After  reading the websites cited in the Overview and your peer’s Discussion  posts develop a one-page Physical Activity Resource  Brochure/infographic. Imagine that your peers all live in the same  general location. Research one fun and unusual but accessible activity that will meet the physical activity goals of you and your peers.

Remember  to search for activities on Living Social, Groupon, Department of  Recreation and Parks brochures, club and meetings sections of the  newspaper, bulletin boards in your favorite neighborhood coffee shop or  grocery store, etc. Develop a one-page infographic as the brochure which  offers information on:

• a description of the activity 
• cost 
• when and where 
• website or copy of the listing location 

The  activity should be described as above noted with the addition of photos  or graphics to enhance the brochure. Pictures and graphics are  required. 

You  may submit your brochure/infographic in PowerPoint, PDF, Word or  Microsoft Publisher format. View websites on how to create an 8 X 11.5  color infographic (one-page Word or pdf. document), but do not purchase  formatting options. 

• http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx
• http://blog.hubspot.com/marketing/free-ppt-infographic-templates-designs-ht

Assignment Expectations:

Length: One-page

Structure: One-page colored infographic/brochure

References:  Use appropriate APA style in-text citations and references for all  resources utilized to answer the questions.  A minimum of two (2)  scholarly sources are required for this assignment. Citations on  infographic where used, references at the bottom of infographic. 

Rubric:  This assignment uses a rubric for scoring. Please review it as part of  your assignment preparation and again prior to submission to ensure you  have addressed its criteria at the highest level.

Format: Save your assignment as a Microsoft Word document (.doc or .docx) or a PDF document (.pdf)

File name:  Name your saved file according to your first initial, last name, and  the assignment number (for example RHall Assignment 1.docx)

THIS IS THE ACTIVITY

https://www.groupon.com/deals/flg-x-adventure-course-new-jersey

Purpose

This assignment provides the opportunity for the student to complete an analysis of a concept found in the nurse practitioner role supported by a nursing theory using an identified process. The assignment fosters analytical thinking related to the selected concept as well as application within the profession.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

Through this assignment, the student will demonstrate the ability to:

CO 1: Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2, 5) 

CO 4: Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and the application to advanced nursing practice. (PO 1)

Requirements:

Description of the Assignment 

This assignment presents a modified method for conducting a concept analysis of one concept that is important and useful to the nurse practitioner role.  The concept for this assignment must be supported by a published nursing theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of a model case. Theoretical applications of the concept are also discussed. Non-nursing theories may not be used. Scholarly literature is incorporated throughout the analysis.  

Only the elements identified in this assignment should be used for this concept analysis.

Possible Concepts: The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is not allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance. Please note: the concepts of caring or cultural humility are not permitted for this assignment.

• Adaptation
• Burnout
• Civility
• Comfort
• Compassion
• Compassion fatigue
• Competence
• Empowerment
• Engagement
• Health
• Leadership
• Meaningfulness
• Modeling
• Noise
• Pain
• Palliative care
• Quality of life
• Resilience
• Self-care
• Sensory overload
• Situational awareness

Criteria for Content 

1. Definition/Explanation of the selected nursing concept
   • Defines/explains the concept using scholarly literature (a dictionary maybe used for this section only)
   • Support from nursing literature is required.

  2. Defining attributes:

• A minimum of three (3) attributes are required.
• Support from nursing literature is required.

Explanation:  An attribute identifies characteristics of a concept.  For this question, the characteristics of the selected nursing concept are identified and discussed. 

1. Antecedent and Consequence
   • 1 antecedent of the selected nursing concept.
   • 1 consequence of the selected nursing concept.
   • Support from nursing literature is required.

Explanation:  An antecedent is an identifiable occurrence that happens before an event. An antecedent precedes a selected nursing concept. A consequence follows or is the result of an event.  The selected consequence follows or is the result of the selected nursing concept.  

  4. Model Case

• 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas:
  • Definition
  • All identified attributes

1. Theoretical Applications of the Concept
   • Explain how the concept applies to the selected nursing theory.
   • Support from nursing literature is required.
2. Reflection
   • Reflect on how the concept analysis findings apply to your advanced nursing practice, specifically as an NP.
   • Self-reflection may be written in first-person.

Preparing the Assignment

Criteria for Format and Special Instructions

1. The worksheet should be typed, double spaced, and written in complete sentences. (Concept Analysis Worksheet) (Links to an external site.)
2. Reference page and in-text citations must follow APA guidelines as found in the current edition of the manual.
3. The source of the concept for this assignment must be a published nursing Non-nursing theories may not be used.
4. A minimum of 4 (four) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may not be used as scholarly references for this assignment. A dictionary maybe used as a reference for the section titled “Definition/Explanation of the selected nursing concept”, but it is not counted as one of the 4 required scholarly nursing references. Be aware that information from .com websites may be incorrect and should be avoided.
5. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
6. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly.
7. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
8. Please note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases.

Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion.

Question A

QSEN  Reflective Practice: Cultivating QSEN Competencies CHALLENGE TO ETHICAL AND LEGAL SKILLS 

While in a clinical rotation in my junior year, I was assigned the dreaded Jack Camp (I still remember his name). He was a middle-aged single man receiving care for a compound fracture of his left lower extremity being treated with an external fixator. He had a bad case of diabetes, and an even worse sweet tooth. Before I even met him, the nurses on the floor were saying things like “good luck,” which made this junior nursing student extra paranoid (although I was grateful for the warning). The patient was known for voicing loud complaints about his room, the food, and the hospital routine. He also was using his call light very frequently. The nurses called him names and discussed their dislike of him in the nurses’ station, which was in the center of the unit. As the day progressed, I found out that all this patient wanted was some attention, because he was used to running things in his business. I actually found him entertaining. Thinking Outside the Box: Possible Courses of Action Ignore the comments of the other nurses on the floor, hoping that no one else hears them. Report the nurses to my clinical instructor, possibly causing tension on the floor. Politely tell the nurses to keep it down and refrain from talking about the patient, risking my own comfort level; after all, I am only a visiting student—what do I know? Evaluating a Good Outcome: How Do I Define Success? Act as a patient advocate despite my limited power, which means correcting unethical behaviors as cordially as possible. Have the courage to go to the next level if the nurses’ behavior is not corrected. Inform the patient politely to modify his behavior. Personal Learning: Here’s to the Future! My response was to ignore the nurses’ comments and hope no one else heard them either. I was not courageous enough to be the patient advocate that we had been taught to be. I knew my response should have been to ask them to keep it down, which would allow them to maintain their personal opinions while at the same time keeping the comments from jeopardizing patient confidentiality. From this experience, I learned that you have to be a leader, speak up, and take the risk. Part of that means being able to go against the group, risking being ostracized. In doing so, others may follow your lead, but if they choose not to follow, at least you know you advocated for your patient. Since this experience, I have not been in a situation that has challenged my personal ethics, but I have the self-confidence to believe that I can be the leader that I spoke so passionately about.

Then, answer the following questions:

1) How do you think you would respond in a similar situation? Why?

2) How do you think the nursing staff would have reacted had the nursing student approached them regarding their comments about Mr. Camp?

3) How could the nursing student initiate improved communication between Mr. Camp and the nurses working on his unit?

Question B

Nursing Advocacy in Action 

Patient Scenario Everybody loves Sarah. Mature for her 9 years, Sarah has advanced leukemia, and her only medical hope now is to transfer to a hospital 3,000 miles from home that has the bone marrow that she needs. There are, however, several problems. Sarah’s family is homeless and visits rarely. She makes excuses for them—saying how hard it is to be on the street and always trying to find shelter—but she couldn’t hide her disappointment when no one visited on Christmas and her birthday. You have met the parents and were struck by their immaturity. Sarah’s health care provider is working passionately to get Sarah to the transplant center; the latest hurdle is ensuring that they will accept her given the fact that the family has no insurance or finances. Many of Sarah’s professional caregivers aren’t sure that the bone marrow transplant is a good idea. It is doubtful the funds would be found to send any of her family with her, and the possibility exists that, if unsuccessful, she could die at the transplant center surrounded by strangers. You mention these concerns to Sarah’s doctor, who replies, “But this is her only hope for cure!” Implications for Nursing Advocacy How will you respond if you are Sarah’s nurse? Talk with your classmates and experienced nurses about the questions that follow. If you elect to advocate for Sarah, what practical steps can you take to ensure better health outcomes? What is it reasonable to expect of a student nurse, a graduate nurse, and an experienced nurse in this situation? What advocacy skills are needed to effectively respond to this challenge?

Answer these questions

1) If you elect to advocate for Sarah, what practical steps can you take to ensure better health outcomes?

2) What is reasonable to expect of a graduate nurse in this situation?

3) What advocacy skills are needed to effectively respond to this challenge?