Tag: Clinical-Nursing

Week 1: Building a Comprehensive Health History

According to a 2011 Gallup poll, nurses are ranked as the most trusted professionals in the United States. One of the most admired nursing skills is the ability to put patients at ease. When patients enter into a healthcare setting, they are often apprehensive about sharing personal health information. Caring nurses can alleviate the hesitance of patients and encourage them to be forthcoming with this information.

The initial health history interview can be an excellent opportunity to develop supportive relationships between patients and nurses. Nurses may employ a variety of communication skills and interview techniques to foster strong bonds with patients and to effectively facilitate the diagnostic process. In conducting interviews, advanced practice nurses must also take into account a range of patient-specific factors that may impact the questions they ask, how they ask those questions, and their complete assessment of the patient’s health.

This week, you will consider how social determinants of health such as age, gender, ethnicity, and environmental situation impact the health and risk assessment of the patients you serve. You will also consider how social determinants of health influence your interview and communication techniques as you work in partnership with a patient to gather data to build an accurate health history.

Learning Objectives

Students will:

Analyze communication techniques used to obtain patients’ health histories based upon social determinants of health

Analyze health-related risk

Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information

Learning Resources

Required Readings
 (click to expand/reduce)

Required Media
 (click to expand/reduce)

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

Photo Credit: Getty Images/Caiaimage

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. 
Note
: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.

How would your communication and interview techniques for building a health history differ with each patient?

How might you target your questions for building a health history based on the patient’s social determinants of health?

What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?

Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.

Select 
one
 of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the 
Seidel’s Guide to Physical Examination
 text, or another tool with which you are familiar, related to your selected patient.

Develop 
at least five
 targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

By Day 3 of Week 1

Post 
a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Note:
 For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on 
Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond 
to 
at least two
 of your colleagues 
on 2 different days
 who selected a different patient than you, using one or more of the following approaches:

Share additional interview and communication techniques that could be effective with your colleague’s selected patient.

Suggest additional health-related risks that might be considered.

Validate an idea with your own experience and additional research.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

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

To Participate in this Discussion:

Week 1 Discussion

What’s Coming Up in Module 2?

Photo Credit: Getty Images/iStockphoto

In Module 2,
 you explore the impact of functional assessments, diversity, and sensitivity in conducting health assessments. You also examine various assessment tools and diagnostic tests used to gather information about patients’ conditions and examine their validity, reliability, and impact in conducting health assessments.

Next week,
 you will specifically examine functional assessments as they relate to diversity and sensitivity

Registration for Shadow Health

Throughout this course, you will participate in digital clinical experiences using the online simulation tool Shadow Health. The Shadow Health digital clinical experience provides a dynamic, immersive experience designed to improve nursing skills and clinical reasoning through the examination of digital standardized patients. Using Shadow Health you will participate in health histories, focused exams, and a comprehensive assessment.

There will be four Shadow Health assessment components that you will need to complete in Module’s 2 and 3:

Health History Assessment (Week 3 & 4)

Focused Exam: Cough (Week 5) for a pediatric patient presenting with cough

Focused Exam: Chest Pain (Week 7) for an adult patient presenting with chest pain

Comprehensive (Head-to-Toe) Physical Assessment (Week 9)

Before you can participate in these simulations, you will need to register for a Shadow Health account. To do this:

Go to the Walden Bookstore and purchase access to Shadow Health and the required texts.

Once Shadow Health has been purchased, an access code will be emailed to you from the bookstore.

Review this video explaining how to register in Shadow Health: 

Use the Shadow Health link located in the navigation menu on the left in the Blackboard course.

Follow the prompts to register in Shadow Health. You will need the access code provided from the bookstore to register. Once registered, Shadow Health should always be accessed via the link in Blackboard.

Use only Google Chrome when accessing Shadow Health and make sure all other programs are turned off on your computer. Other browsers do not work well and will not allow the Shadow Health speech to text function to work.

 Once registered, complete the Shadow Health Orientation in the Shadow Health website/program and review the videos designed to assist with navigating and completing assignments.

Read the Shadow Health Nursing Documentation Tutorial located in the Week 1 Learning Resources.

Note
: As nurses you typically use the word assessment to mean completing the physical exam. However, in the SOAP Note format, assessment means diagnosis so start getting in the habit of calling the physical exam exactly that.

Week 2 Case Studies

In Week 2, your Instructor will assign you a case study related to your Discussion by Day 1 of the week. Please make sure to review the “Course Announcements” area of the course to verify your assigned case study. Please plan ahead to ensure you have time to review your case study and your Learning Resources so that you can complete your Discussions and Assignments on time.

Photo Credit: Getty Images/iStockphoto

Next Module

To go to the next module:

Module 2

In this Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary assignment, you will propose a quality improvement initiative from your place of employment that could easily be implemented if approved. Assume you are presenting this program to the board for approval of funding. Write an executive summary (750-1,000 words) to present to the board, from which the board will make its decision to fund your program or project. Include the following:

The purpose of the quality improvement initiative.

The target population or audience.

BUY PLAGIARISM-FREE PAPER HERE

The benefits of the quality improvement initiative.

The interprofessional collaboration that would be required to implement the quality improvement initiative.

The cost or budget justification.

The basis upon which the quality improvement initiative will be evaluated.

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. Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary.

 

Executive Summary

A Fall Prevention Project to Decrease the Rate of Inpatient Falls

Introduction

Falls are a significant public health problem and an obstinate problem within all healthcare settings, and especially acute care settings where the rate of falls causes approximately 30% of falls results to serious injuries (Cuttler et al., 2017). Falls are associated with increased healthcare costs; a prolonged period of hospital stay; and patient harm. Falls among hospitalized patients have serious consequences such as fractures, head injuries, lacerations, and even death. Evidence shows that approximately 85% of adverse events among inpatients are attributed to falls (Cuttler et al., 2017) Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary. Falls in hospital settings are preventable and thus this summary proposes a fall prevention project.

The Purpose of the Quality Improvement

The proposed project aims to support the implementation of a fall prevention project in the organization. The second aim of the project is to increase awareness and knowledge about fall prevention in the healthcare organization. The proposed fall prevention program entails a fall care bundle and education that will include:

Performing fall-risk assessment for all patient during admission

Patient-centered active hourly rounding

Avoiding new night sedation

Ensure availability of suitable footwear for all inpatients

Re-educating the nursing staff on fall-risk assessment and hourly rounding to make them knowledgeable specialists and confident in their ward team (Dellinger., 2017) Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary.

.

The Target Population

The proposed project targets older adult inpatients aged 65 years and above. Evidence indicates that falls are a top cause of death and injury among older adults and a major public health issue. About a third of individuals aged 65 years and over sustains fall annually, and the figure increases to more than 50 percent in people aged 80 years and over (Frieson et al., 2018). This shows that the incidence of falls is higher among older adults than their younger counterparts. Additionally, evidence strongly shows older adults sustaining falls are at a higher risk of morbidity and mortality, in comparison to the younger patients. This supports the rationale of the fall prevention project targeting older adults within the organization.

The Benefits of the Project

It is projected that the fall prevention program will be effective in reducing the rate of falls among hospitalized older adults. The program will also prevent harm and other complications allied to falls such as fractures, as well as other adverse effects such as reduced quality of life, disability, and even death. Lastly, the proposed project will significantly lower healthcare costs by reducing costs associated with treating and managing falls and decrease the length of hospital stay (Rau et al., 2014) Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary.

The Cost/Budget Justification

The economic healthcare costs the organization sustains during the treatment and management of falls are very significant. Falls among older adults enforce a major economic burden on the healthcare system. A study performed in a hospital in Florida indicated that the hospital saved $116,880.46 monthly after a fall prevention program was implemented. It is expected that the total cost of implementing the proposed fall prevention program will be $20, 000 and therefore the proposed project has the potential in saving significant healthcare costs for the organization (Haddad et al., 2019). This indicates that the costs involved in preventing falls are comparatively lower to the costs involved in the treatment of falls and the ensuing complications. This thus clearly shows that costs associated with the implementation of the proposed fall prevention project are much lower in comparison to the costs used in treating falls. This justifies the implementation of this project.

Project Evaluation

The proposed quality improvement project aims to improve patient safety and quality of care. An interprofessional disciplinary team made up of various professionals like nurses, physicians, orthopedics, as well as the quality improvement team will be responsible for the implementation of the fall prevention program in the geriatric ward and monitoring the progress of the program (Roberts et al, 2016).

To evaluate the progress and the efficacy of the project, data regarding the fall rate in the geriatric wards will be collected pre-project period (baseline data) and post-project period. This means that to inform the effectiveness and efficacy of the project; an assessment regarding the rate of falls will be performed before the project is implemented and after the project is implemented. The data will then be used to compare the fall rate before and after project implementation Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary. A reduced fall rate after the implementation of the project will demonstrate the efficacy of the fall prevention project in reducing falls in the target population. The impact of the fall prevention program and interventions such as fall-risk assessment and active hourly rounding will be re-assessed annually (Soban et al, 2017).

Summary

Falls are associated with increased healthcare costs; a prolonged period of hospital stay; and patient harm such as fractures, disability, and even death. The proposed project includes interventions such as fall-risk assessment for all older adults during admission; hourly rounding, educating nurses, among other interventions. The project targets the geriatric population admitted to the hospital. The planned project will significantly lower the fall rate and prevent the consequent adverse effects. Moreover, healthcare costs involved in the treatment of adverse effects resulting from falls will significantly reduce. The efficacy of the fall prevention project will be assessed by comparing the fall rate pre-project period and post-project period.

 

 

References

Cuttler, S. J., Barr-Walker, J., & Cuttler, L. (2017). Reducing medical-surgical inpatient falls and injuries with videos, icons, and alarms.
BMJ open quality
,
6
(2), e000119. https://doi.org/10.1136/bmjoq-2017-000119.

Dellinger A. (2017). Older Adult Falls: Effective Approaches to Prevention.
Current trauma reports
,
3
(2), 118–123.
https://doi.org/10.1007/s40719-017-0087-x

Frieson, C. W., Tan, M. P., Ory, M. G., & Smith, M. L. (2018). Editorial: Evidence-Based Practices to Reduce Falls and Fall-Related Injuries Among Older Adults.
Frontiers in public health
,
6
, 222.
https://doi.org/10.3389/fpubh.2018.00222
.

Haddad, Y. K., Bergen, G., & Florence, C. S. (2019). Estimating the Economic Burden Related to Older Adult Falls by State.
Journal of public health management and practice: JPHMP
,
25
(2), E17–E24.
https://doi.org/10.1097/PHH.0000000000000816
.

Rau, C. S., Lin, T. S., Wu, S. C., Yang, J. C., Hsu, S. Y., Cho, T. Y., & Hsieh, C. H. (2014). Geriatric hospitalizations in fall-related injuries.
Scandinavian journal of trauma, resuscitation and emergency medicine
,
22
, 63. https://doi.org/10.1186/s13049-014-0063-1. Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary

Roberts S, McInnes E, Wallis M, Tracey B, Banks M & Wendy C, 2016, Nurses’ perceptions of a pressure ulcer prevention care bundle: a qualitative descriptive study,
BMC Nursing
, 15(64).

Soban L, Kim L, Yuan A & Miltner R, 2017, Organizational Strategies to Implement Hospital Pressure Ulcer Prevention Programs: Findings from a National Survey,
J Nurs Manag
, 25(6), 457–467. Fall Prevention Project to Decrease the Rate of Inpatient Falls Executive Summary

NRS-429VN – VARK Analysis Paper

VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior NRS-429VN – VARK Analysis Paper.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

ORDER HERE

After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information NRS-429VN – VARK Analysis Paper. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate NRS-429VN – VARK Analysis Paper.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. 
Saudi medical journal
, 
36
(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. 
International Journal of Applied and Basic Medical Research
, 
5
(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. 
Journal of postgraduate medicine
, 
60
(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. 
Russian Open Medical Journal
, 
3
(3).

 

VARK Analysis Paper

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website (­
http://vark-learn.com/the-vark-questionnaire/
), and then complete the following:

Click “OK” to receive your questionnaire scores.

Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (900-words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

Provide a summary of your learning style according the VARK questionnaire.

Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.

Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least 4 peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this NRS-429VN – VARK Analysis Paper assignment according to APA guidelines.

This NRS-429VN – VARK Analysis Paper 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 NRS-429VN – VARK Analysis Paper assignment to LopesWrite, so no plagiarism.

 

 

Course Code

Class Code

NRS-429VN

NRS-429VN-O505

VARK Analysis Paper

100.0

Criteria

Percentage

Unsatisfactory (0.00%)

Less than Satisfactory (75.00%)

Satisfactory (79.00%)

Good (89.00%)

Excellent (100.00%)

Content

80.0%

Personal Learning Styles According to VARK Questionnaire

20.0%

Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.

Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.

Personal learning style according to the VARK questionnaire is identified and basic summary is provided.

Personal learning style according to the VARK questionnaire is identified and described.

Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.

Preferred Learning Strategies

20.0%

Personal learning strategy content is missing.

Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.

Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.

Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.

Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.

Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)

20.0%

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.

Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)

20.0%

Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed.

Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.

NRS-429VN – VARK Analysis Paper

Organization and Effectiveness

15.0%

Thesis Development and Purpose

5.0%

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Argument Logic and Construction

5.0%

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

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

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

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

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

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

5.0%

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

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

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

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.

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

Format

5.0%

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

2.0%

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

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

3.0%

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Total Weightage

100%

 

VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits NRS-429VN – VARK Analysis Paper.

 

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. 
Saudi medical journal
, 
36
(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. 
International Journal of Applied and Basic Medical Research
, 
5
(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. 
Journal of postgraduate medicine
, 
60
(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. 
Russian Open Medical Journal
, 
3
(3) NRS-429VN – VARK Analysis Paper.

In this Benchmark – Effective Approaches in Leadership and Management assignment, you will be writing a 1,000-1,250 word paper describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

Select an issue from the following list: bullying, unit closers and restructuring, floating, nurse turnover, nurse staffing ratios, use of contract employees (i.e., registry and travel nurses), or magnet designation.

Describe the selected issue. Discuss how it impacts quality of care and patient safety in the setting in which it occurs.

Discuss how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct.

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Explain the differing roles of nursing leaders and nursing managers in this instance and discuss the different approaches they take to address the selected issue and promote patient safety and quality care. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.

Discuss what additional aspects mangers and leaders would need to initiate in order to ensure professionalism throughout diverse health care settings while addressing the selected issue. Benchmark – Effective Approaches in Leadership and Management

Describe a leadership style that would best address the chosen issue. Explain why this style could be successful in this setting.

Use at least three peer-reviewed journal articles other than those presented in your text or provided in the course.

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.

This benchmark assignment assesses the following programmatic competencies:

RN to BSN

1.1: Exemplify professionalism in diverse health care settings.

1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

3.4: Demonstrate professional standards of practice. Benchmark – Effective Approaches in Leadership and Management

 

Bullying in Healthcare

The Healthcare sector has numerous professions that are dedicated to helping others. However, nursing works more closely with patients than other workers making their work more significant. Just like in other workplaces, bullying has been a severe issue in nursing. The problem is affecting the profession today, impacting the quality of services provided to patients. Leadership is an essential aspect of this profession. Leaders are expected to deal with all the existing and emerging issues. Managers and leaders in the nursing sector use different methods to solve problems such as bullying. The different approaches used are to ensure that nurses have a conducive environment.

Bullying in nursing workplaces impacts the quality of services provided negatively.  It has both short-term and long term impact. For instance, short-term repercussions include bullied people become nervous, which causes them to underperform due to anxiety (Al Omar et al., 2019). Conversely, the long term impacts include attendance, productivity, and morale lowers. Besides, bullying can bring even severe consequences in such as organizational turnover. It can cause talented workers to leave the profession, impacting patient safety negatively. The higher staff absenteeism increases the workload to already overstretched nurses affecting the quality of care (Chaplin, 2017). Moreover, it affects communication between staff compromising care.

To rectify the issue of bullying and maintain professional conduct, nurses must demonstrate professional standards of practice in the workplace. Some of these practices include following workplace rules while fulfilling expectations. Although most of the workplaces have leaders and managers supervising duties, one is expected to have self-control skills, at least. A nurse should manage to work independently (Poorchangizi et al., 2017). This means one should manage their time and duties to achieve the set objectives. However, to attain all these, one must follow the rules and work prospects through completing all projects and tasks. Benchmark – Effective Approaches in Leadership and Management

Also, to succeed in nursing workplaces, an individual must be responsible. One should be accountable for their actions, work performance, and words. Responsible employees understand that they are in full control of themselves. In this case, one takes credit for their successes and blame for their failures as well. Nurses must be ethical (Epstein and Turner, 2015). They should uphold the moral principles which help individuals determine wrong from right and vice versa. The unwritten rules help nurses in making the decision.  People with more robust ethics make the right decisions quickly. For instance, people with a code of ethics cannot bully others at work.

In this case, nursing leaders and managers play significant roles. These roles include advocating for staff to guarantee a reasonable and safe practice environment.  Nurse leaders should use their positions to facilitates a conducive working place. A person with managing skills understands that people differ and their skills too. Hence, they are obligated to boost mindfulness and creativity instead of letting one get bullied due to failing to some extent (Shah, 2017). Leaders should act with maturity. For instance, if a bullying case is presented, he or she should not take a side before listening to both sides of the story. Nursing leaders should meet conflict and work through it without letting simmering emotions boil over. They are obligated to serve as an example when it comes to being professional. So they should address people with deserved respect, without bullying. Moreover, it is their role to be supportive when new nurses are trying to fit in the workforce.

Nursing managers and leaders use different approaches to address bullying as a way of promoting quality care and patient safety. One of the strategies is having excellent communication skills. Unless a manager can initiate a conversation, sometimes it can be difficult to fathom the issues facing nurses in their workstation. Exceptional communication skills help nurse leaders solve problems such as bullying among the employees. Surveying the bullying issue in the workplace is another approach that allows managers to resolve the issue. The information collected during the survey helps managers predict the possibility of occurring or re-occurring. They also identify the ways and avenues for addressing the problem.  Also, managers and leaders should establish rules and punishments for nurses who bully others. In this regard, they should ensure they have a system that records data of workers involved in such cases for future references. Furthermore, the facility can use the system to monitor the code of ethics and responsibilities to avoid future occurrences of the issue. Benchmark – Effective Approaches in Leadership and Management

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Managers and leaders can use other numerous aspects to ensure professionalism in a diverse facility, especially when addressing bullying.  Some of these factors include excellent organizational fit, adaptability, and flexibility. Healthcare settings often need people who can easily fit in well. Leaders need to work well with other employees, both junior and senior, to reach organizational goals, which in this case is quality care. Once a manager fits in the workplace society, he or she can easily detect the problems. Moreover, leaders lead by example: hence, one should display an attitude of competence and confidence for others to follow.

Nursing leaders should possess other traits such as strong character, dependability, and excellent professional judgment. This is because some situations in the workplace put them in a dilemma where only mature and people with a remarkable ability to make decisions maneuver. One should also have a strong character to enable him or her commits to the set rules and regulations. A leader should punish people who break the law equally and fairly. Workers respect a manager with a strong character and dependability. Since respect is earned, nurses follow the footsteps through being professional at their work for the leaders to reciprocate the respect.

Moreover, a good leader must have strong management skills. Most of the managers we have today in the facilities acquired the skills through practice, experience, and study. However, inborn traits produce effective management. Leaders with inherent characteristics do not struggle to put things or people in order. For instance, if two different managers are presented with a bullying case. A person with acquired skills through experience might need to refer to situations that had happened before to find a solution. Conversely, a person with management inborn traits can navigate and analyze the case critically before arriving in a settlement. It does not take such a leader time to know precisely ways of dealing with situations. Benchmark – Effective Approaches in Leadership and Management

A leadership style that would best address bullying is democratic. Leaders who use this style ultimately make the decision. But, before concluding, he or she seeks input from other employees and put their suggestion and opinions into consideration. A facility led by a democratic leader, feedback becomes two-way traffic. Under this style of leadership, the leader offers control and guidance, while workers present their ideas freely (Sfantou et al., 2017).  People gain the confidence to talk about their fears, worries, problems, and achievements. Hence, a leader takes the chance to address issues such as bullying at the same time.

A democratic leadership style can succeed in a healthcare setting. This is because the leadership style encourages participation, involvement, and engagement (Cherry, 2020). Leaders create environments that produce motivated and with high morale employees. Nurses also cooperate since the atmosphere facilitates team spirit.  Managers, on the other hand, encourages nurses to set workable objectives and recognizes their achievements. They also develop plans which they use to evaluate personal performance. Additionally, through this leadership, employees get informed about issues that may affect them in their workplaces.  Through the knowledge equipped to them, it becomes difficult to bully a nurse under this style of leadership.

In conclusion, bullying has been a severe issue in nursing. The problem is affecting the profession today, impacting the quality of services provided to patients. The negative impacts are both short-term and long-term. However, to rectify the issue of bullying and maintain professional conduct, nurses must demonstrate professional standards of practice in the workplace. Every nurse should possess a code of ethics and be mindful of their actions and words. On the other hand, managers and leaders play significant roles in these settings. They are obligated to advocate for the staff and lead by example. Besides, managers and leaders can use other numerous aspects to ensure professionalism in a diverse facility, especially when addressing bullying. An excellent leadership style that would best address bullying is democratic. The technique works better in a health setting because it facilitates teamwork, reminding employees that they need each other to provide quality care. Hence, they should stop bullying in the workplace. Benchmark – Effective Approaches in Leadership and Management

 

 

References

Al Omar, M., Salam, M. & Al-Surimi, K. (2019). Workplace bullying and its impact on the quality of healthcare and patient safety. 
Hum Resour Health
 
17, 
89.
https://doi.org/10.1186/s12960-019-0433-x

Chaplin, C. (2017). Chapter Workplace bullying among healthcare workers. 
WORKPLACE BULLYING OCCURRENCE IN ALTERNATIVE ORGANIZATIONAL MILIEUS
, 39. Benchmark – Effective Approaches in Leadership and Management

Cherry Kendra, (2020). The Democratic Style of Leadership. Reviewed by Amy Morin, LCS.
https://www.verywellmind.com/what-is-democratic-leadership-2795315

Epstein, B., Turner, M., (May 31, 2015). “The Nursing Code of Ethics: Its Value, Its History” OJIN: The Online Journal of Issues in Nursing Vol. 20, No. 2, Manuscript 4.
https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-20-2015/No2-May-2015/The-Nursing-Code-of-Ethics-Its-Value-Its-History.html

Poorchangizi, B., Farokhzadian, J., Abbaszadeh, A., Mirzaee, M., & Borhani, F. (2017). The importance of professional values from clinical nurses’ perspective in hospitals of a medical university in Iran. 
BMC medical ethics
, 
18
(1), 20.
https://doi.org/10.1186/s12910-017-0178-9

Sfantou, D. F., Laliotis, A., Patelarou, A. E., Sifaki-Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of Leadership Style towards Quality of Care Measures in Healthcare Settings: A Systematic Review. 
Healthcare (Basel, Switzerland)
, 
5
(4), 73.
https://doi.org/10.3390/healthcare5040073

Shah, M. (2017). Impact of interpersonal conflict in health care setting on patient care; the role of nursing leadership style on resolving the conflict. 
Nurse & Care Open Acces Journal
, 
2
(2), 00031. Benchmark – Effective Approaches in Leadership and Management

Students will complete a review of the research literature specific to the problem of interest in order to uncover possible interventions that can be utilized in evidence-based practice. The submitted paper will include relevant research findings that are offered as an intervention to address the clinical problem identified in the first assignment. The student is to critically appraise the studies that are shared in the paper. In addition to identifying 3-5 strong studies that will serve as the evidence base for evidence based practice, the student will also share general study findings related to addressing the problem using alternative interventions. Following your literature review, the student should be able to be knowledgeable about what the studies have found with regards to addressing a clinical problem and be able to ultimately identify the intervention they plan to use. This paper will briefly address the clinical problem, but mainly focus on studies found in the research literature that intervene upon the problem. This paper is NOT about the project you will design in NUR 704, but rather on the intervention you find in the research literature. This assignment will be used to support Chapter 2 in the final written capstone document.

The basic outline for the integrative review of the literature is as follows. This scholarly written assignment is to be formatted following the APA (6th edition).

I. Introduction (5 points). This section should be a very succinct introduction of the clinical problem, the proposed intervention (which will be supported by this paper). You will need to share some background information to help the reader understand why the clinical issue must be addressed. The section should conclude with a statement that states “The purpose of this paper is to….” Total length of this section is no more than two paragraphs.

*Note, this section is the first section of your paper which is preceded by a level one heading which is the same as the title of your paper. Do not use “Introduction” as a level one header.

II. Literature Search Methods (Total 10 points) – This section should discuss two major areas of content:

A. Sampling Strategies (5 points) – you used to conduct the search process, such as the databases accessed, year restrictions used, types of studies you focused on, and key terms (PICO elements) used in the search. You need to justify or help the reader understand why you used these strategies (ex. data bases and key terms). Utilize the search strategy matrix you have been using during your search to write this paragraph. Refer to this document in this section (“see Appendix A” or B…).

B. Inclusion/Exclusion Criteria (5 points) – you need to discuss the criteria you used when evaluating and deciding to utilize a piece of literature. For example, article needed to be “published within the last 5 years” or only certain “levels of evidence” would be accepted.

III. Literature Review Findings (Total 25 points) – this section is composed of two parts:

A. General Findings –

This section generally highlights all possible interventions found in the literature, but should not focus on your chosen intervention. That goes in the next section. This is a broad list of possible interventions found in the literature supported by a brief description of a few of the studies. If there were a lot of interventions found, it is not expected that you describe all of them but a sampling of them. Remember, this is NOT where you are describing your chosen intervention. This should not include the intervention used in your PICO statement but others you have uncovered during your literature review. Be sure to carefully cite all the studies found. Briefly explain why you aren’t using any of these interventions. Add additional level headings as appropriate.

B. Chosen Intervention-

Now introduce/present the 3 to 6 studies that support the exact practice change intervention you are considering. Each study should be presented sharing a clear, thorough description of the study including the setting, the sample, the methodology used including the intervention and the study’s outcomes (*Note you must share actual statistical data to reflect the positive outcomes achieved as a result of using the intervention). Utilize your Evidence Matrix you have been completing to write this section. Attach the Matrix in the Appendix. Add additional level headings as appropriate. Be sure to cite your studies. **Remember, there must be evidence to support a practice change initiative. The evidence table-matrix must be submitted with the final version of the assignment as an appendix. There must be at least 3 to 6 pieces of evidence that strongly support your chosen intervention/project.

IV. Discussion – (Total 15 points) – This section discusses three parts:

A. Limitations-Identify limitations of the literature review process – some examples could be you only located literature that seems dated by our standards, there was a lack of published empirical studies on the topic (offer a rationale for using non-empirical studies), there was a lack of studies in nursing but did locate studies in another disciplines, etc. Explain why you needed to expand your search to other disciplines. You cannot say there wasn’t any support for your chosen intervention or else you cannot use it!!

B. Conclusion of Findings- Briefly highlight your chosen intervention. How robust was the evidence? Why did you choose it?

C. Potential Practice Change- Considering the information you provided in section B above, describe a potential practice change you can design for your problem using this intervention –remember, this is just a lead off to what you will actually design in NUR 704

V. Conclusion (5 points) – a short summary of what was presented in the paper. Address “key take aways.” Do not introduce new information in the conclusion.

VI. References

VII. Appendix (Total 10 points)

A. Search Strategy Log- 5 points

B. Evidence Matrix- 5 points

VIII. Structure and Format of Scholarly Writing Assignment (Total 30 points)

A. Written in APA (6th edition) format (10 points)

B. Correct spelling, grammar, and punctuation (10 points)

C. Organization and presentation of content (10 points) – Be sure to use transitioning sentences when moving between sections of the paper. You need to help your reader follow your thinking.

D. This paper should be 12-15 pages (Not including cover page, references or appendix). Maximum pages: 15.

Professionalism and Social Media Essay

Professionalism and Social Media

Social media plays crucial roles in the personal and professional lives of nurses. Numerous social media platforms are available for nurses, including blogs and social networking sites. Social media can facilitate professional networking by enabling nurses to connect with colleagues. However, social media poses potential risks to nurses and patients regarding violation of professional-personal boundaries, violations of patient confidentiality, harm to professional image and legal or licensing issues.   The paper identifies social media items that would be regarded as unprofessional and possibly detrimental to a nurse’s career and that adversely impact the reputation of the nursing profession.

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Posts that may be considered inappropriate

After reviewing my posts, I have noticed that I have made several posts on Facebook that may be regarded as inappropriate. In one post, I  complained about how I had a hard day at work and how I was made to working beyond my working hours and how exhausted  IN another post, I stated how I was annoyed by a drunkard who staggered in and peed on himself on the waiting area. Although I did not mention any names or post ant photos, the posts are inappropriate. Professionalism and Social Media Essay According to Weiss et al., (2019), nurses should not describe patients in a criticizing way, even if they do not identify patients using names or photos.  It is inappropriate and unprofessional to publicly air discontentment with her or his employer or talks about problems at work that might make the employer susceptible to mockery or loss of image in the health care field or community (Cherry & Jacob, 2018).

Why nurses have a responsibility to uphold a standard of conduct

Nurses have the responsibility of upholding standards of conduct consistent with the standards governing the profession of nursing in their personal lives and at work to safeguard the reputation of the nursing profession and their careers.  According to Ventola (2014), when nurses post unprofessional content on social media, it can reflect adversely on them or their organizations.   The activities of nurses on social media sites are regarded as public activities. Thus, the content that nurses post directly reflects the whole professionalism of nurses and are capable of influencing the opinions that the public has on nurses as well.

Inappropriate behavior might damage the professional image of nurses as well as a health care setting’s reputation. Furthermore, a nurse might face adverse consequences such as fines, job termination, or permanent or temporary revocation of license (Selekman et al., 2019).  Several social media behaviors can be interpreted as unprofessional Professionalism and Social Media Essay. For example, infringement of patient confidentiality, use of biased or profanity language, images of intoxication or sexual suggestiveness along with disparaging comments about an employer or patients (Ventola, 2014).

Personal confidentiality can violate HIPPA or considered unethical or unprofessional if it breaches patient privacy or confidentiality.   The disclosure of confidential health data, either intentional or unintentional, is a breach of HIPPA guidelines. According to Hao and Gao (2017), infringement of patient’s privacy and confidentiality when utilizing social media can be either unintentional or intentional and can occur in numerous diverse manners. A nurse might breach the privacy of a patient by the information that they post on social media sites, for instance, photos or videos of clients with no any valid approval even if there is no any information identifying them,   comments about patients in demeaning or degrading manners and exposure of too many details of patients that makes them be easily identified such as their room numbers and their treatments or medical conditions Professionalism and Social Media Essay.

Social media activity that reflects Christian values

Keeping the information of all my patients, regardless of their age, medical condition, nationality ethnicity are areas of y social media activity that reflect Christian values connected with respect for human value and dignity for all individuals.  As a professional nurse, I am committed to preserving the value and dignity of my patients and I understand that I am ethically bound to offer compassionate care by respecting the innate worth and dignity of all people. As indicated by Hao and GAO (2017), the privacy of patients involves their expectation and rights that they are treated in a dignified way. When patients’ privacy is breached, even unintentionally, it can make patients have the feeling that they have lost dignity and their therapeutic relationship with nurses has been damaged.

The areas of my asocial media activity that could be improved include engaging in conversations with my patients on my social media sites and accepting friend requests from my current and past patients. I will avoid accepting a social media friend request from patients, and if any patient sends me a friend request, I will redirect them to a means of communication that is more secure or connect them to a professional social networking page like LinkedIn. Patients can become fans or friends of this page, which offers only information that is pertinent to the professional nursing practice. Professionalism and Social Media Essay According to Chism (2019), health care professionals need to observe professional boundaries when using social media. Similar to face to face interactions, it is the responsibility of the nurse to establish, talk about and implement professional boundaries with clients within an online environment.  Nurses should be cautious when initiating conversations with their clients or former clients or their families.  It might be sensible to keep away from having contact with patients.

References

Cherry, B., & Jacob, S. (2018
). Contemporary Nursing E-Book: Issues, Trends, & Management.
  St. Louis, MO: Elsevier.

Chism, L.  (2019).
The Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues.
Burlington, MA: Jones & Bartlett Learning

Hao, J., & Gao, B. (2017). Advantages and Disadvantages for Nurses of Using Social Media.
Journal of Primary Health Care and General Practice, 1
(1), 1-4.

Selekman, J.,  Shannon, R., & Yonkaitis, C. (2019). 
School Nursing: A Comprehensive Text
.  Philadelphia, PA: F.A. Davis.

Ventola, C. (2014).  Social Media and Health Care Professionals: Benefits, Risks, and Best Practice. 
Pharmacy and Therapeutics, 39
(7), 491-499 Professionalism and Social Media Essay.

Weiss, S., Tappen, R., & Grimley, K. (2019).  
Essentials of Nursing Leadership & Management.
Philadelphia, PA:  F. A. Davis.

 

 

Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.

Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field. Professionalism and Social Media Essay

In 500-750 words, summarize the findings of your review. Include the following:

Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.

Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.

Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.

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 Professionalism and Social Media Essay assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Introduction

Family nurse practitioners (FNP) provide primary care and acute care services while focusing on health promotion and disease prevention. FNPs work in the community setting, nursing homes, clinics, and hospitals to diagnose, make appropriate prescriptions, perform examinations, and provide patient education (Gadbois et al., 2015). In Texas, nurse practitioners attend a high number of patients. Healthcare professionals are assigned with DEA numbers that allow one to prescribe drugs, and this includes legal prescription of controlled substances. This paper will discuss the appropriate prescriptive authority for Lori, a new FNP in Texas. additionally, the process of obtaining the DEA number will be described as well as the safe prescribing practices for Lori as a nurse practitioner.

Appropriate Prescriptive Authority

Lori will require a written agreement with the supervising physician outlining the medications and devices she may prescribe. In Texas, physicians can delegate prescribing and ordering of prescription medications, nonprescription medications, and medical devices and equipment to an APRN. In addition, the supervising can also delegate the prescribing and ordering of Schedules III-V Controlled Substances and Schedule II Controlled Substances to Lori as an APRN, with the specific requirements (Peterson, 2017).

DEA Registration Process

Lori will apply for the DEA number online. She will go to
www.deadiversion.usdoj.gov
website and then follow all the guiding steps during the application. During application, Lori will need to fill all the six sections that include personal information; practicing state; practice information; background; prescription schedules; and charges. Lori will also need to fill the drug schedules she intends to prescribe (Tierney et al, 2015). After applying, Lori will wait for three business days and the application will be availed for editing or approved. To confirm the approval of the DEA number or make any inquiries, Lori can call 800.882.9539. Lori is required to have an active license from the state she intends to practice when applying for the DEA number.

DEA will allow Lori to prescribe mediations classified as ‘controlled substances’ (Tierney et al, 2015). It is therefore clear that DEA regulates and controls prescription of controlled substances by ensuring that APRNs only prescribe the drugs they have authority to prescribe and also prevent APRNs from making illegal prescriptions.

Lori will have various responsibilities after obtaining her DEA number. Once Lori obtains the DEA number, it will be her responsibility to ensure that she accurately and appropriately prescribes the controlled substances. Texas allows APRNs to prescribe some schedule medications, and as per the agreement with the supervising physician. Therefore, Lori should ensure that she prescribes only the authorized schedule drugs (Dineen & DuBois, 2016).

It is also the responsibility of Lori to make sure that she does not do any illegal prescription and that she prescribes controlled substances on cases that are medically allowed and appropriate. Moreover, Lori will need to enquire if the prescription monitoring program (PMP) allows her to obtain any information regarding the prescription of the controlled substances (Marco et al, 2016). If she is allowed, she had the duty of obtaining the information to determine if there have been illegal prescriptions that have been dispensed utilizing her DEA number. In case she notes illegal prescriptions under her DEA numbers, she should report and forward the information to DEA for further investigations (Tierney et al, 2015).

 

Safe Prescribing Practices

Safe prescribing practices include Lori ensuring that she only prescribes the medications she is authorized to and as per her scope of practice. If Lori intends to prescribe the controlled substances, she should ensure that she registers with DEA (Green & Stacey, 2015).

Before prescribing opioids, barbiturates or benzodiazepines, Lori should ensure that she checks the history of the patient in the prescription monitoring program (PMP) because there is a PMP in Texas. the PMP collects information from pharmacists and other healthcare providers to facilitate safe patient care during prescription and use of controlled substances. Additionally, the PMP monitors the prescribing of controlled substances to establish if there is any misuse or abuse. Lori will be needed to confirm with the PMP for all prescriptions of the controlled substances to prevent any duplication of their prescriptions (Elder et al, 2018).

Conclusion

A written agreement with the supervising physician indicating the medications and devices Lori can prescribe will be necessary according to the Texas laws. Lori can obtain her DEA number online to allow her to prescribe medications, including controlled substances. Finally, Lori will need to prescribe according to her scope of practice and follow the required prescriptive laws.

 

 

References

Dineen K & DuBois J. (2016). Between a Rock and a Hard Place: Can Physicians Prescribe Opioids to Treat Pain Adequately While Avoiding Legal Sanction?
Am J Law Med
. 42(1), 7–52.

Elder J, Garett D & Pines. (2018). Optimal Implementation of Prescription Drug Monitoring Programs in the Emergency Department.
West J Emerg Med
. 19(2), 387–391.

Gadbois, E. A., Miller, E. A., Tyler, D., & Intrator, O. (2015). Trends in state regulation of nurse practitioners and physician assistants, 2001 to 2010.
Medical care research and review: MCRR
,
72
(2), 200–219.
https://doi.org/10.1177/1077558714563763
.

Green S & Stacey P. (2015). Optimizing the Use of State Prescription Drug Monitoring Programs for Public Safety.
Journal of Nursing Regulation
. 6(3), 4–10.

Marco C, Venkat A &Baker EF, et al. (2016). Prescription drug monitoring programs: ethical issues in the emergency department.
Ann Emerg Med
. 68(5), 589–98.

Peterson M. E. (2017). Barriers to Practice and the Impact on Health Care: A Nurse Practitioner Focus.
Journal of the advanced practitioner in oncology
,
8
(1), 74–81.

Tierney M, Finnell D, Naegle M, LaBelle C & Gordon A. (2015). Advanced Practice Nurses: Increasing Access to Opioid Treatment by Expanding the Pool of Qualified Buprenorphine Prescribers.
Substance Abuse
. 36(4).

Case Study on Death and Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on ”Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?

As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person? Case Study on Death and Dying

BUY PLAGIARISM-FREE PAPER HERE

What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?

Based on the values and considerations above, what options would be morally justified in the Christian worldview for George and why?

Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Case Study on Death and Dying

Week 4 Journal

During my practicum as a family nurse practitioner (FNP), I came across a 16-year old female with depression. As an FNP, I was often the first to see patients with mental disorders. An FNP can diagnose and provide treatment to patients with uncomplicated mental disorders like anxiety and depression, within their scope of practice (Balestra, 2019). The patient reported and presented symptoms such as increased appetite, sadness, crying outbursts, irritation, increased weight, insomnia, concentration difficulties, social withdrawal, and feeling hopeless and worthless.  Since in the context of primary care I was seeing the client for health needs and the depression was acute, I was able to successfully diagnose the patient for depression and prescribe sertraline as the first-line treatment. I collaborated with a mental health provider in the organization during the initial diagnosis and the period management of the patient.

In line with my short-term goals, after handling this patient I decided to become involved in advocacy activities for people with mental illnesses within the organization and the community. I often sensitized community members about mental health conditions to reduce the stigmatization of people with mental health illnesses. I also educated the community members and the patients who visited the organization to actively seek medical attention without fear whenever faced with a mental health condition. According to Mannarini & Rossi (2019) people with mental health problems normally face social stigma associated with mental illnesses and this makes prevents people from seeking treatment and also make recovery difficult. Therefore, sensitizing the community about mental illness is the first step towards reducing the social stigma associated with mental ill-health (Stuart, 2016).

 

 

References

Balestra, M. L. (2019). Family nurse practitioner scope of practice issues when treating patients with mental health issues.
The Journal for Nurse Practitioners
,
15
(7), 479-482.

Mannarini, S., & Rossi, A. (2019). Assessing Mental Illness Stigma: A Complex Issue.
Frontiers in psychology
,
9
, 2722.
https://doi.org/10.3389/fpsyg.2018.02722
.

Stuart H. (2016). Reducing the stigma of mental illness.
Global mental health (Cambridge, England)
,
3
, e17. https://doi.org/10.1017/gmh.2016.11.

Family Nurse Practitioner Practicum Experience Reflection: Relationship with Professional Goals and Clinical Skills Self-Assessment

The family nurse practitioner (FNP) role is an important one as we provide both curative and preventive health services to marginalised communities (Hu & Forgeron, 2018). To be precise, the FNP provides primary health care or PHC to the underserved and vulnerable populations in the US who do not have access to a physician.

In my practicum experience as a trainee FNP, I faced some challenges given that it is now that I am beginning to accumulate clinical skills in practicums. A particular patient encounter stands out for me. This was a 34 year-old female patient who came with a chief complaint of dizziness. After history taking and physical examination under the supervision of my preceptor, we reached a diagnosis of vestibular migraine. To me, this was the first time that I was beginning to relate theoretical clinical concepts to a real clinical situation. The challenge was immense. I found the synthesis of information from the history and the physical examination to arrive at a diagnosis a challenging but critical clinical skill. Furthermore, ruling out the other differential diagnoses proved to be an uphill task. I however quickly realised that the difficulty I was experiencing was because I had no clinical experience and still did not know how to manage my time in the clinical area (I spent an inordinate amount of time performing each task, like physical examination). From my preceptor, I learnt that in the clinical area I needed to consult other professionals like the physician if I had any difficulty. This effective communication is important (Vermeir et al., 2015). Luckily, I am inclined towards using only evidence-based interventions from my training (EBP) and practice integrity and honesty in following policies, standards of practice, and professional guidelines (Correa-de-Araujo, 2016; Poorchangizi et al., 2019). These attributes helped me a lot.

My professional goal is to be a FNP that uses evidence-based practice (EBP) to solve community health problems.

References

Correa-de-Araujo R. (2016). Evidence-Based Practice in the United States: Challenges, Progress, and Future Directions.
Health Care for Women International
,
37
(1), 2–22.
https://doi.org/10.1080/07399332.2015.1102269
.

Hu, J., & Forgeron, P. (2018). Thinking, educating, acting: Developing advanced practice nursing.
International Journal of Nursing Sciences
,
5
(2), 99–100.
https://doi.org/10.1016/j.ijnss.2018.04.006
.

Poorchangizi, B., Borhani, F., Abbaszadeh, A.
et al.
(2019). The importance of professional values from nursing students’ perspectives.
BMC Nursing
, 18
(26).
https://doi.org/10.1186/s12912-019-0351-1
.

Vermeir, P., Vandijck, D., Degroote, S., Peleman, R., Verhaeghe, R., Mortier, E., Hallaert, G., Van Daele, S., Buylaert, W., & Vogelaers, D. (2015). Communication in healthcare: a narrative review of the literature and practical recommendations.
International Journal of Clinical Practice
,
69
(11), 1257–1267.
https://doi.org/10.1111/ijcp.12686
.