the Christian Narrative. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.

Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James’s kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.

Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?” Case Study on Biomedical Ethics in the Christian Narrative

 

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.

Based on the ”Case Study: Healing and Autonomy” and other required topic study materials, you will complete the ”Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart

This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.

Applying the Four Principles: Case Study

Part 1: Chart (60 points)

Based on the “Healing and Autonomy” case study, fill out all the relevant boxes below. Provide the information by means of bullet points or a well-structured paragraph in the box. Gather as much data as possible.

Medical Indications

Beneficence and Nonmaleficence Patient Preferences

Autonomy

Quality of Life

Beneficence, Nonmaleficence, Autonomy Contextual Features

Justice and Fairness

Part 2: Evaluation

Answer each of the following questions about how principlism would be applied:

1. In 200-250 words answer the following: According to the Christian worldview, which of the four principles is most pressing in this case? Explain why. (45 points)

2. In 200-250 words answer the following: According to the Christian worldview, how might a Christian rank the priority of the four principles? Explain why. (45 points) Case Study on Biomedical Ethics in the Christian Narrative

References:

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

 
NRS 428VN Topic 3: Tools for Community Health Nursing Practice 

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS 428VN Topic 3: Tools for Community Health Nursing Practice

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Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5 NRS 428VN Topic 3: Tools for Community Health Nursing Practice. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion

Secondary Prevention/Screenings for a Vulnerable Population

Bioterrorism/Disaster

Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community. NRS 428VN Topic 3: Tools for Community Health Nursing Practice

Request feedback (strengths and opportunities for improvement) from the provider.

Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Refer to the 
LopesWrite Technical Support articles
 for assistance.

Topic 3 DQ 1

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial NRS 428VN Topic 3: Tools for Community Health Nursing Practice.

Topic 3 DQ 2

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue NRS 428VN Topic 3: Tools for Community Health Nursing Practice. Cite and reference the article in APA format.

Topic 4: Policy and Environmental Issues

Objectives:

Apply screening and referral principles to nursing care of populations.

Examine the role of public health in addressing environmental issues.

Evaluate the effectiveness of the U.S. health care system.

Examine how policy in the U.S. health care delivery system affects specific populations.

Examine the effects of health care reform on the U.S. health care system and its stakeholders.

 

Use the as directed in the Community Assessment and Analysis Presentation.

Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment. NRS 428VN Topic 3: Tools for Community Health Nursing Practice

Attachments

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc

NRS 428VN Topic 3: Tools for Community Health Nursing Practice

Watson’s theory of human caring nursing essay

Watson’s theory of human caring

Introduction

Health professionals including nurses are expected to the truthful to their colleagues and more so to their patients (Fontes, Menezes, Borgato, et al., 2017). However, if a closer re-examination was to be done in the daily routine of a nurse, there are situations where telling the truth may not be the best option. This raises a significant question: are nurses especially obligated to tell the truth in situations where a level of dishonesty is bound to save the patient from more harm? When and under which circumstances withholding truth should be justified? Watson’s theory of human caring nursing essay.

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One such scenario is when a Muslim patient comes to the healthcare facility seeking IVF treatment. The couple has been married for three years without any children forthcoming. All medical interventions have failed.  The woman’s in-laws are a traditionalist and are demanding for a grandchild. The in-laws are pushing for divorce and requesting their son to marry a ‘fertile’ woman. The husband has obliged to his family’s request. However, the wife persuaded him that they try IVF. However, after the first round of IVF treatment, the treatment fails. The woman is definitely going to lose her husband and home Watson’s theory of human caring nursing essay. The ethical dilemma for the nurse at this point is whether to tell the patient the truth or withhold part of or all of the truth.

Violation of the Nursing Code of Ethics

Nursing code 1.4 discusses the right of self-determination of a patient. Nurses are obligated under this code to include patients in discussions, identify options, provide referrals to resources, and address any problems in the process of decision-making. The nurse should show support of patient autonomy by respecting the method of decision making the patient applies while recognizing that different cultures understand confidentiality, privacy, autonomy, and healing in different ways (Winland, Lachman, & Swanson, 2015).

Nursing code 2.1 discusses the primacy of the patient’s interests. In this code, the primary commitment of the nurse is to the patient. Any plan of care should be reflective of this commitment. A nurse should address the interests of a patient against the background of the patient’s place in the family as well as other relationships. Watson’s theory of human caring nursing essay. Where there is a conflict between the patient’s interests and others, a nurse should attempt to resolve the conflict. If a nurse does not succeed in resolving the conflict, then the patient’s wishes should be upheld (Winland, Lachman, & Swanson, 2015).

In this case scenario, the failure to disclose the information to the patient will violate both nursing codes 1.4 and 2.1. The nurse as a caring provider should use wisdom in disclosing the information to the patient and her spouse. The nurse will also help the situation better by collaborating with other colleagues in the healthcare facility. Nursing code 2.3 encourages nurses to collaborate with other healthcare professionals for the provision of high-quality care to the patient. Thus, in this case, while disclosing the information, other professionals such as a psychologist, OBGYN, and child social services should be present. These additional staff will offer the patient the needed support as well as offer her options on the way forward regarding starting her own family with her husband. Watson’s theory of human caring nursing essay.

Creating an Ethical Environment in the Workplace

Regan, Laschinger, & Wong (2016) propose that to create and sustain an ethical environment in the workplace, a nurse as a leader can define the professional responsibilities’ scope in ethical situations such as identifying nurse expectations when they fail to observe ethical behavior.  A nurse as a leader can support and encourage ethical concerns’ open expression for example when a nurse faces an ethical dilemma, nursing ethics consultants and ethics committees can be utilized. Additionally, a nurse as a leader can make ethics resources available for nurses and which will allow for open discussion on ethical challenges with no fear of retribution. Lastly, the nurse leader can establish a mechanism that will protect staff when they wish to anonymously report an unethical issue.

Watson’s theory of Human Caring in Ethical Decision Making

The nurse should practice loving kindness to the patient and her husband; she should not ridicule or show criticism to the childless couple but instead, reassure them that medical and social procedures still exist that have the potential to change their situation. By being authentically present, the nurse is fully aware of her emotions toward the patient and does not allow these emotions to cloud her judgment. The nurse can use her emotions to offer empathy to the patient and her husband. A nurse also needs to cultivate her spiritual practice and be aware that one is more than just a body. When one’s spirit is aligned with the body and mind, then one is likely to be in a calmer mental state and can offer the same calmness to the patient Watson’s theory of human caring nursing essay. The nurse should also develop and sustain a caring relationship with the patient. In this case, the nurse should have a trusting relationship with the patient to the point that the patient is willing to listen to and consider the alternative options for resolving her health issue. It is expected that the patient will have both negative feelings and possibly positive ones. The nurse should be present and support whichever of the two emotions expressed by the patient.

Further, a nurse can use creative ways of knowing in assisting the patient. In this case, the nurse can involve other professionals in the decision making to offer the patient with other options of starting a family. As the nurse engages in genuine learning and teaching experience, the knowledge base is increased and can be utilized in future similar occurrences. In this case, the solutions provided by other professionals involved in this case scenario will offer a teaching-learning experience that the nurse will refer to in the future as a guide in caregiving. Additionally, the nurse should offer an environment that promotes healing Watson’s theory of human caring nursing essay. In the case scenario, the healing process involves psychological healing and thus, a nurse should involve a psychologist in the patient’s healing process. Lastly, the nurse should assist the patient with basic needs as well as be open to the possibility of a miracle. Medical miracles have been reported even in cases of infertility. The nurse should give hope to the patient without promising pie in the sky guarantees. The hope given to the patient should be backed by evidence-based practices.

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In conclusion, the 10 Caritas need to be applied when caring for a patient. In this case scenario, a nurse can use Watson’s theory to ensure the patient gets the best outcomes out of the possibly problematic situation she finds herself.

References

Fontes, C. M. B., Menezes, D. V. D., Borgato, M. H., & Luiz, M. R. (2017). Communicating bad news: an integrative review of the nursing literature. 
Revista brasileira de enfermagem
, 
70
(5), 1089-1095.

Regan, S., Laschinger, H. K., & Wong, C. A. (2016). The influence of empowerment, authentic leadership, and professional practice environments on nurses’ perceived interprofessional collaboration. 
Journal of nursing management
, 
24
(1), E54-E61.

Winland-Brown, J., Lachman, V. D., & Swanson, E. O. C. (2015). The new’Code of ethics for nurses with interpretive statements'(2015): Practical clinical application, Part I. 
Medsurg Nursing
, 
24
(4), 268. Watson’s theory of human caring nursing essay.

 

Ethical Decision-Making, NRP/508: Health Policy And Role Of The Advanced Practice Nurse Week 4 Assignment Instructions

Conduct an Internet search for the Core Concepts of Jean Watson’s Theory of Human Caring/Caring Science article.

Read the article.

Complete the questions from Box 15-1: Ethics Inventory located on p. 141 in Ch. 15 of Policy & Politics.

Select an ethical dilemma you would face as an APRN. Watson’s theory of human caring nursing essay.

Write a 1,050-word paper addressing the following:

Identify which provision of the nursing code of ethics would be violated in the ethical dilemma. How can you use the code of ethics to address the issue? (15 pts)

How can you create an ethical environment in your workplace to bring about awareness for other nurses in this area? (15 pts)

Explain how you can use Watson’s theory of human caring as a guide when encountering ethical decisions. (15 pts)

Provide references for all sources cited and format according to APA guidelines. There must be at least one scholarly work that is peer-reviewed and within the last 5 years. References and in-text citations must be included in APA format. (5 pts)

 

Reading for assignment.  Box 15-1 is included in the reading below.  Box 15-1, page 141, Chapter 15, Policy and Politics in Nursing and Health Care text.

Hamric, A. B., Hanson, C. M., Tracy, M.F., & O’Grady, E.T (2019). Hamric and Hanson’s advanced practice nursing: an integrative approach (6th ed.). St. Louis, MO: Elsevier. Watson’s theory of human caring nursing essay.

Chapter 7 and 13.

 

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & politics in nursing and health care, 7th ed. St. Louis, MO: Elsevier.

Chapter 8 and 15.

 

Weber, B. B. (2011). The role of professional nursing organizations in maintaining a healthy workplace. Plastic Surgical Nursing, 31(3), 92-94. Watson’s theory of human caring nursing essay

Topic 3 DQ 1

 
NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal

Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial. NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal

 

 

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

 

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal

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Note:  The teaching plan proposal developed in this NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion

Secondary Prevention/Screenings for a Vulnerable Population

Bioterrorism/Disaster

Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.

Request feedback (strengths and opportunities for improvement) from the provider.

Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal

You are required to submit this assignment to LopesWrite. Refer to the 
LopesWrite Technical Support articles
 for assistance.

Topic 3 DQ 2

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.

Topic 4: Policy and Environmental Issues

Objectives:

Apply screening and referral principles to nursing care of populations.

Examine the role of public health in addressing environmental issues.

Evaluate the effectiveness of the U.S. health care system. NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal

Examine how policy in the U.S. health care delivery system affects specific populations.

Examine the effects of health care reform on the U.S. health care system and its stakeholders.

Use the as directed in the Community Assessment and Analysis Presentation.

Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment.

Attachments

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc

NRS 428VN Community Teaching Plan: Community Teaching Work Plan Proposal

CBT vs REBT Essay

Cognitive Behavioral Therapy versus Rational Emotive Behavioral Therapy

Introduction

According to the World Health Organization, mental and behavioral health disorders are a global public health concern that affects more than 70 million people at one point in life. This estimate contributes to approximately 10% of the global disease burden and is expected to increase by the year 2030 (David et al., 2018).  In the United States, behavioral and mental disorders affect close to 50 million adults. However, despite the high prevalence, highly recognized therapies are effectively being used to alleviate this problem resulting to improved health outcomes CBT vs REBT Essay. The best examples of therapies being used are: cognitive behavioral therapy and rational emotive behavioral therapy.

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Cognitive behavioral therapy is a treatment approach used to manage people with different mental and behavioral health problems based on thoughts, behavior and emotions. In comparison, rational emotive behavioral therapy emphasizes on rational thinking for the development of healthy expressions and emotional behavior. This paper discusses the similarities and differences between the two behavioral therapies and how the differences might impact my clinical practice as a mental health counselor. CBT vs REBT Essay To add on, I will discuss about the version of cognitive behavioral therapy I would use with clients with supporting reasons.

Similarities Between Cognitive Behavioral Therapy (CBT) And Rational Emotive Behavioral Therapy

Cognitive behavioral therapy and rational emotive behavioral therapy use theories which are founded from the ABC model. Therefore, the two therapies have similar beliefs in terms of development and maintenance of psychopathology (Brown  & Gaudiano, 2013) CBT vs REBT Essay.  To add on, the practical applications of both CBT and REBT are the same more so in terms of organization and interrelations of beliefs which may either be labeled as irrational or dysfunctional. The last similarity is that the major notions of CBT and REBT uphold that human behavior and emotions are highly dependent on individual beliefs, ideas, thinking and attitude and not by the sole occurrence of events. Therefore, for behavioral and emotional change to occur, one has to change his/her thinking.

Differences Between Cognitive Behavioral Therapy (CBT) And Rational Emotive Behavioral Therapy

A major difference between CBT and REBT is that REBT addresses the irrational thoughts and philosophical basis of emotional disturbance based on a client’s personality, which results to solutions that involve unconditional self-acceptance. On the contrary, CBT addresses irrational thoughts based on a client’s disorder through reinforcement of positive qualities which leaves many pitfalls in case of a client’s poor performance (David, Lynn & Ellis, 2010).  CBT insists on psychoeducation as an early vital component of treatment while REBT is highly reliant on psychoeducation in the entire period of treatment CBT vs REBT Essay.

With regards to the therapeutic relationships, CBT emphasizes on having a high quality therapeutic relationship for good treatment outcomes whereas REBT does not recognize the necessity of a therapeutic relationship. In terms of reasoning, CBT utilizes inductive reasoning by laying emphasis on inferential thinking. In contrast, REBT maximizes on deductive thoughts with a focus on evaluative reasoning (Sapp, 2014) v. Generally, these differences would help to gauge the best case practice scenarios that one therapy may be well suited to adequately address a client’s needs as in comparison to another for a mental health counselor.

The Version Of Cognitive Behavioral Therapy I Might Use With Clients

The version of Cognitive Behavioral Therapy that I might use with clients is Dialectical Behavioral therapy. This form is highly reliable in being able to identify the triggers which result to negative tendencies and thoughts such as self-harm, suicidal thoughts and drug abuse (Craske & American Psychological Association, 2017).  It also provides a mental health counselor with a framework for identifying the irrational and dysfunctional behavior in a client and the tools that can effectively be used to counteract it CBT vs REBT Essay.

Conclusion

From this discussion on the similarities and differences between REBT and CBT, it is rather evident that the latter is more advantageous as compared to the former CBT vs REBT Essay. A perfect example is in the management of self-esteem, the establishment of a therapeutic relationship and thinking style. With this knowledge, mental health counselors are able to apply the most effective therapies depending on a client’s needs.

References

Brown, L., & Gaudiano, B. (2013). Investigating the similarities and differences between

practitioners of second-and third-wave cognitive-behavioral therapies.
Behaviour Modification
.

Craske, M. G., & American Psychological Association,. (2017). 
Cognitive-behavioral therapy
.

David, D., Cotet, C., Matu, S., Mogoase, C., & Stefan, S. (2018). 50 years of rational‐emotive

and cognitive‐behavioral therapy: A systematic review and meta‐analysis. 
Journal of Clinical Psychology
, 
74
(3), 304–318 CBT vs REBT Essay.

David D., Szentagotai A., Lupu V., & Cosman D. (2013). Rational emotive behavior therapy,

cognitive therapy, and medication in the treatment of major depressive disorder: a randomized clinical trial, posttreatment outcomes, and six‐month follow‐up. 
Journal of Clinical Psychology
,
 64(6), 728–746.

David, D., Lynn, S. J., & Ellis, A. (2010). 
Rational and irrational beliefs: Research, theory, and

clinical practice
. New York: Oxford University Press.

Sapp, M. (2014). 
Cognitive-behavioral theories of counseling: Traditional and nontraditional

approaches
. Springfield, Ill: C.C. Thomas.

 

Assignment 1: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory

While cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) have many similarities, they are distinctly different therapeutic approaches CBT vs REBT Essay. When assessing clients and selecting one of these therapies, you must recognize the importance of not only selecting the one that is best for the client, but also the approach that most aligns to your own skill set. For this Assignment, as you examine the similarities and differences between CBT and REBT, consider which therapeutic approach you might use with your clients.

Learning Objectives

Students will:

Compare cognitive behavioral therapy and rational emotive behavioral therapy

Recommend cognitive behavioral therapies for clients

To prepare:

Review the media in this week’s Learning Resources.

Reflect on the various forms of cognitive behavioral therapy CBT vs REBT Essay.

The Assignment

In a 1- to 2-page paper, address the following:

Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.

Explain at least three differences between CBT and REBT. Include how these differences might impact your practice as a mental health counselor.

Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach with evidence-based literature CBT vs REBT Essay.

Use the as directed in the Community Assessment and Analysis Presentation.

Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment.Provider Interview Acknowledgement Form.

Attachments

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc

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Use the as directed in the Community Assessment and Analysis Presentation.

Complete and submit the “Provider Interview Acknowledgement Form” prior to conducting your interview for the Community Assessment and Analysis Presentation assignment. Provider Interview Acknowledgement Form

Attachments

NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc

 

Provider Interview Acknowledgement Form

Student Name: __________________

Section & Faculty Name:_________________________________

Date of Interview: ________________

Provider Information

Provider Name :

Last

First

M.I.

Credentials:

Title:

                            (i.e. MS, RN, etc.)

Organization:

Phone Number:

E-mail Address:

Interview Acknowledgement

 

 

 

 

I _______________________acknowledge that I was interviewed by _____________________on the

(Provider Name)                                                                                                    (Student Name)

 

date listed above. The organization / agency does not endorse the university or the student however, the student learning experience is considered appropriate for educational purposes.

 

 

 

 

 

 

 

 

 

______________________________                                                _________________

Provider Signature                                                                                 Date Signed

 

 

 

 

NOTE:

 

Acknowledgement form is to be returned to the student for electronic submission to the faculty member. Provider Interview Acknowledgement Form

Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness

Introduction

The organizational culture survey tool of choice for the purpose of assessing the readiness of Memorial Regional Hospital in Hollywood Florida for the implementation of Evidence Based Practice is Organization Culture and Readiness for System-Wide Integration of EBP Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness. This survey tool adequately explores the factors that influence or hinder organizations from adopting EBP including the changes that should be expected. Therefore, this tool will be the most appropriate to investigate, evaluate and identify the readiness of Memorial Regional Hospital in Hollywood Florida to take part in evidence based practice.

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Level of Organizational Readiness

`          
Based on the findings of the evaluation, it was evident that the organization is ready to take part in evidence-based practice. There is passion and commitment among nurses who form a major part of the health workforce in the organization and this will serve as a drive to conduct further research to improve health outcomes. Physicians are self-drive, dedicated and fully collaborate with nurses in providing care to patients. This is indicative that, in conducting and implementing evidence based practice, there will be maximum inter-professional collaboration which increases the chances of success and quality care (Melynyk & Fineout-Overholt, 2015).  Memorial Regional Hospital has a department that conducts research which is linked with the research centers at the state and national levels. Nurses are actively involved in conducting research in this department and numerous journals on different research topics have so far been published Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness. The presence of a library supports the availability of resources for conducting research in various topics.

Barriers to Implementing EBP

There are certain human and organizational factors which are potential barriers to implementing EBP in Memorial Regional Hospital. They include: time, tight work schedules and inadequate experience in EBP among staff members. Since the organization receives an influx of patients, it is often busy and most nurses are always on tight work schedules which limit their availability to adequately participate in EBP. This also explains most nurses have inadequate experience with EBP Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness.

Facilitators to Implementing EBP

Recently, there has been a significant increase in the number of geriatric patients suffering from pneumonia admitted to the hospital to receive care. This has raised concerns from healthcare providers and the hospital administration on the need to find and implement preventive measures Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness. The leadership of Memorial Regional Hospital believes and supports that EBP is the only alternative to achieving quality and improved health outcomes (Yano, 2014). It is ready to support the full adoption and implementation of EBP by providing financial and non-financial resources.

 

References

Melynyk, B. & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare. A guide to best practice (3rd ed.). China: Wolters Kluwer Health.

Yano, E. M. (2014). The role of organizational research in implementing evidence-based practice: QUERI Series.
Implementation Science
,
3
(1), 1 Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness.

Assignment
 Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness Assessment

Details:

Before making a case for an evidence-based project, it is essential to understand the culture of the organization in order to begin assessing its readiness for EBP implementation. Select an appropriate organizational culture survey tool and use this instrument to assess the organization’s readiness.

The organization is Memorial Regional Hospital in Hollywood Florida

Develop an analysis of 250 words from the results, addressing your organization’s readiness level, possible project barriers and facilitators, as well as how to integrate clinical inquiry.

Make sure to include the rationale for the survey categories scores that were significantly high and low, incorporating details and/or examples. Also explain how to integrate clinical inquiry into the organization, providing strategies that strengthen the organizations weaker areas Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness.

Submit a summary of your results. The actual survey results do not need to be included.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness assignment to Turnitin. Please refer to the directions in the Student Success Center.

RUBRICS

Top of Form

Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness Assessment 

 

1

Unsatisfactory

0.00%

2

Less than Satisfactory

80.00%

3

Satisfactory

88.00%

4

Good

92.00%

5

Excellent

100.00%

100.0 %Organizational Culture and Readiness Assessment

Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness

100.0 %Describe the results from the organizational culture survey you selected, addressing the readiness level of your organization. Provide an analysis of any possible project barriers and facilitators, and describe how to integrate clinical inquiry into your organization.

The survey results are listed without an in-depth explanation. Analysis of the project barriers and facilitators is not outlined or is outlined poorly. Clinical inquiry is defined and/or broad statements are made about it, but the individual organization being assessed is not specifically addressed. Inaccurate comprehension of material is revealed, as is the lack of ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness

The survey results are listed without an in-depth explanation. The project barriers and facilitators are ignored or superficially evaluated. Unwarranted conclusions are drawn. Clinical inquiry is defined and/or broad statements are made about it, but the individual organization being assessed is not specifically addressed. A lack of comprehension is displayed, but there is an attempt to apply information. There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

A basic survey overview is provided, but any rationale, details, and/or examples are minimally included. A surface level of evaluation of the possible project barriers and facilitators is conducted. Very narrow focus is provided. Claims and ideas of the criteria are supported but not developed in-depth. How to integrate a basic idea of clinical inquiry into the organization is explained but does not specifically address the individual organization being assessed. Comprehension of the material is exhibited and there is clearly an attempt to integrate and apply information. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Information in relation to the survey categories which scored high and low on the survey is provided. The rationale for the scores, including details and/or examples, is stated. Analysis on the project barriers and facilitators is direct, competent, and appropriately aligned to the survey. How to integrate a basic idea of clinical inquiry into the organization is explained, and strategies that broadly encompass many issues of concern are provided. Integrative and accurate comprehension is demonstrated and information is applied as appropriate. There is comprehensive coverage of subject matter. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Detailed information in relation to the survey categories that scored high and low on the survey is provided. The rationale for the scores, including details and/or examples, is provided. The major project barriers and facilitators are thoughtfully analyzed and evaluated. Warranted conclusions are drawn. An informed position on how to integrate clinical inquiry into the organization is developed and explained, providing strategies which align to the weaker areas of the organization. Clarity and specificity of comprehension are demonstrated, and all relevant information is synthesized. Coverage extends beyond what is needed to support subject matter. Writer is clearly in command of standard, written, academic English.

100 %Total Weightage

Bottom of Form Evidence-Based Practice Proposal – Section A: Organizational Culture and Readiness