Tag: Clinical-Nursing

DNP vs PhD in nursing

Topic 3 DQ 2

NRS-440VN Trends and Issues in Today’s Healthcare

Discuss the difference between a DNP and a PhD in nursing. Discuss which of these you would choose to pursue if you decide to continue your education to the doctoral level and explain why.

Topic 3 DQ 2

According to Gaines,DNP graduates are leaders in advanced nursing practice that bring evidence-based knowledge into the clinical setting to help improve healthcare outcomes and strengthen the leadership role of nurses in both the clinical and academic setting. An individual with a DNP can function in a provider capacity but most also work to generate new scientific and clinical knowledge in nursing and healthcare. A nurse practitioner with a doctorate does not change the scope of practice. (Gaines, 2019).

On the other hand, The scope of practice for a nurse with a Ph.D. is tricky. Individuals can work as a bedside nurse, but unless they are a CRNP, they do not have any advanced responsibilities or roles beyond a normal bedside nurse. Nurses who earn a PhD typically fall into two employment categories: nurse researcher and nurse educator. (Gaines, 2019).

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If I were to make a choice. I would most likely choose DNPas opposed to Ph.D. simply because they work closely withpatients and I’ve always liked meeting new people and gettingto know to a more personal level. Although research study isinteresting,I find working at bedside and being able to helppatients more than I normally do as a nurse makes myreasoning why I wanted to become a nurse to begin with–fulfilling.

Gaines, K. (2019). Dnp vs ph.d. – in nursing- what is the difference? Nurse.org. Retrieved from https://nurse.org/education/dnp-or-phd-in-nursing-difference/ DNP vs PhD in nursing

Topic 3 DQ 2

Since the rise in patient population resulting from the Affordable Care Act, nurse scientists are entering the field of research at an earlier period in their career than before. Both DNP and PhD nurses participate in the forefront of cutting edge research. A simple overview of the difference is the two is that a DNP is more practice based and PhD is more suited toward nursing research. My personal interests are more in the area of nursing practice. I enjoy working with patients and family members in a more holistic manner. A PhD would give me the ability to take a more behind the scenes look at the statistics behind everything but I don’t think I would enjoy it is much because I like the interactions with other caregivers and people. “Overall, the number of schools with a DNP program has grown tenfold in the past seven years. The AACN Annual Survey of Baccalaureate and Graduate Nursing Programs revealed that, of 400 schools offering some level of APRN education in 2013, 98 (25 percent) had active BSN-to-DNP programs and 229 (57 percent) had MSN-to-DNP programs.”

 

Auerbach, D. I., Martsolf, G. R., Pearson, M. L., Taylor, E. A., Zaydman, M., Muchow, A. N., Spetz, J., & Lee, Y. (2015). The DNP by 2015: A Study of the Institutional, Political, and Professional Issues that Facilitate or Impede Establishing a Post-Baccalaureate Doctor of Nursing Practice Program. Rand health quarterly, 5(1), 3.

 Topic 3 DQ 2

Doctorate of Nursing Practice (DNP) curriculum leans more toward improving health care through transformational leadership, evidence-based practice, quantitative methods, and data-driven quality improvement (Duke University School of Nursing, 2020). It does not include student stipends, nor does it require a dissertation. A student can attend on a part-time basis, unlike a PhD in Nursing, which requires full-time status. PhD curriculum is focused on preparing the student for research and includes, philosophy, science, statistics, analysis of data and qualitative research. Tuition is usually paid for by the university and PhD students are paid a stipend.

I would have to choose the DNP path because I could attend part time, and many universities offer online programs that are designed for working nurses. Having had a 36 year career already, I would love to be instrumental in helping to transform healthcare. I believe we need stronger leaders in nursing to advocate for the profession, and to be a part of decision-making.

Duke University School of Nursing. (2020). DNP-PhD comparison. Retrieved from 
https://nursing.duke.edu/academic-programs/dnp-program-nursing/dnp-phd-comparison

 

Topic 3 DQ 2

Both DNP and Ph.D. in nursing are essential in pursuing a doctorate in nursing. The most significant difference between the two is that DNP is practice-focused, and a Ph.D. is a research-focused program. The DNP, also known as the Doctor of Nursing Practice, is a degree that focuses on clinical practice at the highest level of a nursing license. Nurses who go for DNP degree programs want to practice nursing. The DNP programs equip them with scientific, evidence-based research and translate it into patient care to improve healthcare outcomes (Canady, 2020). Additionally, DNP programs frequently require the accomplishment of clinical hours because of the clinical practice element. Lastly, a DNP graduate will be self-assured of leading an interdisciplinary care team and estimate the outcome among a specific patient population.

On the other hand, a Ph.D., also known as a Doctor of Philosophy in Nursing, focuses on research and students’ research to advance nursing practice and science. At one time, Ph.D. was seen as the only doctorate option. The Doctor of Nursing Science (DNS) has similar traits to that of a Ph.D. Students who enroll in Ph.D. focuses on learning theories and policies of research so they may pinpoint the information that is appropriate to patient care (Neal-Boylan, 2020). Ph.D. students have a broader understanding of nursing practice that will aid them in providing good research. A Ph.D. program runs for a minimum of three years for full-time students. The type of nursing that I am more interested in is having more contact with the patient and their families. With a better understanding between Ph.D. and DNP, I will go for DNP. I feel that my strongest desire lies in the DNP since it is more practical. DNP vs PhD in nursing

Reference

Canady, K. (2020). Practical and philosophical considerations in choosing the DNP or PhD in nursing. 
Journal of Professional Nursing
.

Neal-Boylan, L. (2020). PhD or DNP? That Is the Question. 
The Journal for Nurse Practitioners
, 
16
(2), A5-A6.

 

 

 Topic 3 DQ 2

The DNP is an advanced nursing practice degree, often with a focus on clinical practice, and the PH.D. in nursing is a research and academic degree. The Doctor of Nursing Practice is a doctoral degree that is pursued by an experienced nurse practitioner who wants to advance in their clinical practice and sometimes move into a leadership position. Experience however is no longer a prerequisite however, as many nurse practitioner programs are integrating the DNP into their curriculum making them RN-DNP programs. Also, most nurse practitioner programs are requiring faculty to have an advanced degree (DNP or PH.D.) to teach. Again, the DNP focuses a lot on nursing practice. Curriculums are built on creating nursing leaders who have the skills and tools needed to take evidence they obtain through research and implement it in clinical practice to ultimately improve patient outcomes. It focuses also on advancing the understanding of the nursing practice. DNP vs PhD in nursing Ultimately these skills will allow DNP-prepared nurses to lead interdisciplinary teams, improve patient care, and evaluate outcomes to hopefully eventually change healthcare standards. Because of the clinical practice component, DNP programs often require the completion of clinical hours. This is usually not required in a PH.D. program(Moskowitz.K,2019)

The focus of most Ph.D. in nursing programs is on research. The purpose of this program is to prepare nursing scientists to develop new nursing knowledge to advance the actual science of how we do our jobs. Graduates often lead research teams and are often involved in clinical trials. PH.D. graduates are also often found in academic settings. Not only do they teach, but they also often help to design, develop, and research educational programs. Because of this, many Ph. D. programs often require a mentored teaching experience (Moskowitz. K,2019).

For those who want to continue to work as a clinician, possibly in a leadership role, the DNP may be a better choice. For those who want to work in research, education, and academia primarily, a Ph.D. may be the better choice. Personally, if I decide to continue my education to the doctoral level, I will pursue DNP because I would continue to work as a clinician rather than to work in research or education. DNP vs PhD in nursing

Reference:

Moskowitz. K(2019) 
The Difference Between a DNP and a Ph.D. in Nursing?
 Retrieved from: 
https://www.nursingce.com/blog/the-difference-between-a-dnp-and-a-phd-in-nursing/

 

 Topic 3 DQ 2

While researching the differences between DNP and PhD in nursing, most agree that they are both terminal degrees qualifying an individual expertise in the field of nursing, however the DNP is viewed as a clinical approach while the PhD is a research-based approach. These degrees are chosen based on the career goals of the nurse pursuing them. For example, individuals aiming to obtain positions in leadership or nursing education would be more appropriate to follow the PhD path. Finishing a BSN degree has always been the first step for me as a nursing professional, and I have always known I would take it further beyond this. Deciding where I see myself in the future is the most challenging part of deciding which path is right for me, though. My nursing career stemmed from a passion for birth work, and midwifery, so nurse-midwife always seemed like the end goal that was meant for me. As I have recently taken on a position in a busy women’s hospital on the labor floor, I am still unsure if this is still the right path for me. In the event that I do pursue midwifery, then the DNP route will be most appropriate for me after I’ve obtained my MSN. “MSN-prepared nurses practicing in an advanced role (i.e., nurse practitioner, nurse midwife, CRNA) who wish to expand their knowledge base and achieve a terminal degree to enhance their practice would benefit from choosing the DNP path” (Registerednursing.org, 2020).References:Registerednursing.org . (2020). What’s the Difference Between a PhD and DNP in Nursing? DNP vs PhD in nursingRetrieved from https://www.registerednursing.org/answers/difference-phd-dnp-nursing/

 

 Topic 3 DQ 2

A Doctor of Nursing Practice (DNP) an advanced degree in nursing, focuses on implementing research and advancement of nursing practice through application of new principles/theories in nursing practice. This prepare the nurse to be expert clinicians that apply advanced theories to nursing care that will improve patient outcomes, (Thomas, 2018). The Doctor of Philosophy (PhD) in nursing focuses on the discovery of new practices in nursing through testing of new researched principles and theories to advance/impact nursing as a profession, Thomas, (2018). The need for  advanced nursing education and by extension, advanced knowledge, contributed to availability of faculty at the university level to teach nursing courses. The 2010 report of the Institute of Medicine (IOM) recommended the need for these advanced levels in nursing education, Whitney, (2018) to move nursing forward as a profession and impacting healthcare reform.

In my future studies at this point in my thought process I would be interested in a DNP program that would improve my functioning as a clinician and still would enable be to precept confidently, new nurses that would assist with current evidenced-based practices being administered to patients impacting patient outcomes and healthcare by extension.

References

Thomas, J. (2018). Professional Development in Nursing. In 
Trends in Health Care: A Nursing Perspective
 [1] (1st ed.). Retrieved from 
https://lc.gcumedia.com/nrs440vn/trends-in-health-care-a-nursing-perspective/v1.1/#/chapter/3

Whitney, S. (2018). The Future of Nursing in an Evolving Health Care System. In 
Trends in Health Care: A Nursing Perspective
 [1] (1st ed.). Retrieved from 
https://lc.gcumedia.com/nrs440vn/trends-in-health-care-a-nursing-perspective/v1.1/#/chapter/1 
DNP vs PhD in nursing

NURS 3100 Discussion: The Essence of Nursing

Discussion – Week 4

Option 1

According to Ma, Shang, & Bott (2015), it is critical that contemporary nurses have strong leadership and collaboration skills to improve health care. Reflect on the expertise that you expect to acquire with your education at Walden.  Envision yourself taking the lead to improve patient care in your practice setting. Describe the knowledge and skills needed to achieve your professional goals.

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In today’s world of healthcare, it is imperative that providers and nurses demonstrate high levels of communication among them.  In the study by Ma, Shang, and Bott, nurses were administered two scales, both adapted from the Index of Work Satisfaction, which measures nurses’ attitudes toward distinct aspects of their jobs (Ma, et al, 2015).  Nurses noted higher levels of job satisfaction, less intent to leave, and better quality of heath care on units with better teamwork and communication.

I wholeheartedly agree with the results of this study.  As I work in the emergency department, I find that communication between providers and nurses is key to providing the best quality of healthcare for our patients.   It helps to ensure that everyone on the treatment team is on the same page with the patient’s plan of care and lessens the chance of miscommunication and/or mistakes being made. NURS 3100 Discussion: The Essence of Nursing.  When the patient sees that his/her provider communicates with his/her nurse, it reinforces the confidence the patient has in the treatment team.

I expect to use my 15 years working in clinical psychology and my 13 years as a nurse when I finish my program and become a psychiatric nurse practitioner.  I certainly realize that the nurse is the one to spend the most time with the patient and, therefore, is often the one who has earned the patient’s trust.  Currently, my providers depend on me to gather very personal information about our psychiatric patients and make suggestions about the level of care needed.  I plan to use my experience as a nurse when I become a psychiatric nurse practitioner as I will remember to keep the lines of communication open and two-way. NURS 3100 Discussion: The Essence of Nursing. I think having been a nurse communicating with providers will only help to strengthen my own communication skills when I myself become a provider.

References:

Ma, C. , Shang, J. & Bott, M. J. (2015). Linking Unit Collaboration and Nursing Leadership to Nurse Outcomes and Quality of Care. JONA: The Journal of Nursing Administration, 45(9), 435–442. doi: 10.1097/NNA.0000000000000229.

Discussion: The Essence of Nursing

Jean Watson states that “caring is the essence of nursing.” Compassion, wisdom, loving kindness, caring, and 
knowledge
, all concepts of Watson’s Caring Theory, are what nurses are all about. Watson’s Caring Theory incorporates arts and humanities as well as science.

Delivering the kind of care Watson describes hinges on nurses practicing to the fullest extent of their education and training and on their 
taking the lead to improve health care safety and quality and patient outcomes
(2010). Think about how you incorporate science into your everyday practice. Right now, for example, you may use your understanding of pharmacotherapy when safely administering medications. In the future, do you see yourself applying your research expertise by collecting or using clinical data to improve patient outcomes at your place of work or in the larger community? NURS 3100 Discussion: The Essence of Nursing.

To prepare

Review the following resources from this week’s Learning Resources:

Week 4 Discussion Rubric, provided in the Course Information area or accessible through the link below

This week’s Writing Resources and Program Success Tools

This week’s articles and media

By Day 3

Post
 a 3-paragraph response (of at least 350 words) to 
one
 of the following options. Be sure to use 
evidence
 from the readings and include 
in-text citations
. Utilize 
essay-level
 writing practice and skills, including the use of 
transitional material
 and 
organizational frames
. Use the writing resources and the Week 4 Discussion Rubric to develop your post.

Reflect on your readings from this week, and then address one of the following options:

Option 1

According to Ma, Shang, & Bott (2015), it is critical that contemporary nurses have strong leadership and collaboration skills to improve health care. Reflect on the expertise that you expect to acquire with your education at Walden. Envision yourself taking the lead to improve patient care in your practice setting. Describe the 
knowledge and skills
 needed to achieve your professional goals.

OR

Option 2

Use the website, 
http://www.qualityindicators.ahrq.gov/
 , found in the Learning Resources to do the following:

Provide a brief definition of 
quality indicators
.

Choose a particular indicator that either is being addressed or you would like to see addressed at your place of employment (or previous place of employment), and explain your reasons. Describe both the issue and your involvement in it. Alternatively, discuss your leadership’s role and your role in utilizing the indicator to improve health care. NURS 3100 Discussion: The Essence of Nursing.

By Day 7

Read two or more
 of your colleagues’ postings from the Discussion question.

Respond
 with a comment that asks for clarification, provides support for, or contributes additional information to 
two or more
 of your colleagues.

Return to this Discussion
 in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your classmates made.

Post a discussion entry on 
3 different days of the week
.

Discussion – Week 4

Quality indicators are evidence-based measures used within the inpatient hospital setting. Hospitals used quality indicators to track patient outcomes and unit performance. Quality indicators can also highlight areas that may need improvement (“Agency for Healthcare,” n.d.).

           A patient safety indicator that is currently being addressed and will continue to be discussed in the hospital setting are pressure ulcer rates (“Agency for Healthcare,” n.d.). Pressure ulcer injuries can happen to patients of all ages. Too often, we see patients who have either had a stroke or became paralyzed to the point that it limits the individual’s mobility. These patients cannot redistribute their weight correctly, which can ultimately lead to a pressure injury and many other complications later on. Pressure injuries can lead to unforeseen costs in inpatient care, as well. As nurses, our job is to prevent our patients from harm and oversee all aspects of their care. Although repositioning a patient may seem simple and easily delegated, it is still the nurse’s job to make sure it is done. For me, it is crucial to help my patients progress and prevent any complication in their care that may set them back. Unless I am busy with other tasks, I make a point to reposition my patient so that I can assess them and their current skin condition better. NURS 3100 Discussion: The Essence of Nursing.

Being in the leadership role as a registered nurse (RN) on the floor, I can collaborate with a team of healthcare workers to prevent harm to my patients. Currently, where I work now, we use team nursing. Team nursing may include one RN, one licensed practical nurse, and one personal care assistant. Working in this setting allows me to collaborate with my team and other specialties in my patient’s care. The hospital setting can be hectic, and it takes a group of individuals to ensure patient safety. As an RN, I make sure all patients that need assistance in repositioning are getting repositioned a minimum of every two hours. It seems like a simple task, but this small intervention can help our patients continue their road to recovery.

References:

Agency for Healthcare Research and Quality. (n.d.). AHRQuality indicators. Retrieved from http://www.qualityindicators.ahrq.gov/ NURS 3100 Discussion: The Essence of Nursing

NURS 3100 3101 Discussion: Nurses Make the Difference

Discussion – Week 3

Option 1- Provide an overview of a Magnet facility. Include explanation of how Magnet drives health care change in the institution.

 
Magnet status of a healthcare facility means for an overall improvement in quality of care. Having a Magnet status isn’t just a reward given to an institution, but a credential (Laureate Education, 2009). When I think of a hospital having magnet status, I automatically think of nurses with a BSN degree, however, there is much more meaning than that. Magnet does have an increased % of BSN’s, as well as an increased % of certifications, notably in specialty areas. Hospitals of Magnet status are known to offer tuition reimbursement to nurses interested in advancing their education, and most often that comes with an increase in pay. Nurses in a Magnet facility are included in decision making, data collection, and research at every level. Nurses who are part of a Magnet institution are frequently active in community programs and community education programs, as well as any nursing organizations that may be present in their area (Tinkham, 2013). Magnet facilities want their nurses to be well known around their communities.

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Having a Magnet status heavily revolves around the nursing profession, but that has been shown to lead to better outcomes for the patient (Laureate Education, 2009). A study also showed that Magnet hospitals have a significantly lower mortality rate. Magnet status has led to increased employee satisfaction, as well as, increased patient satisfaction. When patient satisfaction goes up, so does reimbursement for the facility. Clinical measures also play a role in Magnet status. These measures are normally key metrics that the hospital analyzes on a monthly/quarterly/yearly basis. These measures also play a part in reimbursements from insurance companies. Magnet hospitals are known to have better scores within these clinical measures. Leaders who advocate for their nurses and their patients, will be more successful in continuing to have satisfied employees. Accountability and teamwork are also crucial pieces of a Magnet facility. A hospital, in reality, is a business, but when you have satisfied nurses and satisfied patients, the hospital is always going to gain. NURS 3100 3101 Discussion: Nurses Make the Difference

 

Laureate Education (Producer). (2009b). Issues and trends in nursing: Professional practice models [Video file]. Baltimore, MD: Author.

Tinkham.M. R. (2013). Pursuing magnet designation: The role of structural empowerment. AORN Journal, 97(2), 253-256.

 

Week 3 Discussion 

I choose question 1;  “Provide an overview of a Magnet facility, include an explanation of how Magnet status drives health care change.

This feels like a loaded question when I take in to consideration that I was reared and raised in Cleveland, Ohio very close to the infamous Cleveland Clinic.  Noting that the Clinic has cared for Queens, Kings and Millionaires forces many a person to think very close and very hard about care and how and who its provided by even though as nurses we all know that most nurses learn the same skills.  From my own personal work experiences I would have to agree  with the some of the sentiments that are associated with Magnet facilities in that many of the programs and trainings are very different in that tend to have a more developed process/procedure when it comes down to training and continuing education in my perspective.  Job security is particularly sought throughout Magnet facilities and adorn a much higher percentage of satisfied Registered Nurses, immense decreases in employee turnover moreover the HCAP scores revealed both improvement and patient satisfaction. NURS 3100 3101 Discussion: Nurses Make the Difference

Although some critics hold the belief that  Magnet Hospitals don’t necessarily offer better working conditions though ultimately, the mass majority of nurses gravitate towards hospitals and facilities with Magnet status for the notoriety and prestige that it brings about although I found that they don’t typically pay anymore than any other well defined institution however, their benefits packages are typically very outstanding and commensurable.  If you are a nurse looking to further your education a Magnet facility would definitely be worth looking into as they invest in their employees immensely as it relates to education and continuing education and training.    Keeping in mind that most Magnet institutions are also on the cutting edge of technology and open up a vast world in advancements.

Discussion: Nurses Make the Difference

Health care organizations that adhere to or seek Magnet designation (Magnet hospitals) are exemplars in serving patients. They are recognized as organizations that have high nurse satisfaction and lower rates of nurse shortages. These organizations tend to have higher degrees of nurse involvement at all levels of decision making. Magnet hospitals also have improved patient outcomes.

For this Discussion, you explore how Magnet status contributes to health care change within an institution and the personal contribution nurses make to this process. NURS 3100 3101 Discussion: Nurses Make the Difference

To prepare

Review the Discussion Rubric for Week 3, provided in the Course Information area or accessible through the link below.

Review the Academic Writing Expectations (AWE) Checklist, Weeks 1–3, listed in this week’s Learning Resources.

Review the video 
Issues and Trends in Nursing: Professional Practice Models
 (Laureate Education, 2009b).

Review the following articles from this week’s Resources:

ANCC Magnet Recognition Program
 (American Nurses Credentialing Center, n.d.)

The Future of Nursing: Leading Change, Advancing Health
 (Institute of Medicine, 2010)

Pursuing Magnet Designation: The Role of Structural Empowerment
 (AORN Journal, 2013)

By Day 3

Post
 a 2-paragraph response (of at least 350 words) to either Option 1 or Option 2.

Use the writing resources, writing samples, and Discussion Rubric to develop your post. Reflect on your reading from this week, and then address one of the following:

Option 1

Provide an overview of a Magnet facility. Include an explanation of how Magnet status drives health care change in the institution. Develop and post 
cohesive paragraphs
 and 
use evidence
to support your ideas. The practice of writing cohesive paragraphs is essential to good writing. Focus each paragraph on one main idea or goal. NURS 3100 3101 Discussion: Nurses Make the Difference

OR

Option 2

Describe the personal contribution a nurse might make in the process of seeking or maintaining Magnet designation. Develop and post 
cohesive paragraphs
 and 
use evidence
 to support your ideas. The practice of writing cohesive paragraphs is essential to good writing. Focus each paragraph on one main idea or goal.

By Day 7

Read two or more
 of your colleagues’ postings from the Discussion question.

Respond
 with a comment that asks for clarification from, provides support for, or contributes additional information to 
two or more
 of your colleagues.

Return to this Discussion
 in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your classmates made.

Post a discussion entry on 
3 different days of the week
.

Submission and Grading Information

Discussion – Week 3

COLLAPSE

Option 2

Describe the personal contribution a nurse might make in the process of seeking or maintaining Magnet designation. Develop and post 
cohesive paragraphs
 and 
use evidence
 to support your ideas. The practice of writing cohesive paragraphs is essential to good writing. Focus each paragraph on one main idea or goal.

In the nursing profession, “Magnet Recognition means education and development through every career stage, which leads to greater autonomy at the bedside.  To patients, it means the very best care, delivered by nurses who are supported to be the very best that they can be (ANCC, 2015).  Individual nurses can greatly contribute to seeking and maintaining Magnet designation in their hospitals.

During my eight years as an Emergency Room nurse at The Johns Hopkins Hospital, I had firsthand experience of working on Magnet re-designation as I was an active member of the Magnet committee.  In my role, I worked on encouraging new nurses with Associate degrees to enroll in RN to BSN programs within their first three years of nursing.  I inspired seasoned nurses to continue their education by obtaining their CEN (Certified Emergency Nurse) certification.  This entailed assembling a team to meet with the nurse manager of the emergency department, the Director of Nursing, and the Chief Nursing Officer.  In these meetings, the team discussed the importance of obtaining these degrees and certifications.  The team worked with administration to find funding to help defray the costs of attaining these goals.  Our team successfully lobbied for a CEN review class made available for any nurse who wished to take the exam.  Additionally, the nursing administration agreed to reimburse any nurse who successfully passed the CEN exam.  Our team also persuaded nursing administration to increase tuition reimbursement for nurses who enrolled in RN to BSN programs. NURS 3100 3101 Discussion: Nurses Make the Difference

Along with encouraging nurses to obtain these degrees and certifications, I worked with the Magnet committee to offer incentives of climbing the clinical ladder.  Truly, our committee was made up of leaders who believed in the clinical ladder.  Such a clinical ladder has demonstrated to “provide staff members with a framework for receiving professional recognition and financial benefits for for attaining advanced degrees, continuing education credit, and certifications (Tinkham, 2013).  At Johns Hopkins, nurses who obtained their Baccalaureate degree were eligible for advancement from Nurse Clinician I to Nurse Clinician II.  This advancement brought the Baccalaureate-trained nurse eligible for an added increase in pay that was in addition to their annual increase.  It also allowed the nurse to advance to more responsible roles, such as that as nursing preceptor to novice nurses, triage nurse, and charge nurse. NURS 3100 3101 Discussion: Nurses Make the Difference

References:

American Nurses Credentialing Center (n.d.). 
ANCC Magnet Recognition Program.  
Retrieved September 22, 2015, from https://nursingworld.org/organizational-programs/magnet/

Tinkham, M. R. (2013). Pursuing magnet designation: The role of structural empowerment. 
 AORN Journal
, 97(2), 253-256. NURS 3100 3101 Discussion: Nurses Make the Difference

NURS 3100 Academic Writing Expectations (AWE) -1000 AWE Level Assignment Template

Name of Assignment

 

Student’s Full Name

 

Walden University

 

Course Number, Section, and Title

(Example: NURS 3100 Section 01, Issues and Trends)

 

Month, Day, Year

(enter the date submitted to instructor)

 

Write Title of Assignment Here

Begin your paper with an
introductory paragraph
. Double-space the paper with 1″ margins on all sides and type in Times New Roman 12 point font.  End this paragraph with, “The purpose of this paper is to describe . . .”

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Body

When making reference to a source, at a minimum, include the author name/s, year of publication, title of the article, and name of the journal as applicable in the paper.  Citations are
not
required at the 1000 AWE Level using APA formatting requirements. However, you are free to practice crediting your source(s) in your paper using APA Style. The Walden Writing Center is YOUR citation resource place at
http://academicguides.waldenu.edu/writingcenter/apa/citations
  Also see the citation and reference examples provided in the Academic Writing Expectations tab of this course. NURS 3100 Academic Writing Expectations (AWE) -1000 AWE Level Assignment Template

.The Walden Writing Center has a paper review service! For appointments and reviews go to
http://academicguides.waldenu.edu/writingcenter/paperreviews

 

Conclusion

 

Summarize the key points in your paper.

 

References

 

Although a Reference List is
not
required at the 1000 AWE Level, you may practice referencing your source/s using APA formatting requirements. The Walden Writing Center is YOUR reference resource place at
http://academicguides.waldenu.edu/writingcenter/apa/references
Also see the citation and reference examples provided in the Academic Writing Expectations tab of this course.

 

 

NURS 3100 Academic Writing Expectations (AWE) Checklist, Weeks 1–3

Academic Writing Expectations for First-Term/1000 Level Courses

http://academicguides.waldenu.edu/writingcenter/undergraduate/awe/2000-3000

 

Students: Prior to submission please review your assignment for sentence-level, paragraph level, and use of evidence to make sure you meet the AWE expectations.  Check the boxes as you complete your review and click the links to access Writing Center for additional resources if you need them.

 

DO NOT SUBMIT THIS FORM WITH YOUR ASSIGNMENT.  It is for you to check your compliance to Academic Writing Expectations

 

Sentence-level skills

 

Constructing complete and correct sentences. See an explanation of
sentence components
and how to avoid
sentence fragments and run-ons
. Work through an
interactive module on sentence basics
.

Using and spelling words correctly. See a list of
commonly misused words
and information on
MS Word’s spell check
.

Punctuating appropriately. See the different types of
punctuation
and their uses.

Using Grammarly to catch further errors. See a
Grammarly tutorial
.

 

Paragraph-level skills

 

Using paragraph breaks. Each paragraph acts as a concrete unit of the 
central argument
. See a description of
paragraph basics
.

Focusing each paragraph on one central idea (rather than multiple ideas). See an explanation of how
topic sentences
work. Use of evidence NURS 3100 Academic Writing Expectations (AWE) -1000 AWE Level Assignment Template

 

Using course learning resources. See examples of
integrating evidence
in a paper.

Enclosing direct quotes in quotation marks. Read about the purpose of
quotation marks
.

  Paraphrasing (explaining in one’s own words) to avoid plagiarizing the source. Using

quotes appropriately (no more than one short, unique quote.)  See
paraphrasing strategies
.  See
Ineffective Paraphrasing Strategies
.

 

NURS 3100 Academic Writing Expectations (AWE) -1000 AWE Level Assignment Template

Nursing Databases

Best Bets!

CINAHL Plus with Full Text

Best Bet

Cumulative Index to Nursing & Allied Health Literature: a large collection of journals and e-books on many nursing and allied health topics.

Embase

Best Bet

Coverage of biomedical literature worldwide that includes 
MEDLINE
, plus many conference abstracts and EU journals not found elsewhere. Particularly strong in drug and pharmacology information. Nursing Databases

MEDLINE with Full Text

Best Bet

Millions of references to journal articles in life sciences with a concentration on biomedicine; indexed with the National Library of Medicine’ Medical Subject Headings (
MESH
).

ProQuest Nursing & Allied Health Database

Best Bet

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Includes abstracts and indexing that covers nursing, allied health, alternative and complementary medicine, and related topics. It also includes dissertations and can be a good source for 
grey literature
.

PubMed

Best Bet

Includes the 
MEDLINE
 database, plus in process-citations, “Ahead of Print” items, NIH-funded research projects, books from the 
NCBI Bookshelf
, and selected items from 
PubMed Central
. 
Learn how to locate full text available through Walden University Library in PubMed
.

TRIP Database

Best Bet

TRIP (Turning Research into Practice) is a freely-accessible database that includes evidence-based synopses, clinical answers, systematic reviews, guidelines, and tools. It does not automatically link to Walden subscriptions; may use 
Google Scholar to find full text.

C

CINAHL & MEDLINE Combined Search

CINAHL stands for Cumulative Index to Nursing & Allied Health Literature and includes peer-reviewed articles, reports of evidence-based practice, case studies, systematic reviews, and more.

Cochrane Database of Systematic Reviews

An independent, well-respected source of evidence to inform healthcare decision making. Includes full-text PDF versions of the Cochrane Reviews and the Cochrane Protocols.

D

Database of Abstracts of Reviews of Effects (DARE)

Open Access database that includes critical appraisals of systematic reviews, particularly those addressing the effects of health interventions. While DARE doesn’t include the full text of the systematic reviews, it does include citations to the original research.

Note: This is the archived version. The site was last updated March 31, 2015.

J

JBI EBP Database (formerly Joanna Briggs Institute EBP Database)

Systematic reviews, evidence summaries, and best practice information sheets developed by an Australian-based university research and development institution.

O

Ovid Nursing Books

Search or browse helpful nursing and medical reference titles.

Ovid Nursing Journals Full Text

This is a small collection of full text nursing journals. They range in scope from general nursing to specializations such as emergency and dermatology nursing. All titles are also indexed in CINAHL.

P

ProQuest Health & Medical Collection

Similar to ProQuest Nursing and Allied Health, with an overlapping journal set. This resource includes more health administration and consumer health titles.

PsycINFO

The largest resource devoted to scholarly peer-reviewed literature in the behavioral sciences and mental health. Also includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association journals).

S

ScienceDirect

Popular

Coverage is particularly strong for the life and physical sciences, medicine, and technical fields, but also includes some social sciences and humanities.

Multi-Database Searches

Thoreau Multi-Database Search
 
Best Bet

Thoreau is a tool that searches across many of the Library databases. It is not able to search every database, but it does search enough of our resources to be a useful tool for quick, simple searches.

CINAHL & MEDLINE Combined Search

CINAHL stands for Cumulative Index to Nursing & Allied Health Literature and includes peer-reviewed articles, reports of evidence-based practice, case studies, systematic reviews, and more.

ERIC and Education Source Combined Search

Search ERIC, a database of 1.3 million bibliographic records maintained by the US Department of Education, and Education Source, one of the largest collections of full-text education journals, at the same time.

Political Science Complete & Business Source Complete Combined Search

The Political Science Complete and Business Source Complete Combined Search contains both practical and scholarly information on policy, legal, economic, and professional topics. Use this search to locate scholarly journal articles, case studies, company profiles, reports, conference papers, financial data, and SWOT analyses. Particularly useful for topics related to business policy and the nonprofit sector.

Psychology Databases Combined Search

Find articles in the field of psychology across multiple databases including, PsycARTICLES, PsycBOOKS, PsycEXTRA, and PsycINFO.

PsycTESTS & Health and Psychosocial Instruments Combined Search

PsycTESTS and Health and Psychosocial Instruments are collections of assessment instruments related to a variety of fields. This simultaneous search allows you to search both databases at once to locate assessment instruments.

 

New / Trial Databases

New, trial, and temporary resources

COVID-19 resources

New

A list of librarian-recommended resources to find reliable information about the COVID-19 novel coronavirus.

Popular Databases

Frequently-used databases

Education Source

Popular

Education Source covers all levels of education–from early childhood to higher education as well as all educational specialties such as multilingual education, health education, and testing. It is the world’s largest and most complete collection of full-text education journals with many peer-reviewed titles.

ERIC

Popular

ERIC, maintained by the US Department of Education, indexes over a million journal and non-journal sources focused on education research, including including work produced or funded by the U.S. Department of Education, other federal departments, state or local agencies, policy organizations professional associations, and more.

SAGE Journals

Popular

Includes current peer-reviewed journal articles in psychology, political science, management, education, and more.

SAGE Knowledge

Popular

This database contains encyclopedias and handbooks in over 20 different subject areas.

ScienceDirect

Popular

Coverage is particularly strong for the life and physical sciences, medicine, and technical fields, but also includes some social sciences and humanities.

 

Full Databases list

A

AARP State Data Center

This site provides statistics and reports on Social Security, Medicare, housing, long-term care, poverty level, caregiver estimates and more on a state-by-state level.

ABI/INFORM Collection

ABI/INFORM Collection offers over 2,000 full text resources including peer-reviewed journals, trade publications, business news, reports, and working papers. Topics include all aspects of international business, such as business trends, management practice and theory, corporate strategy and tactics, and the competitive landscape.

Academic Search Complete

A multidisciplinary database containing peer-reviewed journals, conference papers, newspapers, magazines and other materials. This database is a good starting place for topics that cross many subject areas.

Academic Video Online (AVON)

Alternative Name(s) & Keywords:
 AVON

Academic Video Online (AVON) is a multidisciplinary collection of videos of virtually every video type: documentaries, interviews, performances, news programs and newsreels, field recordings, commercials, demonstrations, original and raw footage including tens of thousands of exclusive titles. There are thousands of award-winning films, Academy,® Emmy,® and Peabody® winners plus newly released films and previously unavailable archival material.

Accounting, Tax & Banking Collection

ProQuest Accounting & Tax brings together highly ranked global and scholarly journals with key resources for locating quick and precise results covering current news and topics, as well as the trends and history influencing important accounting and tax issues of the day.

ACM Digital Library

ACM Digital Library is a comprehensive collection of publications put out by the Association for Computing Machinery (ACM). It includes a 50+year archive of over 40 ACM journals, magazines, and peer-reviewed articles as well as ACM conference proceedings and ACM SIG newsletters.

Agricola

From the National Agricultural Library, search books and articles in agriculture related subjects like food and nutrition, natural resources and environment, and laws and regulation.

American National Election Studies

The American National Election Studies website provides survey data on public opinion, voting, and more. Registration and agreement to terms is required, however downloading of data is free.

Annie E. Casey Foundation

Offers data on indicators affecting children and families in the United States, including education, family and community, and well-being. Downloadable into graphs and reports.

Annual Reviews

This collection offers comprehensive, timely collections of critical reviews written by leading scientists.

B

BioMedCentral

Science, technology, and medicine publisher of over 290 peer-reviewed journals in Biology, Clinical Medicine and Health.

Bloomsbury Open Archives 2008-2012

Bloomsbury Open offers selected research publications in the humanities and social sciences which are published on open content licenses (Creative Commons and Bloomsbury Open license). For other years, use the following links 
Bloomsbury Open 2013,
 
Bloomsbury Open 2014,
 
Bloomsbury Open 2015,
and
 Bloomsbury Open 2016

Bureau of Justice Statistics

The Bureau of Criminal Justice Statistics contains United States’ criminal justice statistics. Information on crime, criminal offenders, victims of crime, and the operation of justice systems at all levels of government can be found on this site.

Business Market Research Collection

The database contains profiles of 40,000+ companies, 600 industries, and 225,000 key executives; It includes company overviews, company histories, officers, board members, products/operations, historical financials, and more.

Business Plans Handbook

The Business Plans Handbooks contain sample business plans created by entrepreneurs seeking funding for small businesses.

Business Source Complete

The Business Source Complete database contains both practical and scholarly business information. You can search Business Source Complete for full text scholarly journal articles, case studies, company profiles, reports, conference papers, financial data, and SWOT analyses.

C

Child Care & Early Education Research Connections

Data sets from series and individual studies focusing on child development available for download and online analysis.

Child Stats

Publishes annual report “America’s Children: Key National Indicators of Well-Being.” Provides data on children by age group, ethnicity, economic status, and family structure. From the Federal Interagency Forum on Child and Family Statistics.

Child Trends

Reports on national trends and research on over 100 key indicators of child and youth well-being.

Children’s Defense Fund

Contains extensive list of fact sheets/data with indicators pertaining to children divided by state, including child welfare, early childhood development, education, and youth at risk.

Chronicle of Higher Education (The)

The Chronicle of Higher Education is a source for news, information, opinions, and jobs relevant to college and university students, faculty members, and administrators.

CINAHL & MEDLINE Combined Search

CINAHL stands for Cumulative Index to Nursing & Allied Health Literature and includes peer-reviewed articles, reports of evidence-based practice, case studies, systematic reviews, and more.

CINAHL Plus with Full Text

Cumulative Index to Nursing & Allied Health Literature: a large collection of journals and e-books on many nursing and allied health topics.

CiteSeerX

CiteSeerx is an evolving scientific literature digital library and search engine that has focused primarily on the literature in computer and information science. CiteSeerx aims to improve the dissemination of scientific literature and to provide improvements in functionality, usability, availability, cost, comprehensiveness, efficiency, and timeliness in the access of scientific and scholarly knowledge.

Cochrane Central Register of Controlled Trials

This collection includes reports published in conference proceedings and in many other sources not currently listed in MEDLINE or other bibliographic databases. This index of controlled trials and other healthcare interventions serves as the best available resource for those preparing and maintaining systematic reviews or searching for trials.

Cochrane Database of Systematic Reviews

An independent, well-respected source of evidence to inform healthcare decision making. Includes full-text PDF versions of the Cochrane Reviews and the Cochrane Protocols.

Cochrane Methodology Register

The register indexes studies relevant to the methods of systematic reviews of healthcare and social interventions. This database includes journal articles, book chapters, conference proceedings, conference abstracts, and reports of ongoing methodological research.

Communications and Mass Media Complete

This database contains full text articles in the area of communications, public relations, and mass media studies. It also includes profiles of noted authors in the field.

Comparative Agendas Project

This website collects information on policy changes across countries. Data may be exported into customizable charts.

Computer Science Database

Whether you’re an expert in the field or an undergraduate, ProQuest Computing delivers vital information directly to your desktop from scholarly journals and trade publications as well as consumer titles. The database includes product reviews, database design and management, software, hardware, e-commerce, website development, intranets and extranets, and technology management.

Computers and Applied Sciences Complete

This database contains journals covering the many engineering disciplines, computer theory & systems, new technologies, and social & professional context.

Counseling and Therapy in Video (See Academic Video Online )

Counseling and Therapy in Video: Volume V

The collection helps recognize mental health disorders and provide accurate diagnoses via 400+ streaming mental health videos aligned to DSM-5®/ICD-10 content. Films are used to introduce and improve understanding, recognition, and diagnosing of psychiatric disorders as well as improve clinical competency.

COVID-19 resources

New

A list of librarian-recommended resources to find reliable information about the COVID-19 novel coronavirus.

CQ Researcher

CQ Researcher provides in-depth reports on current events and topics of current interest. Each report provides historical background on the topic, outside commentary, pro/con arguments, chronological information, and a substantial bibliography. CQ Researcher addresses a wide range of topics including legal, political, and social issues, communication and mass media, health, education, science, and technology.

Criminal Justice Database

The Criminal Justice database contains a wide selection of journals on criminal justice, family law, drug enforcement, and rehabilitation. It contains full text journals and periodicals.

Criminological highlights

An open source Toronto-based publication, produced by academics, faculty, and librarians, which focuses on current criminological research. Archived from 1998 to present.

D

Data USA

Visualizations of U.S. government data.

Database of Abstracts of Reviews of Effects (DARE)

Open Access database that includes critical appraisals of systematic reviews, particularly those addressing the effects of health interventions. While DARE doesn’t include the full text of the systematic reviews, it does include citations to the original research.

Note: This is the archived version. The site was last updated March 31, 2015.

Directory of Open Access Books (DOAB)

Alternative Name(s) & Keywords:
 DOAB

Free, academic books from over 100 publishers.

Directory of Open Access Journals (DOAJ)

Alternative Name(s) & Keywords:
 DOAJ

Free, full text, quality controlled scientific and scholarly journals. They cover all subjects and languages. There are over 6000 free, full-text available journals in the directory.

Disability Statistics

Created and maintained by the Employment and Disability Institute, Cornell University. Includes an interactive search tool.

Dissertations & Theses @ Walden University

The database contains full text of dissertations and theses written by Walden students.

E

E-Stats

Alternative Name(s) & Keywords:
 E-Commerce Statistics

E-Stats is the U.S. Census Bureau’s Internet site devoted exclusively to “Measuring the Electronic Economy.” This site features recent and upcoming releases, information on methodology, and background papers.

EBSCO ebooks

Access full-text e-books covering a wide variety of topics. The collection includes theoretical works, primary source materials, writing and research guides, technical help books, reference materials, and more.

EDGAR

Alternative Name(s) & Keywords:
 Electronic Data Gathering, Analysis, and Retrieval system

EDGAR, the Electronic Data Gathering, Analysis, and Retrieval system, performs automated collection, validation, indexing, acceptance, and forwarding of submissions by companies and others who are required by law to file forms with the U.S. Securities and Exchange Commission (SEC). Its primary purpose is to increase the efficiency and fairness of the securities market for the benefit of investors, corporations, and the economy by accelerating the receipt, acceptance, dissemination, and analysis of time-sensitive corporate information filed with the agency.

Education Commission of the States

Search Education Commission of the States’ database. Browse by education issue, legislation, or search the knowledge base for any topic. ECS partners with education policy leaders to address issues by sharing resources and expertise.

Education Research Starters

Education Research Starters contain brief overviews of popular education topics.

Education Source

Popular

Education Source covers all levels of education–from early childhood to higher education as well as all educational specialties such as multilingual education, health education, and testing. It is the world’s largest and most complete collection of full-text education journals with many peer-reviewed titles.

Embase

Coverage of biomedical literature worldwide that includes 
MEDLINE
, plus many conference abstracts and EU journals not found elsewhere. Particularly strong in drug and pharmacology information.

Emerald Insight

Emerald is a leader in publishing management research for both the scholar and the practitioner. Be sure to search within 
My subscribed content
 to find full-text content.

ERIC

Popular

ERIC, maintained by the US Department of Education, indexes over a million journal and non-journal sources focused on education research, including including work produced or funded by the U.S. Department of Education, other federal departments, state or local agencies, policy organizations professional associations, and more.

ERIC and Education Source Combined Search

Search ERIC, a database of 1.3 million bibliographic records maintained by the US Department of Education, and Education Source, one of the largest collections of full-text education journals, at the same time.

European Free Trade Association (EFTA)

The European Free Trade Association (EFTA) is an intergovernmental organisation set up for the promotion of free trade and economic integration to the benefit of its four Member States: Iceland, Liechtenstein, Norway, Switzerland.

Eurostat

Alternative Name(s) & Keywords:
 European statistics

Eurostat is the statistical office of the European Union situated in Luxembourg. Its task is to provide the European Union with statistics at European level that enable comparisons between countries and regions.

Expanded Academic ASAP (See Gale Academic OneFile Select)

Export.gov

Export.gov brings together resources from across the U.S. Government to assist American businesses in planning their international sales strategies and succeed in today’s global marketplace.

F

F1000 Research

Open source, peer reviewed articles as well as posters and slides in science fields including health and medicine.

FAO Document Repository

FAO documents and publications, as well as selected non-FAO publications, in electronic format. It includes publications dealing with food, food security, agriculture, aquaculture, forestry, and rural development.

Federal Agency Participation

This website, hosted by the United States government works to make federal data accessible to the public.

FindLaw

FindLaw provides free, general information regarding various aspects of United States law.

Free Medical Journals

Indexes over 4000 free, full text journals from various medical publishers.

G

Gale Academic OneFile Select

Contains many peer-reviewed journal articles and periodicals on most Walden subject areas, including psychology, business, criminal justice, and the social sciences. This database contains some full text.

Gale eBooks

The collection has encyclopedias and specialized reference resources.

Gale in Context: Opposing Viewpoints

This database presents viewpoint articles arguing both sides of controversial issues. The information presented also includes primary source articles, reference material, newspapers, statistics, and images.

Gale OneFile: LegalTrac

LegalTrac contains articles from major law reviews, journals, and legal newspapers on Federal and State Cases, Laws and Regulations, Legal Practice, and Taxation. Coverage includes British Commonwealth, European Union and International Law.

General Society Survey (NORC)

The General Social Survey is a sociological survey designed to track changes in attitudes, practices, and experiences in the United States.

Global Terrorism Database

Alternative Name(s) & Keywords:
 GTD

The Global Terrorism Database (GTD) is an open-source database including information on terrorist events around the world since 1970 (currently updated through 2018). GTD includes systematic data on international as well as domestic terrorist incidents that have occurred during this time period and now includes over 190,000 cases. For each GTD incident, information is available on the date and location of the incident, the weapons used and nature of the target, the number of casualties, and — when identifiable — the identity of the perpetrator.

Google Books

You might find a free, full text book or limited preview at Google Books, along with options to buy print and digital copies.

Google Public Data DIrectory

Google collects publically available data from organizations like Eurostat, OECD, U.S. Census Bureau and World Bank and offers visualizations of this data. Users may also upload their own datasets to create visualizations.

more…

govinfo (formerly FDsys)

govinfo is the United States government’s database of government documents, covering documents and records from all three branches of the federal government.

GreenFILE

GreenFILE offers well-researched information covering all aspects of human impact to the environment. Its collection of scholarly, government and general-interest titles includes content on the environmental effects of individuals, corporations and local/national governments, and what can be done at each level to minimize these effects.

GuideStar

GuideStar is the world’s largest source of information on nonprofit organizations. It includes financial, contact, mission, and leadership information on every nonprofit registered with the IRS as tax-exempt.

Guttmacher Institute

The Institute produces a wide range of resources on topics pertaining to sexual and reproductive health. See also the “Data Center” page.

H

HathiTrust

HathiTrust contains both full text and non-full text books. Many books in HathiTrust are not available in Google Books.

Health and Environmental Research Online (HERO)

The Health and Environmental Research Online (HERO) database contains peer-reviewed scientific literature used by the Environmental Protection Agency to produce assessments. The literature relates to human health and ecological risk topics. Nursing Databases

Health and Psychosocial Instruments (HaPI)

The Health and Psychosocial Instruments (HaPI) database provides information about approximately 15,000 measurement instruments. The full text instruments are NOT included in HaPI. Instead this database is used to discover instruments on a topic, track the history of an instrument over time, and find publisher information.

Health Services and Sciences Research Resources (HSRR)

A database from National Information Center on Health Services Research and Health Care Technology for research datasets and instruments.

Healthcare Cost and Utilization Project (HCUP)

Alternative Name(s) & Keywords:
 HCUP

Longitudinal hospital care data in the United States from the Agency for Healthcare Research and Quality (AHRQ).

Highwire Press (Stanford Univ)

Facilitates access to 1.9 million full text articles mainly in the (bio)medical sciences. Most journals provide free access to back issues older than 12-24 months. Some journals also provide access to current issues.

Homeland Security Digital Library

This database contains over 82,800 documents related to homeland security policy, strategy, and organizational management from a wide variety of sources including federal, state and local governments; international governments and institutions; nonprofit organizations and private entities.

Hoover’s Company Profiles (see Business Market Research Collection) Nursing Databases

Hospitality & Tourism Complete

This collection covers scholarly research and industry news relating to all areas of hospitality and tourism. Hospitality & Tourism Complete contains nearly 950,000 records, with coverage dating as far back as 1965. There is full text for more than 530 publications, including periodicals, company & country reports, and books.

I

IBISWorld

Research reports on industries in the United States, the United Kingdom, Australia, Canada and China. Reports include analysis of industry drivers, risk, market data and segments, competitors, and industry performance. Includes Business Environmental Profiles that summarize key drivers for industries in the U.S. Global industry reports for selected industries are also available.

IBM Technical Paper Search

IBM’s Technical Paper Search provides the scientific community with access to technical reports written by members of the IBM Research community. Some reports are available for download. Once a technical report is published in either a journal or conference proceedings, it is sometimes replaced with a reference to the external source.

ICPSR – Inter-University Consortium for Political and Social Research Datasets

ICPSR offers more than 500,000 digital files containing social science research data. Disciplines represented include political science, sociology, demography, economics, history, gerontology, criminal justice, public health, foreign policy, terrorism, health and medical care, early education, education, racial and ethnic minorities, psychology, law, substance abuse and mental health, and more. Contact the Center for Research Quality for assistance with ICPSR.

ICT Statistics

Alternative Name(s) & Keywords:
 ITU-D

The Telecommunication Development Sector (ITU-D) fosters international cooperation and solidarity in the delivery of technical assistance and in the creation, development, and improvement of telecommunication and ICT equipment and networks in developing countries. Nursing Databases.

IEEE Xplore Digital Library

This database contains IEEE online society-sponsored journals, transactions and magazines including peer-reviewed journals focusing on practical applications in research, design and specification, scientific and technical content, and electrical engineering, computer science and electronics.

ILOSTAT

Alternative Name(s) & Keywords:
 International Labour Organization

ILO’s central statistics database ILOSTAT provides information for for cross-country statistics on the labour market. The database contains over 100 indicators covering more than 230 countries and economies.

International Federation of Social Workers Archives

The International Federation of Social Worker’s (IFSW) archive contains information dating back to 1846. The archives contain historical documents, newsletters and photos.

International Security and Counter Terrorism Reference Center

International Security and Counter Terrorism Reference Center is an in-depth database that offers information on security & counter-terrorism. Content for ISCTRC includes hundreds of full-text journals and periodicals, thousands of selected articles, news feeds, reports, summaries, books, FAQs, and Background Information Summaries pertaining to terrorism and security.

IRMA International

Alternative Name(s) & Keywords:
 Information Resources Management Association

The Information Resources Management Association (IRMA) welcomes professionals, students, and academicians to search thousands of peer-reviewed works covering all areas of technology applied to modern organizations. Aiming to enhance knowledge of current topics in Information Resources Management, Research IRM, powered by InfoSci-OnDemand, makes thousands of proceedings papers, scholarly journal articles, and book chapters available for download. Nursing Databases.

J

JBI EBP Database (formerly Joanna Briggs Institute EBP Database)

Systematic reviews, evidence summaries, and best practice information sheets developed by an Australian-based university research and development institution.

K

Kaiser Family Foundation

Public opinion and research statistics on public health and healthcare policy.

Kids Count Data Center

Offers data on indicators affecting children and families in the United States, including education, family and community, and well-being. Downloadable into graphs and reports.

L

LearnTechLib–The Learning and Technology Library

This database provides access to peer-reviewed education technology and e-learning journals; It also has conference proceedings and e-books.

LegalTrac (See Gale OneFile: LegalTrac)

LGBTQ+ Source

Alternative Name(s) & Keywords:
 LGBT Life with Full Text

Contains abstracts and full text articles focused on Lesbian, Gay, Bisexual and Transgender issues. Includes over 120 of the most important and historically significant LGBT journals, magazines and regional newspapers and more than 150 monographs/books. Nursing Databases

Library, Information Science & Technology Abstracts

LISTA indexes more than 560 core journals, nearly 50 priority journals, and nearly 125 selective journals; plus books, research reports and proceedings. Subject coverage includes librarianship, classification, cataloging, bibliometrics, online information retrieval, information management and more.

M

Market Share Reporter

This comprehensive book presents comparative business statistics in a clear, straightforward manner. Market Share Reporter affords an immediate overview of companies, products, and services, and cites original sources. A convenient arrangement by four-digit SIC code helps business decision makers and researchers easily access needed data for more than 3,600 entries. Each entry features a descriptive title; data and market description; a list of producers/ products along with their market share; and more.

MEDLINE with Full Text

Millions of references to journal articles in life sciences with a concentration on biomedicine; indexed with the National Library of Medicine’ Medical Subject Headings (
MESH
).

Mental Measurements Yearbook with Tests in Print

Mental Measurements Yearbook with Tests in Print contains reviews of over 3,000 commercially available, English language testing instruments. Reviews contain information about the reliability, validity, and publication details of the testing instruments. A score index that allows users to easily identify what is being measured in individual tests and bibliographic information is also included. Testing instruments fall into many categories such as psychological tests, career inventories, intelligence and aptitude, and personality. There are no full text testing instruments in this database.

Merck Manual

Merck Manuals provide medical information, diagnostic criteria, and clinical decision support for healthcare providers and patients in ten languages, separated into professional and consumer versions. Browse by topic, symptoms, emergencies, drug information, news & commentary. The Professional version also has case studies and quizzes. Nursing Databases

MERLOT (Multimedia Educational Resource for Learning and Online Teaching)

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free online collection of learning materials and exercises submitted by community members designed to enhance and inspire the online teaching experience. There are over 40,000 pieces of content spanning from case studies, assessment tools, online course modules, reference material, tutorials, syllabi, as well as many others in over 21 different fields of study.

Military and Government Collection

Military & Government Collection provides full text for nearly 300 journals and periodicals. The database also offers indexing and abstracts for more than 400 journals. Topics include news on all branches of military and government as well as homeland security.

N

NAMI

Alternative Name(s) & Keywords:
 National Alliance on Mental Illness

Holds infographics with statistics on mental health facts for children, teens, and adults in the United States. Focuses statistics on prevalence of mental illness, consequences of lack of treatment, and social statistics.

National Academies Press

Hundreds of books which can be downloaded as pdf for free by the chapter or the entire book. Topics include: Agriculture, Behavioral and Social Sciences, Conflict and Security Issues, Education, Energy, Environmental Studies, Food & Nutrition, Industry and Labor.

National Bureau of Economic Research

Founded in 1920, the National Bureau of Economic Research is a private, nonprofit, nonpartisan research organization dedicated to promoting a greater understanding of how the economy works. The NBER is committed to undertaking and disseminating unbiased economic research among public policymakers, business professionals, and the academic community.

National Center for Health Statistics

Provides well-organized fact sheets of mental health statistics on topics such as morbidity, ambulatory care visits, and hospital inpatient care.

National Data Archive on Child Abuse and Neglect

Provides microdata from researchers and national data collections about child abuse and neglect in free data sets for secondary analysis. From Cornell University.

National Science Foundation, The

Alternative Name(s) & Keywords:
 NSF

The National Science Foundation (NSF) is an independent federal agency created by Congress in 1950 “to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…”. The NSF provides federally supported basic research conducted by America’s colleges and universities.

NCES Publications

Contains publications from the National Center for Education Statistics. NCES is the primary (U.S.) federal entity for collecting and analyzing data related to education.

Neuroscience Information Framework

Provides a wide variety of data, materials, and tools on neuroscience topics. Categories include datasets, disease, drugs, and people.

Nexis Uni

Nexis Uni provides full-text access to legal news, company information, regulations, law reviews, case law, and other legislative information.

NTIS

Alternative Name(s) & Keywords:
 Public National Technical Reports Library

The National Technical Information Service serves as the largest central resource for government-funded scientific, technical, engineering, and business related information available today. NTIS provides businesses, universities, and the public timely access to approximately 3 million publications covering over 350 subject areas.

NTRL

Alternative Name(s) & Keywords:
 National Technical Reports Library

The National Technical Information Service serves as the largest central resource for government-funded scientific, technical, engineering, and business related information available today. Through NTRL, NTIS provides businesses, universities, and the public timely access to approximately 3 million publications covering over 350 subject areas.

O

OECD iLibrary

Alternative Name(s) & Keywords:
 Organisation for Economic Co-operation and Development

OECD iLibrary is the online library of the Organisation for Economic Cooperation and Development (OECD) featuring its books, papers and statistics and is the gateway to OECD’s analysis and data. It also contains content published by the International Energy Agency (IEA), the Nuclear Energy Agency (NEA), the OECD Development Centre, PISA (Programme for International Student Assessment), and the International Transport Forum (ITF).

Open Book Publishers

“We are a Social Enterprise run by scholars who are committed to making high-quality research available to readers around the world. We publish monographs and textbooks in all areas, and offer the academic excellence of a traditional press[…]. All our books are available to read for free online”

Open Library

Open Library has well over 20 million edition records, provide access to 1.7 million scanned versions of books, and link to external sources like WorldCat and Amazon.

OpenDissertations

OpenDissertations is an open-access database built to assist researchers in locating both historic and contemporary dissertations and theses. It is a collaboration between EBSCO and BiblioLabs to increase traffic and discoverability of ETD research.

Opposing Viewpoints in Context (See Gale in Context: Opposing Viewpoints)

Ovid Nursing Books

Search or browse helpful nursing and medical reference titles.

Ovid Nursing Journals Full Text

This is a small collection of full text nursing journals. They range in scope from general nursing to specializations such as emergency and dermatology nursing. All titles are also indexed in CINAHL.

P

Papers Invited

Papers Invited database consists of detailed, comprehensive information about calls for papers with deadlines regarding forthcoming conferences and special issues of scholarly journals.

Pivot

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NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Q1

CC: “I have been having terrible chest and arm pain for the past 2 hours and I think I am having a heart attack.”

HPI: Mr. Hammond is a 57-year-old African American male who presents to the Emergency Department with a chief complaint of chest pain that radiates down his left arm. He states that he started having pain several hours ago and says the pain “it feels like an elephant is sitting on my chest”. He rates the pain as 8/10. Nothing has made the pain better or worse. He denies any previous episode of chest pain. Denies nausea, dyspnea, or lightheadedness. He was given 0.4 mg nitroglycerine tablet sublingual x 1 which decreased, but not stopped the pain. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Lipid panel reveals Total Cholesterol 324 mg/dl, high density lipoprotein (HDL) 31 mg/dl, Low Density Lipoprotein (LDL) 122 mg/dl, Triglycerides 402 mg/dl, Very Low-Density Lipoprotein (VLDL) 54 mg/dl

His diagnosis is an acute inferior wall myocardial infarction.

1 of 2 Questions:

Why is HDL considered the “good” cholesterol?

Correct Answer:

HDL is considered the good cholesterol because it collects excess cholesterol in the body cells and transports it to the liver where it is excreted in the body cells and transports it to the liver where it is excreted in the body. HDL carries 20-25% of total plasma cholesterol. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

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Question 2

Needs Grading

CC: “I have been having terrible chest and arm pain for the past 2 hours and I think I am having a heart attack.”

HPI: Mr. Hammond is a 57-year-old African American male who presents to the Emergency Department with a chief complaint of chest pain that radiates down his left arm. He states that he started having pain several hours ago and says the pain “it feels like an elephant is sitting on my chest”. He rates the pain as 8/10. Nothing has made the pain better or worse. He denies any previous episode of chest pain. Denies nausea, dyspnea, or lightheadedness. He was given 0.4 mg nitroglycerine tablet sublingual x 1 which decreased, but not stopped the pain.

Lipid panel reveals Total Cholesterol 324 mg/dl, high density lipoprotein (HDL) 31 mg/dl, Low Density Lipoprotein (LDL) 122 mg/dl, Triglycerides 402 mg/dl, Very Low-Density Lipoprotein (VLDL) 54 mg/dl

His diagnosis is an acute inferior wall myocardial infarction. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

2 of 2 Questions:

Explain the role inflammation has in the development of atherosclerosis.

Correct Answer:

Inflammation in the heart muscle caused by chronic inflammatory processes leads to mitochondrial damage that results in an increased free radical production that further activates the chronic inflammatory vicious cycle.

Question 3

Needs Grading

A 45-year-old woman with a history of systemic lupus erythematosus (SLE) presents to the Emergency Room (ER) with complaints of sharp retrosternal chest pain that worsens with deep breathing or lying down. She reports a 3-day history of low-grade fever, listlessness and says she feels like she had the flu. Physical exam reveals tachycardia and a pleural friction rub. She was diagnosed with acute pericarditis. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Question:

 

What does the Advanced Practice Registered Nurse (APRN) recognize as the result of the pleural friction rub?

Correct Answer:

The inflammation of the pericardium, due to either the underlying autoimmune disease or a post viral syndrome, causes roughening of the pericardium. The roughening of the pericardium causes the classic “rub” which can best be heard at the apex of the heart and left sternal border.

Question 4

Needs Grading

A 15-year-old adolescent male comes to the clinic with his parents with a chief complaint of fever, nausea, vomiting, poorly localized abdominal pain, arthralgias, and “swollen lymph nodes”. States he has felt “lousy” for a couple weeks. The fevers have been as high as 102 F. His parents thought he had the flu and took him to an Urgent Care Center. He was given Tamiflu® and sent home. He says the Tamiflu didn’t seem to work. States had a slight sore throat a couple weeks ago and attributed it to the flu. Physical exam revealed thin young man who appears to be uncomfortable but not acutely ill. Posterior pharynx reddened and tonsils 3+ without exudate. + anterior and posterior cervical lymphadenopathy. Tachycardic and a new onset 2/6 high-pitched, crescendo-decrescendo systolic ejection murmur auscultated at the left sternal border. Rapid strep +. The patient was diagnosed with acute rheumatic heart disease (RHD). NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Question:

 

Explain how a positive strep test has caused the patient’s symptoms.

Correct Answer:

Rheumatic Heart Disease (RHD) only develops after a pharyngeal infection with Group A beta hemolytic streptococcus. It is an abnormal response to humoral and cell-mediated response to M proteins on the microorganisms. The intense inflammation caused by these reactions cause proliferative and exudative lesions in connective tissue. This inflammation causes scarring of the valve tissue. The inflammation usually affects the endocardium which contains the valves. Endocardial inflammation causes swelling of leaflets in the valves.

Question 5

Needs Grading

The APRN sees a 74-year-old obese female patient who is 2 days post-op after undergoing left total hip replacement. The patient has had severe post op nausea and vomiting and has been unable to go to physical therapy. Her mucus membranes are dry. The patient says she feels like the skin on her left leg is too tight. Exam reveals a swollen, tense, and red colored calf. The patient has a duplex ultrasound which reveals the presence of a deep venous thrombosis (DVT). NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question:

Describe the factors that could have contributed to the development of a DVT in this patient explain how each of the factors could cause DVT.

Correct Answer:

Virchow’s Triad caused damage to the walls of the vessels. When there is injury to the intimal layer of the vessel, antiplatelet substances such as nitric oxide and prostacyclin, along with the expression of collagen on the vessel wall, causes adherence of the platelets to the vessel wall. The platelets become activated then aggregate forming clots. Venous stasis as a result of obesity, patient’s advanced age and inability to go to physical therapy.

Question 6

Needs Grading

A 45-year-old woman is 10 days status post partial small bowel resection for Crohn Disease and has been recuperating at home. She suddenly develops severe shortness of breath, becomes weak, and her blood pressure drops to 80/40 mmHg (previous readings ~130/80s mmHg). The pulse oximetry is 89% on room air. The APRN suspects the patient experienced a massive pulmonary embolus.

 

Question:

 

Explain why a large pulmonary embolus interferes with oxygenation.

Correct Answer:

The embolus lodges somewhere in the pulmonary circulation and causes a ventilation/perfusion mismatch (V/Q). Ventilation Perfusion mismatch or “V/Q defects” are defects in total lung ventilation perfusion ratio. It is a condition in which one or more areas of the lung receive oxygen but no blood flow, or they receive blood flow but no oxygen due to obstruction somewhere in the pulmonary circulation. This causes a decreased area for oxygen exchange.

Question 7

Needs Grading

A 45-year-old woman is 10 days status post partial small bowel resection for Crohn Disease and has been recuperating at home. She suddenly develops severe shortness of breath, becomes weak, and her blood pressure drops to 80/40 mmHg (previous readings ~130/80s mmHg). The pulse oximetry is 89% on room air. While waiting for the Emergency Medical Service (EMS) to arrive, the APRN places EKG leads and the EKG demonstrates right ventricular strain. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

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Question:

 

Explain why a large pulmonary embolism causes right ventricular strain.

Correct Answer:

The V/Q mismatch causes release of neurohumeral substances and inflammatory mediators that cause vasoconstriction of the pulmonary vasculature further impeding oxygenation. Hemodynamically, this vasoconstriction results in pulmonary hypertension, making it difficult for the right ventricle to pump blood. The V/Q mismatch also causes decreased production of surfactant causing atelectasis that further decreases surface area available for oxygen exchange. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question 8

Needs Grading

A 12-year-old girl is brought to the Emergency Room (ER) by her mother with complaints of shortness of breath, wheezing, tachypnea, tachycardia, and a non-productive cough. The mother states they had just come from a fall festival where the entire family enjoyed a hayride. The symptoms began shortly after they left the festival but got better a couple hours after they returned home. The symptoms began again about 6 hours later and seem to be worse. The mother states there is no history of allergies or frequent respiratory infections. The child is up to date on all vaccinations. The child was diagnosed with asthma. The nurse practitioner explained to the mother that her child was exhibiting symptoms of asthma, and probably had an early asthmatic response and a late asthmatic response.

 

Question 1 of 2:

 

Explain early asthmatic responses and the cells responsible for the responses.

Correct Answer:

When there is an initial airway exposure to an antigen, an innate and adaptive immune response is initiated. Cells that can initiate the inflammation of the bronchial mucosa and hyperresonance of the airways include dendritic cells, T helper 2 lymphocytes, B lymphocytes, mast cells, neutrophils, eosinophils, and basophils. Early asthmatic response is a phase of bronchospasm that peaks at about 30 minutes and usually resolves after about 3 hours.

Question 9

Needs Grading

A 12-year-old girl is brought to the Emergency Room (ER) by her mother with complaints of shortness of breath, wheezing, tachypnea, tachycardia, and a non-productive cough. The mother states they had just come from a fall festival where the entire family enjoyed a hayride. The symptoms began shortly after they left the festival but got better a couple hours after they returned home. The symptoms began again about 6 hours later and seem to be worse. The mother states there is no history of allergies or frequent respiratory infections. The child is up to date on all vaccinations. The child was diagnosed with asthma. The nurse practitioner explained to the mother that her child was exhibiting symptoms of asthma, and probably had an early asthmatic response and a late asthmatic response. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question 2 of 2:

Explain late asthmatic responses and the cells responsible for the responses.

Correct Answer:

Late asthmatic responses are mediated by earlier exposure in early phase that causes a latent release of inflammatory mediators. These mediators, leukotrienes and prostaglandin D, cause bronchospasm, edema, and mucus secretions that obstruct airflow. Airway obstruction creates resistance to airflow and causes air trapping. Continued air trapping increases intrapleural and alveolar gas pressure, decreases ventilation and perfusion leading to uneven and variable ventilation/perfusion in the lung

Question 10

Needs Grading

A 64-year-old man with a 40 pack/year history of cigarette smoking has been diagnosed with emphysema.  He asks the APRN if this means he has COPD.

Question 1 of 2:

Explain the pathophysiology of emphysema and how it relates to COPD
.

Correct Answer:

Emphysema is a disease of the airways that causes permanent enlargement of the gasexchange airways. It is accompanied by destruction of the alveolar walls do not appear to be fibrotic. Chronic exposure to irritants recruit neutrophils, macrophages, and lymphocytes to the lung resulting in progressive damage from inflammatory oxidative stress. Emphysema is characterized by destruction of alveoli leading to decreased surface area for gas exchange that causes significant ventilation/perfusion mismatch.

 

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Question 11

Needs Grading

A 64-year-old man with a 40 pack/year history of cigarette smoking has been diagnosed with emphysema.  He asks the APRN if this means he has COPD. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question 2 of 2:

Explain the pathophysiology of chronic bronchitis and how it relates to COPD.

Correct Answer:

Chronic bronchitis is caused by inhalation of irritants that promote bronchial inflammation. This inflammation causes bronchial edema, increase in the size and number of mucus glands and goblet cells, smooth muscle hypertrophy with fibrosis and narrowing of the airway. Increased secretions of thick mucus happen, and the patient cannot cough it up due to impairment of ciliary function. As the disease, progresses, the smaller airways are involved as well as the large airways. These airways, due to hypertrophy, cause narrowing of the smooth muscle and obstruct airflow, especially during expiration. The obstruction can lead to VQ mismatches. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

Question 12

Needs Grading

Mr. Jones is a 78-year-old gentleman who presents to the clinic with a chief complaint of fever, chills and cough. He also reports some dyspnea. He has a history of right sided CVA, COPD, dyslipidemia, and HTN. Current medications include atorvastatin 40 mg po qhs, lisinopril, and fluticasone/salmeterol. He reports more use of his albuterol rescue inhaler. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Vital signs Temp 101.8 F, pulse 108, respirations 21. PaO
2
on room air 86% and on O
2
4 L nasal canula 94%. CMP WNL, WBC 18.4. Physical exam reveals thin, anxious gentleman with mild hemiparesis on left side due to CVA. HEENT WNL except for diminished gag reflex and uneven elevation of the uvula, CV-HR 108 RRR without murmurs, rubs, or click, no bruits. Resp-coarse rhonchi throughout lung fields. CXR reveals consolidation in right lower lobe. He was diagnosed with community acquired pneumonia (CAP).

Question:

 

Patient was hypoxic as evidenced by the low PaO
2
. Explain the pathologic processes that caused this patient’s hypoxemia.

Correct Answer:

Arterial hypoxemia early in acute pneumococcal pneumonia is principally caused by persistence of pulmonary artery blood flow to be consolidated lung resulting in an intrapulmonary shunt, and by ventilation-perfusion mismatch later. Release of mediators cause widespread inflammation of the bronchial structures, especially the alveolarcapillary membrane. The alveoli collapse due to inactivation of surfactant and the alveoli fill with exudate, decreasing surface area for gas exchange.

Question 13

Needs Grading

A 64-year-old woman with moderately severe COPD comes to the pulmonary clinic for her quarterly checkup. The APRN reviewing the chart notes that the patient has lost 5% of her body weight since her last visit. The APRN questions the patient and patient admits to not having much of an appetite and she also admits to missing some meals because it “takes too much work” to cook and consume dinner. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

 

Question:

 

The APRN recognizes that COPD has a deleterious effect on patients. Explain why patients with COPD are at risk for malnutrition.

Correct Answer:

Many of the patients with severe COPD are lean, and frequently in a malnourished or undernourished state, which is characterized by loss of fat-free body mass causing muscle wasting. The muscle wasting in COPD not only leads to decreased skeletal muscle function associated with reduced exercise capacity but is also a major determinant of mortality in COPD. Patients with COPD require a low carbohydrate diet as increased CHO can lead to hypercapnia as the end products of CHO metabolism are CO2 and H2O. NURS 6501 Advanced Pathophysiology WEEK 3 KNOWLEDGE CHECK

NURS – 6002N Transition to Graduate Study for Nursing essay assignments

Academic and Professional Success Plan

 

 

Prepared by:

 

 

                                             xxxxx

 

Week 1 | Part 1: My Academic and Professional Network

 

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

 

NETWORK MEMBER 1

 

Name: xxx

 

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Title: PhD, RN, xxx

 

 

Organization: xxxxCollege

 

 

Academic or Professional: Academic

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Professor xxxx was my
Fundamentals in Nursing
professor. She has always been supportive of me and the rest of her students, guiding us to success and to exceed expectations in our nursing career. She has kept her doors open to every student and does not tire to give both career and personal advice and guidance when needed. One day before starting my masters, I visited her office at xxx and agreed to be one of my support team for the next two years. I am very thankful.  NURS – 6002N Transition to Graduate Study for Nursing essay assignments

 

NETWORK MEMBER 2

 

Name: xxx

 

 

Title: BSN MSN

 

 

Organization: xxxx

 

 

Academic or Professional: Academic

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

xxxx is a nursing scholar and professional who is gracious enough to provide mentorship to upcoming nursing scholar-practitioners (Lisa, 2016). She has always been supportive and encouraging me to improve in my nursing education and scholarly work. As a matter of fact, she has on numerous occasions extended her kindness even outside the classroom hours to assist me. This is a characteristic that I would also want to emulate in the future. When I visited professor xxx, I dropped by her office as well, and she was more than happy to provide support on my Master’s Degree for the next two years.

 

NETWORK MEMBER 3

 

Name: xxx

 

 

Title: FNP

 

 

Organization: xxx

 

 

Academic or Professional: Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

xxxx is an advanced practice registered nurse (APRN) of the certified nurse practitioner role, who work at xxx and she has always been an

inspiration to me and to my coworkers (Registered Nursing, 2019). We have all always been struck by how kind and helpful she is to her patients and their families. She is always patient in explaining the rationale behind what is to be done in any situation, or why a treatment matter. In this time of the Covid-19 pandemic when everything is rushed and overwhelming, I am thankful for having people like her in my professional life. These are people who do not forget that we are all lifelong students and always on a learning curve. I called her one day to ask about pointers on how to be a nurse practitioner and she mentioned to be on my support team for the next two years.

 

NETWORK MEMBER 4

 

Name: xxxxx

 

 

Title: Nurse Manager

 

 

Organization: xxxx

 

 

Academic or Professional: Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

xxxxis my nurse manager at work and has been very supportive with regard to my FNP classes, she mentioned to be one of my support team for the next two years. For instance, she has been very kind to let me take a day from work when I had major examinations. She has also inspired me to never give up no matter what challenges I face at work or at school. Indeed, when life and career expectations go beyond what we can humanly handle, it is nice to have someone like Maria Teresa Finamore who will remind you to always never give up on your dreams (Bradley University, n.d.).

 

 

 

 

 

 

ADDITIONAL NETWORK MEMBERS

 

None.

 

Week 2 | Part 2: Academic Resources and Strategies

 

I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.

 

ACADEMIC RESOURCE/STRATEGY 1

The first academic resource that can be applied in the MSN program is the library services provided to students. The institution has a well-equipped, well-staffed and extensive library service that supports students in accessing different scholarly publications, such as books, journals, periodicals, magazines and so on. With access to the library service, it will be possible to locate the required course and class readings, find background materials on the topics covered in the course, conduct research activities, and speedily locate research material (Walden University, 2020). I expect to use the library service during the course of the MSN program with a focus on developing professional knowledge, experiences, skills and competencies to enable me better evaluate, diagnose and treat my patients using efficient nursing approaches that result in better care outcomes.

ACADEMIC RESOURCE/STRATEGY 2

The second academic resource is the academic skills center. The institution manages an academic skills center that helps students to better acclimatize to the change in pace. The learning environment is especially challenging and requires students to adopt to a steep learning curve in order to complete assignments at the level of education.

Unlike other environments, university level writing is much stricter. The academic skills center will be useful in improving writing with regards to punctuation, grammar and spelling, as well as strength of argument and flow of thoughts (Walden University, 2020).

ACADEMIC RESOURCE/STRATEGY 3

The third academic resource that will be useful in the MSN program is the faculty at the institution and nursing students. The faculty members and nursing students are a rich source of information on nursing knowledge. They can act as a sounding board for exploring existing and new ideas. In addition, they are a good network and information resources on professional and career development opportunities. As

 

 

nurses who are going through the same experiences (students) or who have gone through the same experiences (faculty members), networking with them offers greater insight into the current trends that are propelling the nursing profession forward.

Besides that, they are useful for building a professional and academic network that will be important for career development. They are knowledgeable about employment opportunities and needs and can help in providing links to these opportunities.

PROFESSIONAL RESOURCE/STRATEGY 1

The first professional resource is the National League for Nursing (NLN). The NLN is the oldest professional nurse organization in the USA. It was founded in 1893. Being a member of NLN would offer me opportunities for networking with other nurses and stakeholders. In addition, it would offer me opportunities for continuous education and professional development (National League for Nursing, 2020).

PROFESSIONAL RESOURCE/STRATEGY 2

The second professional resource is the American Nurses Association (ANA). The ANA is the largest nurse organization. It was founded in 1896 and is among the oldest and most prestigious nurse organizations in the USA. Its subsidiaries include the American Nurses Credentialing Center (ANCC), the American Nurses Foundation (ANF), and the American Academy of Nursing (AAN). Being a member of this organization offers nurses links to tools that are useful for professional development (American Nurses Association, 2020).

PROFESSIONAL RESOURCE/STRATEGY 3

The third professional resource is the National Student Nurses Association (NSNA). This is an organization targeted at collecting members from among students with the intention of supporting them in career development. The organization does this by providing access to career planning tools, networking through conference, and resource guides. In addition, membership in the organization provides students with networking opportunities and information about career pathways (National Student Nurses Association, 2020).

 

ADDITIONAL RESOURCES/STRATEGIES

Another useful resource is that conferences open to nursing students at discounted rates. These conferences are useful for building up a professional portfolio, developing networks, and improving awareness about the professional nursing trends (Andre & Heartfield, 2012). For instance, attending a conference on virtual health care networks could improve knowledge about telehealth and how they can be leveraged to improve health care access thereby directing interests on how to improve nursing care delivery.

 

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics

 

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

 

 

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

 

Academic integrity refers to the commitment to demonstrate moral and honest behavior within the academic setting. It is of relevance to an academic environment, especially writing within this environment as it ensures that all sources of information and ideas are accurately credited (University of North Carolina, 2020). Within academic writing, academic integrity ensures that that all contributions from other persons are acknowledged with failure to do this being considered reckless and plagiarism. It is considered reckless since it involves intentionally stealing the contributions and ideas of others. It is considered plagiarism since the ideas, thoughts and words of others are represented as the author’s original words without proper citation thereby resulting in cheating (University of North Carolina, 2020).

Explanation for the relationship between professional practices and scholarly ethics

 

Although professional practice and scholarly ethics are not the same, the two are closely connected. In this case, scholarly ethics lays the foundation for ensuring that professional practice (in terms of health care provision and organization) remains fairly consistent so that there is are no conflicting obligations regards standards, professionalism and ethics to which professionals are held to account (Worthington, 2015). For that matter, that curricula and programs for scholarly ethics are designed, implemented and assessment to allow for greater clarity of professional practice expectations. With the right approach to scholarly ethics, professionals are better able to behave within the professional environment, with good understanding that their attitudes define behaviors that in turn influence how they interact and engage with others (Worthington, 2015).

Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity.

 

Grammarly and Safe Assign are online tools that help students to identifying possible cases of plagiarism. Grammarly goes a step further in identifying grammar concerns that are highlighted and suggestions made for the appropriate changes. Both Grammarly and Safe Assign have unique algorithms designed to point out similarities in phrase and word combinations with other publications already available. By highlighting possible incidences of plagiarism, writers are able to target the word combinations and apply paraphrasing in eliminating the plagiarism. As such, Grammarly, Safe Assign, and contribute to academic integrity by helping to identify and avoid plagiarism.

 

PART 2: Strategies for Maintaining Integrity of Work

 

Maintaining the integrity of academic work is all about avoiding plagiarism and academic dishonesty. This analysis identifies five strategies. Firstly, having an awareness of the syllabus and coursework to include class policies with regards to expectations for writings and assignments. Secondly, always assuming that plagiarism is not accepted unless expressly indicated otherwise for the course work. Thirdly, completing all academic work with ample time to prevent rushed work that presents opportunities for cheating. Fourthly, keeping track of all sources of information and ideas, and citing them properly (Luther College, 2020). Finally, making use of plagiarism checking software such as Grammarly, Safe Assign and Turnitin to check for suspected plagiarism that would then be addressed through paraphrasing to maintain academic integrity of work.

Maintaining integrity of professional work would be achieved through three strategies. Firstly, always doing the right thing with the patients being the focus of interest, and not being caught up in the power complex typical of professional environments. Although doing the right thing is not always easy, it is important to have integrity so that stakeholders expect consistent results (McEwen & Wills, 2018). Secondly, keeping an open line of communication so that the perspectives of the stakeholders are presented to ensure that professional practices are doe in the correct and fair way. Finally, learning to compliment others for their contributions ensures that the right persons are appreciated for their efforts thereby making others to feel inspired and pay attention to hard work (Bradshaw, Hultquist & Hagler, 2020).

 

1

ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER NOW

 

Week 4 | Part 4: Research Analysis

 

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

 

 

Step 1: Research Analysis

Complete the table below

Topic of Interest:

Addressing hospital acquired infection

Research Article:

Include full citation in APA format, as well as link or search details (such as DOI)

Palmqvist, C., Samuelsson, A., Fröding, I., & Giske, C. (2019). Surface Contamination of CT and MRI Equipment—A Potential Source for Transmission of Hospital-Acquired Infections.
Journal of Radiology Nursing
, 38(4), 254-260.
https://doi.org/10.1016/j.jradnu.2019.09.002

Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article

The article identifies the most contaminated surfaces inside and outside the CT and MRI laboratories to include all hand-touched surfaces such as key boards, chairs and other furniture in public areas, headphones, and alarm buzzer/control. The implication is that these surfaces may be a potential source of pathogens that cause HAIs, and they should be regularly cleaned and disinfected to avoid cross contamination and HAIs occurrence. The hand-touched surfaces should be disinfected between patients as they are a potential source of pathogenic contaminants.

Research Analysis Matrix

Add more rows if necessary

Strengths of the Research

Limitations of the Research

Relevancy to Topic of Interest

Notes

Relied on primary data collected by directly testing surfaces in ten radiology departments.

This ensures that robust data is collected from many sources.

Data from ten departments thus offers a large data sample.

This presents a generalized awareness of surface contamination for patients visiting CT and MRI facilities.

Data collected from six public and four private radiology departments, thus providing insight into public and private facilities.

Collecting data from public and private facilities ensures that the results can be generalized for the two types of facilities.

Applied a defined data collection procedure that facilitated efforts to collect contaminants thus ensuring that pathogenic contaminants could be collected.

The procedure ensures that there is uniformity in data collection for all the facilities so that the comparison is valid.

Makes use of quantitative analysis that presents numeric results.

Quantitative analysis offers an understanding of trends, showing the hand-touched surfaces that present the most concern and require the greatest attention.

Samples collected from predetermined surfaces in all the facilities.

Predetermining the surfaces to be tested ensured that there was uniformity of data collection in all facilities.

 

 

The test was conducted for a limited number of pathogenic contaminants with the possibility that some contaminants were overlooked in the cultures.

There is a possibility that some pathogenic contaminants were overlooked since the cultures could identify the targeted contaminants. This shows that some important information may be missing.

Does not explore the link between contaminated surfaces and HAIs occurrence.

It is unclear whether the contaminated surfaces are linked to HAI occurrence. The assumption is made that contaminated surfaces would increase the incidences of HAIs.

 

Justification for recommending the article to inform professional practice

Eight justifications have been identified for recommending Palmqvist et al. (2019) to inform professional practice. The first justification is that the article tells a good story as it is well written and easy to understand with logical arguments. There are no contradictions in the presented arguments so that readers can follow and understand the progression of ideas. The second justification is that the article includes a literature review and discussion that makes connections between the research interest and prior work in the same field. This helps to clarify the article’s arguments and contextualizing the new information being presented in terms of what it adds to the existing body of knowledge. The third justification is that the article applies rigorous methods with explanations of why and how the collected data supports the conclusions made. The rigorous methods show that the collected data can be trusted and they facilitate efforts to replicate the study to verify its results. The fourth justification is that the article makes use of appropriate methods to explore the issue. The method applied in the study (swabbing surfaces to collect contaminants) is appropriate for collecting the required data. The fifth justification is that the insight gained from the article stimulates new and important questions. The article raises questions about the link between surface contamination and HAI incidence. The sixth justification is that the insight gained from the article helps to advance an existing framework that calls for surfaces in medical facilities to be routinely disinfected to eliminate the contaminants that are continuously being introduced. The seventh justification is that the insight gained from the articles is useful for making decisions concerning control of HAIs. The final justification is that it offers insight into surface contamination in medical facilities, as an important issue with implications for HAIs (Wicker & Browning, 2020). It is for these eight reasons that the article would be recommended to inform professional practice.

Step 2: Summary of Analysis

 

The search for peer-reviewed research relied heavily on information from course readings and cursory online search that offers important insight into the topic of interest. It revealed that peer-reviewed research is mainly published in journals. The insight would then be used to develop keywords to guide searches for relevant articles in biomedical databases (Zaccagnini & White, 2017). In addition to keywords, the searches would be restricted to publication parameters such as the publication dates, type of research and level of evidence. Once an appropriate number of articles have been identified to saturate the themes derived from the initial insights, the selected articles be subjected to a critical analysis based on a scientific framework that evaluates the key sections of a scientific research publication.  In addition to simply identifying the research articles, attention was also paid to author credentials and their affiliations as this offers important understanding into the author qualifications to conduct such research (Bauer, 2017).

Two strategies were identified as effective for finding peer-reviewed research articles. The first strategy is conducting a search in a library database and limiting the search to peer-reviewed research articles. Most library databases have search functions that limit the search to specified parameters. The second strategy is conducting a search in a combined search tab, such as Google or Yahoo search tab that searches multiple databases at the same time.

One important resource that will be useful in the future for finding peer-reviewed research is the Google search tab. Firstly, it offers access to a large number of publications on different subjects. It is the most widely used search tool. Secondly, it has functions to limit the search parameters, such as publication language, dates and types. Thirdly, it is a free resource that does not require subscription. Finally, it can be accessed using any device with internet access thus making it convenient.

 

 

 

Week 5 | Part 5: Professional Development

I have developed a curriculum vitae to capture my academic and professional accomplishments to date.

The results of my efforts are below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Vitae (CV)

xxx

PHONE/EMAIL

EDUCATION BACKGROUND

Associate of Applied Science: Nursing (ADN)       – xxx

RN- BSN                                                                 – xxx

BSN- PMHNP                                                          – xxx

PROFESSIONAL NURSING EXPERIENCE

xxxx (Oct 20xx-  june May 20xx)

Subacute and Long-term care

-Coordinates with physicians and multidisciplinary teams to provide safe and effective patient care.

-Utilizes strong assessment skills and carries out intervention appropriate to age, status, environment.

-Carries out charge nurse duties with quick problem thinking skills and supervision of staff on the unit.

-Evaluate patient outcomes and provide teaching to patient and families on health promotion.

-Medication administration, IV therapy, PEG tube care and feeding, ostomy care, wound care, central line care, tracheostomy care, PCA and pain management, hospice care, and LVAD dressing change.

xxxx

Telemetry

– Performs a thorough and timely assessment of patient’s condition including physical, psychological, social and rehabilitative aspects.

-Intervenes appropriately to address identified problems and needs. Evaluates effectiveness of care and revises plan if necessary.

-Transcribes, verifies and carries out physician orders in an accurate and timely manner

-Manages time efficiently/sets priorities appropriately. Follows the 5 “rights” when administering medications

-Coordinates interdepartmental activities (i.e. lab, radiology, etc.) to ensure timely, efficient care.

xxxxxx

Ortho/Neuro/Tele/Med-Surge/Stroke

-Manage care for peri-operative patient through discharge.

-Treated patient with chronic and acute health problems such as MI, Arrhythmias, Stroke, Joints, Spine, and Seizure medication readjustment and monitoring.

-Assisted patient’s safety with bathing, dressing, feeding, lifting, and transferring.

JFK  xxx

Med-Surge/Tele, Observation, ER holding, Covid-19

– Collaborating with physicians and multidisciplinary team members; providing physical and psychological support to patients, friends, and families; supervising assigned team members. The Registered Nurse supports and implements the philosophy, goals, standards, and values of HMH-JFK, the Nursing Department and assigned unit.

LICENSURE AND CERTIFICATION

Registered Nurse: New Jersey and New York Boards of Nursing

BLS, ACLS certification; IV Certified, Ischemic Stroke NIH

EHR: EPIC, Cerner, GE Centricity

CEUFast, Inc: Infection Control and Barrier Precaution; Coursework and Training in Identification of and Reporting of Child Abuse and Maltreatment; Pressure Injury Staging Training

AVAILABLE UPON REQUEST : References, publications and training

References

American Nurses Association (2020).
About ANA
.
https://
www.nursingworld.org/ana/about-ana/

Andre, K. & Heartfield, M. (2012).
Professional Portfolios: Evidence of Competency for
Nurses and Midwives
(2nd ed.). Elsevier.

Bauer, J. (2017).
Statistical Analysis for Decision Makers in Healthcare: Understanding and Evaluating Critical Information in Changing Times
(2
nd
ed.). CRC Press.

Bradley University (n.d.).
Tips for maintaining a work-life balance while studying for an
MSN-FNP
.
https://onlinedegrees.bradley.edu/nursing/msn-fnp/resources/tips-for-maintaining-a-work-life-balance-while-studying-for-an-msn/

Bradshaw, M., Hultquist, B., & Hagler, D. (2020).
Innovative Teaching Strategies in Nursing and Related Health Professions
(8
th
ed.). Jones & Bartlett Learning, LLC.

Lisa, L. (2016). Mentoring for success.
Nursing Made Incredibly Easy! 14
(5), 55.
http://dx.doi.org/10.1097/01.NME.0000489910.67788.93

Luther College (2020).
How to Avoid Academic Dishonesty
.
https://
www.luther.edu/academic-integrity/academicdishonesty/

McEwen, M., & Wills, E. (2018).
Theoretical Basis for Nursing
(5
th
ed.). Wolters Kluwer.

National League for Nursing (2020).
About: Overview
.
http://www.nln.org/about/overview

National Student Nurses Association (2020).
NSNA Mission At A Glance
.
https://www.nsna.org/about-nsna.html

Palmqvist, C., Samuelsson, A., Fröding, I., & Giske, C. (2019). Surface Contamination of CT and MRI Equipment—A Potential Source for Transmission of Hospital-Acquired Infections.
Journal of Radiology Nursing
, 38(4), 254-260.
https://doi.org/10.1016/j.jradnu.2019.09.002

Registered Nursing (2019).
Advanced practice registered nurse (APRN)
.
https://www.registerednursing.org/aprn/

University of North Carolina (2020).
Academic Integrity
.
https://writingcenter.unc.edu/esl/resources/academic-integrity/

Walden University (2020).
Graduate & Certificate Programs: Resources
. Retrieved from
https://academicguides.waldenu.edu/academicadvising/graduate/resources#s-lg-

box-

2534709

Wicker, Z. & Browning, B. (2020).
Visualizing Health Care Statistics: A Data Mining Approach
(2
nd
ed.). Jones & Bartlett Learning.

Worthington, R. (2015). Ethics and professionalism in a changing world.
Investigación en Educación Médica
, 4(15), 175-178.
https://doi.org/10.1016/j.riem.2015.05.002

Zaccagnini, M., & White, K. (Eds.) (2017).
The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing
(3
rd
ed.). Jones & Bartlett Learning, LLC.

 

 

Week 6 | Part 6: Finalizing the Plan

 

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty.  I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

 

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

 

 

 

 

 

 

 

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

– END –

 

Learning Resources

Required Readings

American Nurses Association. (n.d.). Resources to succeed. Retrieved November 14, 2018, from https://www.nursingworld.org/resources/

 

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. 
Research in Learning Technology, 23
, 1–13. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

 

Online Colleges. (n.d.). 10 traits of a successful online learner. Retrieved November 14, 2018, from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

 

Walden University Writing Center. (n.d.). Scholarly voice: Active and passive voice. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive

 

Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates

 

Note
: Download and review the School of Nursing template by navigating to “Program-Specific Templates” and then “School of Nursing” and selecting “School of Nursing Writing Template With Instructions.”

 

Walden University Writing Center. (n.d.). Walden templates: School of Nursing Writing Template with Instructions. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632

 

Note
: Download and review the School of Nursing template by selecting the “General Templates” link and then selecting “School of Nursing Writing Template With Instructions.”

 

Walden University Writing Center. (n.d.). Writing a paper: Revising. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

 

10 Tips for Being a Successful Online Learner (PDF)

 

Academic Success and Professional Development Plan Template (Word document)

Required Media

Laureate Education (Producer). (2018). 
Tips for effective online composition and communication
[Video file]. Baltimore, MD: Author. NURS – 6002N Transition to Graduate Study for Nursing essay assignments

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

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

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 1 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 1 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6003_Module01_Week01_Assignment_Rubric

Grid View

List View

Excellent Good Fair Poor

Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

· Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.

32 (32%) – 35 (35%)

The response clearly and accurately identifies at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.

The response clearly and accurately identifies at least two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.

28 (28%) – 31 (31%)

The response partially identifies at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.

The response partially identifies at least two professional individuals or teams to collaborate with to be successful in the MSN program and as practicing nurse.

25 (25%) – 27 (27%)

The response identifies only one academic individual or team to collaborate with to be successful in the MSN program and as a practicing nurse.

The response identifies only one professional individual or team to collaborate with to be successful in the MSN program and as a practicing nurse.

0 (0%) – 24 (24%)

The response identifying at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.

The response identifying at least two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.

· Explain why these individuals and/or teams were selected and how they will support success in the MSN program and as a practicing nurse.

45 (45%) – 50 (50%)

Response clearly and thoroughly explains in detail why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse.

Response clearly and accurately explains how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse.

40 (40%) – 44 (44%)

Response explains why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse.

Response explains how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse.

35 (35%) – 39 (39%)

Explanation of why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse is vague or inaccurate.

Explanation of how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse is vague or inaccurate.

0 (0%) – 34 (34%)

Explanation of why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.

Explanation of how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. NURS – 6002N Transition to Graduate Study for Nursing essay assignments 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6003_Module01_Week01_Assignment_Rubric Syllabus Student Support and Calendar Information So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference: This Syllabus, including the Course Schedule that is linked on this page as a PDF Course Calendar Support, Guidelines, and Policies Credit Hours 3 credits in 11 weeks Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Part 2: Academic Resources and Strategies NURS 6003 Course Description In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization. Course Learning Outcomes By the conclusion of this course, you should be able to: Develop networks for academic and professional success. Identify strategies for academic and professional success. Apply strategies to promote academic integrity and professional ethics. Analyze peer-reviewed research related to issues in nursing practice. Create academic success and professional development plans. Justify selection of MSN specializations using standards and scope of practice. Part 2: Academic Resources and Strategies NURS 6003 College of Nursing Alignment of Learner Outcomes Click on the following link to access the College of Nursing Alignment of Learner Outcomes: Document: NURS 6003 College of Nursing Alignment of Learner Outcomes (PDF)   Course Materials Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. Course Text American Psychological Association. (2020).  Publication manual of the American Psychological Association  (7th ed.). https://doi.org/10.1037/0000165-000 Note:  If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available. Note:  Please keep this text as it will be used in subsequent courses in your MSN program. Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module. Media Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item. Course Readings List The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list: NURS 6003 Course Readings List Dedicated Support for Course Media You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. Primary and Secondary Sources Review the following information prior to selecting resources for assignments. Primary:  A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.Part 2: Academic Resources and Strategies NURS 6003 Scholarly, peer-reviewed journal:  Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces. Note:  When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years. Secondary:  A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information. Part 2: Academic Resources and Strategies NURS 6003 Course Assignments Participation in weekly Discussions:  The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the  Course Information  area. Note:  Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner. Assignments:  The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area. Note:  The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses. Portfolio Assignment:  Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor. Grading Criteria and Total Components of a Grade Course grades will be based on participation (postings) and completion of assignments listed below. Letter grades will be assigned as follows: 90%–100% = A 80%–89% = B 70%–79% = C < 70% = F Please see below for the policy on Incomplete (I) grades. * Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details. **This is the Portfolio Assignment for this course. Incomplete Grade Policy Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog) Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F. Instructor Feedback Schedule The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page. Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback. Course Procedures All class Discussions take place in the weekly Discussion areas. You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement. Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit. Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her. Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Student Support area. Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons. Note:  There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content. Preferred Methods for Delivering Assignments Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file. All e-mail correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course. Late Assignment Policy Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, Faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments. Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time. Keeping Your Coursework You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The university is not responsible for lost or missing coursework. Course Evaluation At or near the end of the course, you will receive an email inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs. Students With Disabilities Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of  Disability Services  at  disability@mail.waldenu.edu  or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or  https://www.waldenu.edu/contact  for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Classroom Participation In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page. Assignments submitted prior to the official start date  will not  count toward your participation.  Financial Aid cannot be released without class participation as defined above.  Students who  are taking their first class with Walden  and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. Students who have already taken and successfully completed  at least one  or more class(es) with Walden, and who  do not participate  within the first 7 days, will be dropped from that class. If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Checklist The module course checklist below outlines the assignments due for the course. For full assignment details and directions, refer to each module of the course. All assignments are due by  11:59 p.m. Mountain Time (MT)  on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Syllabus Student Support and Calendar Information So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference: This Syllabus, including the Course Schedule that is linked on this page as a PDF Course Calendar Support, Guidelines, and Policies Credit Hours 3 credits in 11 weeks Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Course Description In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization. Course Learning Outcomes By the conclusion of this course, you should be able to: Develop networks for academic and professional success. Identify strategies for academic and professional success. Apply strategies to promote academic integrity and professional ethics. Analyze peer-reviewed research related to issues in nursing practice. Create academic success and professional development plans. Justify selection of MSN specializations using standards and scope of practice. College of Nursing Alignment of Learner Outcomes Click on the following link to access the College of Nursing Alignment of Learner Outcomes: Document: NURS 6003 College of Nursing Alignment of Learner Outcomes (PDF)   Course Materials Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. Course Text American Psychological Association. (2020).  Publication manual of the American Psychological Association  (7th ed.). https://doi.org/10.1037/0000165-000 Note:  If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available. Note:  Please keep this text as it will be used in subsequent courses in your MSN program. Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module. Media Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item. Course Readings List The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list: NURS 6003 Course Readings List   Dedicated Support for Course Media You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.   Primary and Secondary Sources Review the following information prior to selecting resources for assignments. Primary:  A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals. Scholarly, peer-reviewed journal:  Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces. Note:  When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years. Secondary:  A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information. Course Assignments Participation in weekly Discussions:  The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the  Course Information  area. Note:  Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.   Assignments:  The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area. Note:  The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.   Portfolio Assignment:  Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor. Grading Criteria and Total Components of a Grade Course grades will be based on participation (postings) and completion of assignments listed below. Letter grades will be assigned as follows: 90%–100% = A 80%–89% = B 70%–79% = C < 70% = F Please see below for the policy on Incomplete (I) grades. * Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details. **This is the Portfolio Assignment for this course. Incomplete Grade Policy Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog) Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F. Instructor Feedback Schedule The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the My Grades area, the Discussion area, and/or the Announcements page. Instructor feedback and explanation is provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback. Course Procedures All class Discussions take place in the weekly Discussion areas. You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement. Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit. Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her. Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Student Support area. Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons. Note:  There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content. Preferred Methods for Delivering Assignments Be sure that you post to the correct Discussion area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads Main Question Post. For your responses to others’ response postings, make sure that the first sentence of your response reads Response. These actions will ensure easily identifiable subject lines for your postings and responses. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file. All e-mail correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course. Late Assignment Policy Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, Faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments. Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time. Keeping Your Coursework You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep. The university is not responsible for lost or missing coursework. Course Evaluation At or near the end of the course, you will receive an email inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs. Students With Disabilities Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of  Disability Services  at  disability@mail.waldenu.edu  or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or  https://www.waldenu.edu/contact  for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. Classroom Participation In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. The first calendar day of class is the official start date of the course as posted on your myWalden academic page. Assignments submitted prior to the official start date  will not  count toward your participation.  Financial Aid cannot be released without class participation as defined above.  Students who  are taking their first class with Walden  and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university. Students who have already taken and successfully completed  at least one  or more class(es) with Walden, and who  do not participate  within the first 7 days, will be dropped from that class. If you have any questions about your assignments, or you are unable to complete your assignments, please contact your Faculty Member. Checklist The module course checklist below outlines the assignments due for the course. For full assignment details and directions, refer to each module of the course. All assignments are due by  11:59 p.m. Mountain Time (MT)  on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. Assignment: Academic Success and Professional Development Plan Part 6: Finalizing the Plan At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work. Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success. Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty. In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–5. To Prepare: Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module. Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN). Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment. Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion. The Assignment: Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan. With the resources specific to the MSN specialization and the, Walden University. (n.d.).  Master of Science in Nursing (MSN) , shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization. Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum. NURS – 6002N Transition to Graduate Study for Nursing essay assignments Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.       ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER NOW Rubric Grid View List View   Excellent Good Fair Poor Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan: ·   Write a paragraph or make a Nursing Specialty Comparison table comparing at least two nursing specialties, including your selected specialization and second-preferred specialization. ·   Write a 2-3 paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this week’s Discussion Forum. ·   Identify the professional organization related to the specialization you have chosen to focus on for this Assignment and explain how you can become an active member of this organization. Points Range: 77 (77%) – 85 (85%) A fully completed and detailed paragraph or comparison matrix table is provided that accurately and fully describes the selected and second-preferred specialization. A clear and accurately justified statement describes in detail the reasons for choosing the MSN specialization with sufficient evidence of incorporating feedback from colleagues in this week’s Discussion Forum. The response clearly identifies and accurately describes in detail the professional organization related to the specialization selected. The response clearly and accurately describes in detail how to become an active member of this organization. Points Range: 68 (68%) – 76 (76%) A partially completed paragraph or comparison matrix table is provided that partially describes the selected and second-preferred specialization. A partially justified statement describes the reasons for choosing the MSN specialization with some evidence of incorporating feedback from colleagues in this week’s Discussion Forum. The response partially describes the professional organization related to the specialization selected. The response partially describes how to become an active member of this organization. Points Range: 59 (59%) – 67 (67%) A vague or inaccurately completed paragraph or comparison matrix table is provided describing the selected and second-preferred specialization. A vague or inaccurately justified statement describes the reasons for choosing the MSN specialization with vague evidence of incorporating feedback from colleagues in this week’s Discussion Forum. NURS – 6002N Transition to Graduate Study for Nursing essay assignments The response vaguely or inaccurately describes the professional organization related to the specialization selected. The response vaguely or inaccurately describes how to become an active member of this organization. Points Range: 0 (0%) – 58 (58%) A vague and inaccurately completed paragraph or comparison matrix table is provided describing the selected and second-preferred specialization or is missing. A vague and inaccurately justified statement describes the reasons for choosing the MSN specialization with vague and inaccurate evidence of incorporating feedback from colleagues in this week’s Discussion Forum, or is missing. The response vaguely and inaccurately describes the professional organization related to the specialization selected. The response vaguely and inaccurately describes how to become an active member of this organization, or is missing. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. Points Range: 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. NURS – 6002N Transition to Graduate Study for Nursing essay assignments Points Range: 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. Points Range: 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. Points Range: 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Total Points: 100

NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

Discussion – Week 3

          For this week’s post, I will discuss a case from my time working on an inpatient psychiatric unit. A patient had come to the ER after concerned family and friends urged them to do so. During the

assessment, the patient divulged having suicidal ideations and depression related to a terminal cancer diagnosis. The patient was admitted to our unit for these very reasons. The task of providing hope and

helping the patient heal became difficult. How do you discuss the importance of choosing life when you’re faced with death?

          Our treatment team had to think. The psychiatrists and providers on the team decided to treat the depression and provide comfort. Discussions with nursing staff normalized death and touched on the

beautiful aspects of life the patient enjoys. Incorporating music the patient loved and the family that supported them was critical in finding peace for the individual. Psychiatric palliative nursing includes

interventions that form a support system for the patient and their family, affirms life, recognizes death as a normal process, and incorporates spiritual components into coping and treatment (Lindblad et al.,

2019). When offered specific medications to treat anxiety and depression associated with their cancer diagnosis, the patient would relay information about side effects and dissatisfaction with the mediation. As

a nursing staff, it was our job to ensure the patient adhered to a schedule to achieve therapeutic dosing. At the next day’s treatment team, we offered the patient’s medication preference as it comforted the

patient and assured compliance. The patient’s ordering providers well-received this. During shift assessments and follow-ups from the providers, however, the suicidal ideations did not dissipate.

         The patient talked with staff about physician-assisted suicide (PAS), but this was not an option for our treatment team. PAS is illegal in Pennsylvania; however, California, Colorado, District of Columbia,

Hawaii, Maine, New Jersey, Oregon, Vermont, and Washington allow individuals that are deemed mentally competent to make this choice (2020). This decision and process leads to many ethical and legal

questions. Even the providers and psychiatric liaisons involved in PAS have uncertainties about establishing a patient’s competency regarding assisted suicide. 6% of psychiatrists felt they could determine this

competence after a single session with the individual requesting physician-assisted suicide (Kelly & McLoughlin, 2009). NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

         While the patient’s chronic suicidal ideations would typically warrant intensive inpatient treatment, the patient’s discharge plan included palliative nursing care orders in the home. The treatment team felt

that inpatient psychiatric admission was furthering anxiety, as the patient felt certain aspects of their life were “passing by.” Through education and collaboration, a discharge plan was made. The patient felt

that with the medication regimen, identified coping skills, and family support, safety and treatment could be carried on at home. This discussion post made me reflect on difficult mental health nursing tasks

and how specialties in the nursing profession cross paths more often than I realized. It also brings thoughts of preparedness and education regarding this special patient situations. In the future, I would like to

have more informed treatment ideas for those suffering mental illness as related to terminal or debilitating illness/injury. NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

References:

Kelly, B. D., & McLoughlin, D. M. (2009). Physician-assisted suicide and psychiatry. Psychiatry, 8(7), 276–279. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mppsy.2009.04.011

Lindblad, A., Helgesson, G., & Sjöstrand, M. (2019). Towards a palliative care approach in psychiatry: Do we need a new definition? Journal of Medical Ethics, 45(1), 26.

doi:http://dx.doi.org.ezp.waldenulibrary.org/10.1136/medethics-2018-104944

Resources. (2020, March 17). Retrieved October 27, 2020, from https://www.deathwithdignity.org/learn/ NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

 

 Discussion – Week 3

COLLAPSE

I have an interesting relationship and experience(s) with a patient of mine. When I first graduated nursing school I started working on a Neuro/Stroke unit. 
I frequently cared for an 
elderly
 woman
 (above the age of 65), 
who was experiencing a significant 
number
 of falls, and subsequently resulting in traumatic brain injuries. 
This became suspicious to me and the other nurses on my unit due to the number of admissions this patient had over a short period of time. 
Oddly, once I left the hospital and moved to a private neurosurgery practice, the 
physician
 I work for is the same physician who operated on this patient and oversees her outpatient care. It’s interesting as a nurse to have seen her in the acute setting, but also in the outpatient setting as well. 
Elder abuse is something near and dear to my heart as I believe
 it
 is overwhelmingly occurring in the health care world. 
Elder mistreatment is defined as intentional actions that cause harm or risk of harm (even if unintended), or failure to meet the elder’s basic needs and to protect them from harm
 
(
Wangmo, T., Nordstrom, K., 
Kressig
 R.W., 2016
).
 
 

Prior to her first known incident, she was known to have Alzheimer’s Dementia and lived at home w
ith her husband
, which she still does at this time. 
When she was admitted the first time, she had been wandering on the side of a highway and was hit by a truck. While she sustained several locations of brain bleeds
, and then in turn Hydrocephalus
, you can imag
ine the number of other injuries sustained as well. One of my first questions upon her admission was “why and how was she out on the main highway
 at night?” Turns out, this incident occurred while her husband was sleeping, and she escaped their home. So, we thought “no big deal, just a crazy accident.” 
However, we began to see more and more admissions over the period of 3-6 months. Every admission was something new
 (UTI
’s
, 
u
nstageable bed sores, gangrene
,
 etc.)
 she continued to decline cognitively and physically and 
was every bit related to the care or lack thereof she was receiving at home. 
I will never forget one incident that resulted in her admission. She was a diabetic that suffered from diabetic neuropathy and was also blind. 
When she came into the hospital maggots were literally eating her feet. I’ve never seen anything like it. 
 

Obviously, at this point in her inpatient care, there were a lot of team members involved such as social work and ca
re management. 
They were our initial strategy in this situation as it was clear the patient was not being cared for at home. I’m not entirely sure of the 
intricate
 details of her situation, but
 her husband was an attorney and refused to place her in a 
long-term
 care facility.
 I remember discussing with the social worker how much disbelief I was that she was able to return home with him
.
 
I tried to advocate for her safety as she was unable to do so for herself. However, as a nurse in an inpatient setting, I felt our voices weren’t heard. 
Decisions at this level were made by physicians and social work. 
So the
n at that point, our focus shifted to 
educating the husband on her care, seeing if any other family members or friends could assist in the care, and having home health aide in care as well. 
 

Fast forward, she hasn’t had any recent hospitalizations, but we often see her in our clinic. How she is still under the care of her husband is beyond me. Last week when she was in our office for a follow-up, she w
as pulled out of the back of a van where a newspaper laid underneath her. 
Her hair was matted, her face from her chin to her eyebrows was covered by her mask, she had obviously not been bathed, and had been sitting in feces
. 
When she arrived at our office, we contacted social services.
 
I am still unaware of what has come of this situation. I expressed my concerns to her husband for her safety, and our physician urged placement in a long- term care facility. 
NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

According to
 
research, elder mistreatment is defined by five types of abuse/neglect. These consist of physical abuse, emotional/psychological abuse, sexual abuse, financial expl
oitation, and neglect (Wangmo, T., Nordstrom, K., 
Kressig
 R.W., 2016). 
Shockingly, for every case of elder abuse and neglect (EAN) reported, 24 more cases remain unreported (Wangmo, T., Nordstrom, K., 
Kressig
 R.W., 2016).
 When 
examing
 elder abuse further and the statistics correlating with the abuse, 40% of Americans over the age of 65 experience some type of functional limitation (
Zeranski
, L., 
Halgin
, R.P., 2011). It is also estimated that 13% of older Americans 
have a diagnosis of 
Alzheimer’s
, and another 20% experience cognitive disabilities without dementia relating to issues such as depression, str
oke, diabetes (
Zeranski
, L., 
Halgin
, R.P., 2011). 
Research shows that older adults with the conditions as stated about are at much-increased risk of becoming victims of abuse and neglect 
and in turn, can experience significant issues with depression 
(
Zeranski
, L., 
Halgin
, R.P., 2011). So, in examining my 
patient’s demographics and medical history, she easily falls into more than one of these categories and further explaining her risk of abuse.
 

In addressing 
the legal and ethical issues with 
elder a
buse and the reporting of such abuse, there are laws requiring investigation of these reports in all 50 states. However, each state has its own definition of elder abuse, and who is protected by these laws 
varies as well. 
(
Zeranski
, L., 
Halgin
, R.P., 2011). 
Looking beyond the actual legal implications of elder abuse, there are a lot of ethical issues arising from this as well. Reporting elder abuse is keeping with ethic codes of beneficence and nonma
leficence, and respect for the patient’s rights and their dignity (
Zeranski
, L., 
Halgin
, R.P., 2011).
 When looking at my patient’s situation 
specifically, she lacks the capacity to make her own decisions due to her medical issues. Her Dementia diagnosis alone creates an argument fo
r lack of competency as it relates to her care. 
It is obvious that she is not being cared for adequately but, a 
nu
r
se
 should examine the “c
ultural beliefs and patterns of adaptation of family members who neglect an elderly person’s personal and environmental health requirements rather than consider it a pathological finding
” (Saghafi, A., 
Bahramnezhad
, F., 
Poormallamizra
, A., 
Dadgari
, A., 
Navab
, E., 2019
). NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

 

References 
 

Wangmo, T., Nordstrom, K., & 
Kressig
, R. W. (2016, December 23). 
Preventing elder abuse and neglect in geriatric 
institutions:Solutions
 from nursing care providers
. Elsevier. https://reader.elsevier.com/reader/sd/pii/S0197457216303111?token=5A239EB7C8AAFEFD10A10DFAFE842DE0D5F209EAB9390786083CFF20CE18AD0BE3D7634F6F4A9F77D20FE7EB661EA8DC
 

Zeranski
, L., & 
Halgin
, R. P. (2011). Ethical issues in elder abuse reporting: A professional psychologist’s guide. Professional Psychology: Research and Practice, 42(4), 294–300. https://doi.org/10.1037/a0023625
 

Saghafi, A., 
Bahramnezhad
, F., 
Poormollamirza
, A., 
Dadgari
, A., & 
Navab
, E. (2019). Examining the ethical challenges in managing elder abuse: a systematic review. 
Journal of medical ethics and history of medicine
, 
12
, 7.
 

 

Discussion: Psychological Complications Resulting From Illnesses and Injuries

The nurse’s role goes far beyond that which is expected. Nurses are the main communicators between patients, doctors, and family, and they care for more than just physical ailments. Often, nurses are presented with difficult situations where being an advocate becomes paramount to the healing of the patient. One of the issues that patients with acute and chronic illnesses or extended hospitalization face is a tendency to become depressed. The nurse’s role in this situation requires more than just attention to the physical problem. Another situation where a nurse may need to shift his or her care is when a patient presents with a suspicious injury or illness. In addition to considering the legal and ethical responsibilities of the nurse, he or she must consider the psychological undertones that may be present. NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

For this Discussion, you will consider delicate situations that nurses often face and analyze the implications of these situations. Reflect on a patient care situation in which you have encountered one of the following:

A suspicious illness or injury

Depression resulting from illness or injury

Then, locate at least one scholarly journal article related to your patient care situation that offers strategies for managing the circumstances.

By Day 3

Respond 
to the following:

Explain your patient encounter, highlighting the challenges the situation presented, and briefly summarize the contents of your journal article.

What strategies did you employ to help handle the situation? What other strategies could you have used?

How did you advocate for the patient in the situation?

What are some of the legal and ethical implications that need to be considered when providing care for patients with depression resulting from illnesses or injuries or suspicious illnesses or injuries? NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

Note:
 Avoid using personal information (e.g., names, facility name, etc.) in your post.

Support your response
 with references from the professional nursing literature.

Note Initial Post: 
A 3-paragraph (at least 350 words) response. Be sure to use 
evidence
 from the readings and include 
in-text citations
. Utilize 
essay-level
 writing practice and skills, including the use of 
transitional material
 and 
organizational frames
. Avoid quotes; 
paraphrase
 to incorporate evidence into your own writing. A 
reference list
 is required. Use the most 
current evidence
 (usually ≤ 5 years old).

By Day 7

Read two or more 
of your colleagues’ postings from the Discussion question (support with evidence if indicated).

Respond 
with a comment that asks for clarification, provides support for, or contributes additional information to 
two or more 
of your colleagues’ postings.

Post a Discussion entry on 
three different days of the week.
 Refer to the Discussion Rubric found in the 
Course Information
 and 
Grading Criteria
 area.

Submission and Grading Information NURS 4005 4006 Discussion: Psychological Complications Resulting From Illnesses and Injuries

Assignment: How Illnesses and Injuries Affect the Mind

Health complications can be stressful, especially in more vulnerable populations like young children and the elderly. With stress and loss of function often come depression and other psychological manifestations. As a nurse, part of your job is to recognize and educate patients and caregivers on how to deal with the psychological complications of a health crisis.

In this Assignment, you will educate either a caregiver of an elderly patient or a caregiver of a young child patient on ways to prevent and manage psychological manifestations. Review the Learning Resources dealing with injuries and depression and anxiety.

The Assignment:

Develop a teaching plan for treating the potential psychological issues that may result from health crises in either the elderly or young children. Assignment: How Illnesses and Injuries Affect the Mind. You will use PowerPoint to present your teaching plan. Some considerations to make include:

In what ways does mental health need to be considered across the illness/injury continuum?

How can nurses help both patients and caregivers work through mental blocks and depression associated with an illness or injury?

Although treatment will take place in a medical facility, how can non-medical treatments be used as a supplement? Assignment: How Illnesses and Injuries Affect the Mind

Support your idea with a minimum of three references from the professional nursing literature in the assigned course readings and other references in the Walden Library. If they are relevant, you may use one or two professional Web sites in addition to the literature references.

Include the main elements of your presentation to a group of parents or elderly or their caregivers. This PowerPoint presentation should include between 8–10 slides. It will be assessed using the Week 3 Assignment. Prior to submitting your Assignment, make sure to review the rubric, which is located in the 
Course Information
 area.

Note:
 Be sure to use the Walden Power Point template included in the 
Writing Resources and Program Success Tools
.

Writing Resources and Program Success Tools

AWE Checklist (Level 4000)

This checklist will help you self-assess your writing to see if it meets academic writing standards for this course.

http://academicguides.waldenu.edu/writingcenter/templates/general

http://academicguides.waldenu.edu/writingcenter/scholarlyvoice

http://academicguides.waldenu.edu/writingcenter/webinars/scholarlywriting#s-lg-box-2773859

http://academicguides.waldenu.edu/writingcenter/apa/citations/commonsources

Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (6th ed.).

Retrieved May 31, 2019, from  
https://academicguides.waldenu.edu/ld.php?content_id=45326751

For this Assignment, review the following:

AWE Checklist (Level 4000)

Writing Resources and Program Success Tools

Week 3 Assignment Rubric

By Day 7

Submit 
your Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 3 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 3 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
button to complete your submission. Assignment: How Illnesses and Injuries Affect the Mind

1. The licensure of Advanced practitioner registered nurse (APRN) in the state of Virginia is regulated by the Board of Medicine and the Board of Nursing equally. Virginia’s nurse practice act (NPA) does require a collaborative agreement with a physician. The APRN and the physician collaborate as members of the patient’s care team (Virginia Law Library, 2020). The collaboration is a safety mechanism that ensures open communication and decision making in providing a safe and effective plan of care and treatment. As the APRN  grows and develops clinical experience, which is defined by five years of full-time experience of 1800 hours per year totaling 9,000 hours, she/he may qualify for autonomous practice (Commonwealth of Virginia, 2020, p. 7).

2. The Commonwealth of Virginia requires APRNs to have a prescribing practice agreement with the collaborating physician who provides prescriptive authority.  The APRN can only prescribe medications within the scope of the written or electronic practice agreement (Virginia Law Library, 2020). When prescribing medications, a prescribing agreement is necessary to ensure regulation that requires the practitioner to remain competent to ensure the required standard of care is being provided to the patient.  Another way the Commonwealth of Virginia ensures patient safety is by limiting the number of collaboration a physician can have with an APRN at one time to 6 (Commonwealth of Virginia, 2020, p. 7).

3. The Commonwealth of Virginia grants authority for APRNs to prescribe Schedule II thorough Schedule VI controlled substances and devices as long as the collaborating physician has designated prescriptive authority to the APRN and the APRN has established a bonafide practitioner-patient relationship (Virginia Law Library, 2020).  In prescribing schedule II through VI medications, the practitioner must  perform an examination, initiate interventions and schedule follow up care to ensure that the medication is effective and that the patient is not experiencing side effects which may cause the patient not to complete the treatment.

4. Treatment of rashes does fall in the scope of practice of a CNP.  As long as the CNP meets the criteria of being properly trained to perform a physical health assessment on the specific age group, can properly identify and diagnosis the rash, and has competency in the drugs to prescribe taking in consideration the patient’s medical history including comorbidities and current medications (Arcangelo, et al., 2017).   then yes the CNP should treat rashes across the lifespan.  In developing a treatment plan, the CNP should collaborate with a physician and only take the case as long as she/he has a thorough understanding of the rash and/or the secondary condition that could have caused the rash.  Prior to prescribing a treatment plan, the CNP must be competent in prescribing a treatment plan to the specific age group and be able to provide a follow up appointment with the patient.  If the CNP is relying on the collaborating physician to be the decision maker due to inexperience or or lack of knowledge with the age group or rash, then the CNP should not treat the patient and should refer the patient to a competent practitioner.

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. & Reinhold, J. A. (2017). Pharmacotherapeutics  for advanced practice: A               practical approach  (4th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams I Wilkins.

Commonwealth of Virginia regulations governing the licensure of nurse practitioner.  Retrieved from 
http://www.dhp.virginia.gov/media/dhpweb/docs/nursing/leg/Nursepractitioners.pdf

Virginia Law Library. (2020). The code of Virginia. Retrieved from 
https://law.lis.virginia.gov/vacode/54.1-2957.01/

Discussion 1

Locate your state’s nurse practice act (NPA) and associated regulations governing prescribing by advanced practice nurses (CNPs, CRNAs, CNMs, CNSs). Answer and discuss the following in this forum:

Does your NPA require the APRN to have a collaborative agreement with a physician? Discuss whether you think the NPA should or should not require the APRN to have a collaborative agreement, and explain why/why not.

Does your NPA require the APRN to have a prescribing agreement with a physician? Discuss whether you think the NPA should or should not require the APRN to have a prescribing agreement, and explain why/why not.

Does your NPA permit APRNs to prescribe all classes (schedules) of medications? Discuss whether you think the NPA should or should not permit APRNs to prescribe all classes of medications, and explain why/why not.

Describe collaborative approaches to treating rashes across the lifespan. Should the CNP treat without a collaborator or consultant? Support your statements based upon evidence.

Remember to respond to at least two of your peers. Please see the Course Syllabus for Discussion Participation Requirements and Grading Criteria.

   The American Association on Nurse Practitioners (AANP) defines full practice authority as the “authorization of nurse practitioners to evaluate patients; diagnose, order and interpret diagnostic tests; and initiate and manage treatments, including prescribing medications and controlled substances, under the exclusive licensure authority of the state board of nursing” (AANP 2020). Twenty-two states and the District of Columbia currently have full practice authorization. Nurse Practitioners (NP) have consistent requirements nationwide regarding education, licensure, and certification. However, there is an inconsistency between states regarding the conditions which authorize NPs to practice.

The state of Virginia requires a collaborative agreement with a physician. In 2018, Virginia approved bill 793, allowing nurse practitioners with five years and nine thousand hours of physician supervision to advance to full practice autonomy. The autonomous nurse practitioner in Virginia will provide a plan to refer complicated and emergency patients to a physician or appropriate provider. I agree with allowing NP autonomy following a collaborative practice period with a supervising physician. However, five years is an excessive period. I support a national standard to guarantee the best healthcare.

Nurse practitioners in Virginia can prescribe Schedule II to VI medications. Virginia requires 1000 hours and 30 credit hours of pharmacology education for NP to qualify for prescriptive authority. Nurse Practitioners in Virginia have a prescribing agreement with a physician until the NP has met the requirements for independent practice. I agree that a term of monitored practice is reasonable; however, according to Buppert (2017), the supervision lacks evidence that care is enhanced. Therefore, I support nationwide standardization of NP requirements to certify the safest healthcare.

Rashes are common and can be difficult for nurse practitioners to diagnose. A thorough history and physical examination will aid in identifying these skin conditions. From diaper rash to acne to herpes zoster (shingles), rashes occur throughout the lifespan and can be complicated or straightforward to treat. The symptoms, size, and the affected area can help identify the need for collaborative care. Rashes not responding to conventional treatment would require consultation. The collaborative care model works to improve patient outcomes through an inter-professional team. Dieticians, Physiotherapists, or medical specialists are valuable adjuncts to the primary care team.

 

American Association of Nurse Practitioners (AANP) (2020, October 20). 
State Practice Environment. 
https://www.aanp.org/advocacy/state/state-practice-environment

Buppert, C. (2017). Thoughts About Drafting Bills to Give Nurse Practitioners Full Practice Authority.
 The Journal for Nurse Practitioners, 13
(7), 497-498. 
http://dx.doi.org.americansentinel.idm.oclc.org/10.1016/j.nurpra.2017.05.015

Arcangelo, V. P. & Peterson, A. M. (2017). 
Pharmacotherapeutics for advanced practice: A practical approach (4
th
 ed.)
. Philadelphia, PA: Wolters Kluwer/Lippincott Williams &Wilkins.