This Course Project gives you the opportunity to select a problem that currently exists in our healthcare system and analyze its implications on our healthcare system.

Description

Research Paper and PowerPoint Presentation

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To be creative with the presentation of Slide 1, you can change the following aspects of the template

Description

Assignment 2

Assessment 2 is approximately 2500 words, and is worth 55% of the final course grade.  It has two parts: Part A and Part B.

  • Part A involves developing a poster based on the chosen Scenario Package (or your research project), and following the Assignment 2 template provided in the course. It is 2000 word equivalent. The word ‘equivalent’ means the exact word count is NOT assessed.  Students should focus on answering questions in Part A adequately. 
  • Part B is a short discussion. Students are asked to discuss how Nursing Project course would influence the practice of a newly Registered Nurse. It is 500 word exact. The usual 10% variation applies. 

How to use the Assignment 2 template

  • Download Assignment 2 template from the Assessments folder. 
  • The template has 3 slides. Complete Part A of Assignment 2 on Slide 1, Part B on Slide 2, and write reference list (except for the four primary articles) on Slide 3. 
  • Complete and submit Assignment 2 electronically. You are NOT required to print off Assignment 2 for display to meet the course requirements. 
  • Slide 1 of Assignment 2 contain multiple text boxes of varying sizes. You are required to address each aspect of the research project as indicated by the section headings, so it is important that you do not alter the size and order of these text boxes, and the empty space between these boxes. 
  • To be creative with the presentation of Slide 1, you can change the following aspects of the template. They include 1) the style and/or colour of the boarder of text boxes; 2) background colour of Slide 1 and/or text box sections; 3) adding relevant pictures/figures to Slide 1; and 4) font style/colour for poster titles, section headings and subheadings and main text, but follow the font size specified in the template. 

 

 

Part A (1500 word equivalent)

  

  • Background/Relevance/Research question: 1) Use the corresponding introduction section in Assignment 1 template to build this section.  2) Briefly summarise the clinical issue. You can paraphrase (so to avoid plagiarism) the information in Assignment 1 Template, OR substantiate this section as informed by additional references. 3) Present the relevance of , and the research question itself.  4)  Present in paragraphs. 
  • Five Key Messages: 1) Present five synthesised key messages from the four (4) primary articles, incorporating tutors’ feedback. 2) In-text reference the four (4) primary articles as relevant.
  • Implement and disseminate key messages: 1) Present a knowledge translation (KT) plan to implement or disseminate the key messages. 2) You can use bullet points in this section.
    3) Use additional references to support the KT plan.
  • What still needs to be known (gaps): What gaps in the evidence still exists after your review of the four (4) primary articles?  You can use bullet or number points in this section. 
  • Recommendations to address gaps:  What future research can be conducted to address the identified gaps?  Have a look at your primary research articles regarding how recommendations are worded, and examples of research recommendations.
  • Four primary research references:  List the full reference of the four (4) primary articles in correct UniSA Harvard format. No need to include them again on Slide 3. 

  

Part B (500 words, exact 10% variation either way is allowed)

  • Discuss how the learning from Nursing Project can influence the practice of a newly Registered Nurse.
  • You are welcome to use course references or additional relevant literature to support your response.  
  • Do not discuss other courses or your scenario package (or research project). 

Writing and referencing 

  • Follow academic writing requirements 
  • Follow the University of South Australia-Harvard Referencing guide 
  • Selection of irrelevant articles will result in loss of mark according to the marking rubric of Assignment 1.
    • It is important that you retrieve the full texts of relevant articles to complete Assignment 1, and Assignment 2. 

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Estimation of gestational age is crucial for medical besides numerous public health functions, including the assessment of intrauterine growth curves and related tricky in populations

Description

                Introduction 

  Estimation
of gestational age is crucial for medical besides numerous public health
functions, including  the assessment of
intrauterine growth curves and related tricky in populations, such as
delineating whether infants of a given low birth weight are either preterm or
growth retarded, the adjustment for prematurity when assessing gross motor
milestone attainment and determining at risk status for potential developmental
delay related to targeting populations in need of follow up and intervention
services (1).

  Theoretically, gestational age (GA) denotes to
the length of time between conception and delivery; because the timing of
conception cannot be easily ascertained, GA is commonly estimated as the
difference between the first day of the last menstrual period (LMP) and the
delivery date. However, in low-resource settings GA estimation is difficult due
to late presentation for antenatal care, challenges of last menstrual period
(LMP) recall because of hormonal contraceptives usage or maternal diseases and
educational label of women,  and
unavailability of ultrasonography (2,3).

  Preterm
birth is a major cause of neonatal mortality, responsible for 28% of neonatal
deaths overall (4). According to study, one of the contributing factors to
neonatal mortality is duration of pregnancy (5). As prematurity is a leading
cause of neonatal death, early accurate estimation of gestational age is vital
for early identification of infants in need of specialized care. Thus,
estimation of accurate gestational age at birth and identification and prompt
care of preterm/premature babies provides us with an opportunity to not only
reduce neonatal mortality but also under-five mortality rate. Birth weight and
gestational age as calculated from last menstrual period have traditionally
been used as strong indicators of prematurity and neonatal death (6).

  An estimated 1 million babies die globally
every year because of prematurity. According to the United Nations (UN)
mortality estimate in 2013, the neonatal mortality rate in Ethiopia was 28 per
1000 live births. Even though there is an achievement observed in the reduction
of neonatal mortality by 48%, still neonatal mortality is high. In 2017 alone,
an estimated 6.3 million children and young adolescents died, mostly from
preventable causes. Of all, about 2.5 million deaths occurred before
celebrating their 28th days. Among children and young adolescents,
the risk of dying was highest in the first month of life with average rate of
18 deaths per 1000 live births (7).

  So, the
above problems specifies that their a need of another model development which
is new simple, cost effective, reliable, easy to use and uniform method for
estimation of gestational age especially in low income countries to facilitate
the early recognition and referral of premature infants, and the delivery of
potentially life-saving interventions. 
Thus, alternative measurements of neonates at time of delivery have a
good correlation with gestational age in new-born. Foot length, hand length,
mid upper arm circumference, umbilical nipple distance, Intermamilary distance,
crown heel length and weight have been studied for their correlation with gestational
age. All of these neonatal parameters can be measured with simple and easily
available equipment ‘measuring tape’ and does not require any special training
for use.  Therefore, the aim and
objective of this study were 1) to investigate the relationship between
gestational age and Birth weight, Head Circumference, Intermammary distance,
Umbilical nipple distance, Mid-upper arm- circumference, hand length, Foot
Length, and crown-heel length 2) to develop regression models to predict
gestational age using these neonatal anatomical anthropometric parameters 3) to
find the better parameter for gestational age assessment by calculating
regression equation of the best anthropometric parameter alone and/or in
combination in Dessie referral hospital delivered neonates.

 

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Oral presentations that consist of only reading the content of the PowerPoint slides will receive very few marks.

Description

1. Instructions on how to record a slide show with narration and slide
timings in PowerPoint are available here: https://support.office.com/enus/article/record-a-slide-show-with- narration-and-slide-timings0b9502c6-5f6c-40ae-b1e7-e47d8741161c 

2. Oral presentations that consist of only reading the content of the
PowerPoint slides will receive very few marks. The purpose of the
PowerPoint slide is to give a dot-point overview of concepts (with APA
references), with your oral recording further expanding on these points. 

3. Academic references must be used to support the discussion. Avoid
using consumer resources. The use of consumer resources significantly
impacts on the quality of support for the discussion, and significantly
reduces the ability to score marks for content sections requiring
literature support. 

4. A minimum of 15, high quality resources are to be used, and no
resources over 5 years old 

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Explain the focus of each discipline and how each of this terminal degree can shape the Future of Nursing.

Description

Compare and contrast a DNP and Ph.D in Nursing degree. Explain the focus of each discipline and how each of this terminal degree can shape the Future of Nursing.

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The aim of this assessment is to provide an opportunity for you to demonstrate your engagement and learning with the theory presented in each of the four online topics in this course.

Description

Reflective journal and professional portfolio

The aim of this assessment is to provide an opportunity for you to demonstrate your engagement and learning with the theory presented in each of the four online topics in this course. The objectives of this assessment are to demonstrate your ability to complete a reflective journal, present a professional portfolio, and to present a continuing professional development plan that you can utilise as a graduate registered nurse. The journal is evidence of your learning within this course and demonstrate your ability to reflect on the course material and using evidence-based literature to help inform your understanding of the topics being discussed. This assessment will enable you to prepare for professional practice as a Registered Nurse by meeting the Australian Health Practitioner Regulation Agency (AHPRA) and the Nursing & Midwifery Board (NMBA) requirements of providing evidence of continuing professional development for registration (NMBA 2016).

 

Part A: Professional Portfolio – Reflective Journaling
This part of the assessment requires you to create an electronic Professional Portfolio and develop a reflective journal demonstrating your knowledge and understanding of the content offered within this course. You are required to make four journal entries in response to fortnightly question/s posted in each of the four topics in the course. The fortnightly question/s are found in the fortnightly topics. You are required to complete one entry per fortnight per topic. Your evidence-based responses should be approximately 375 words for each journal entry.

 

Part B: Continuing Professional Development Plan
The Continuing Professional Development (CPD) Registration Standard sets out the minimum requirements for CPD for nurses and midwives (NMBA 2016a). To meet this registration standard you must complete a minimum of 20 hours of CPD per registration period (NMBA 2016a). The NMBA requires you to engage in CPD activities and encourages you to spread these activities over the course of the year (NMBA 2016b). You must keep records of your CPD for a period of five years from the date you completed the CPD (NMBA 2016a). All CPD records must be available for audit or as part of an investigation arising from a compliant (NMBA 2016a). The NMBA has developed a self-directed CPD evidence record that you can use for planning and recording your CPD (NMBA 2016c). Using the NMBA self-directed CPD evidence template, develop your CPD plan as a graduate registered nurse. Your CPD plan should identify 20 hours of CPD. Your plan should:

  • Develop an action plan
  • Identify your learning needs and link these needs to the RN Professional Standards for Practice (NMBA 2016)
  • Identify the type of activity and provide a rationale for the type of activity you listed
  • A description of the activity
  • A statement of how you will evaluate completion of the activity and the CPD activity will facilitate your transition to professional practice
  • State the anticipated amount of CPD hours each activity will take

For a full description of how to complete your reflective journal and continuing professional development plan and how to submit your professional portfolio please refer to the Assessment page via the course’s learnonline site.

 

Resources

Nursing and Midwifery Board of Australia 2016a, Registration standard: Continuing professional development, viewed 03 March 2020, https://www.nursingmidwiferyboard.gov.au/Registration-Standards/Continuing-professional-development.aspx

 

Nursing and Midwifery Board of Australia 2016b, Guidelines continuing professional development, viewed 03 March 2020, https://www.nursingmidwiferyboard.gov.au/Registration-Standards/Continuing-professional-development.aspx

 

Nursing and Midwifery Board of Australia 2016c, Self-directed continuing professional development for nurses and midwives, viewed 03 March 2020, https://www.nursingmidwiferyboard.gov.au/Registration-Standards/Continuing-professional-development.aspx

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A Discuss the aetiology of anxiety disorders and the specific risk factors that may have predisposed Peter to developing Obsessive Compulsive Disorder (OCD)

Description

Peter is a 21-year-old man referred for assessment after recently losing his job. Peter reports this was
due to frequently being late to work due to repeatedly needing to check his electoral switches before
leaving the house. Peter reports he fears if he does not check the switches in a specific order that his
house will catch fire and he will die. Peter reports his obsessional thoughts and checking behaviours
often means he cannot achieve what he needs to in the day. 

A Discuss the aetiology of anxiety disorders and the specific risk factors that may have
predisposed Peter to developing Obsessive Compulsive Disorder (OCD)

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Identify one (1) issue you expect to experience in your transition from student to graduate nurse. Using evidence-based literature, construct two (2) strategies which you could implement to address the identified issue(LO3 & LO4).

Description

This assessment is composed of 3 posts. You are required to answer all three posts. Each answer has a word limit of 300 words(+/-10%)(total = 900 words).

Discussion forum posts addressing the transition from student to GraduateRegistered Nurse:

Post 1. Identify one (1) issue you expect to experience in your transition from student to graduate nurse. Using evidence-based literature, construct two (2) strategies which you could implement to address the identified issue(LO3 & LO4).

Post 2. Outline 2 of the key differences between your current role as student nurse and your future role as Graduate RN. Support your discussion with evidence-based literature(LO1 & LO2).

Post 3. Access current research publications from CINAHL and critically reflect on the potential of social media to transform your future practice as a professional practitioner(LO5 & LO6).

please see the unit outline for detail of assignment 1

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When do you think it is most appropriate to employ (a) a relational leadership style, and (b) a task-oriented leadership style? Why? Give an example.

Description

Question: When do you think it is most appropriate to employ (a) a relational leadership style, and (b) a task-oriented leadership style? Why? Give an example.

Please check  this Ebook: Leadership and Influencing Change in Nursing.

https://ourspace.uregina.ca/bitstream/handle/10294/8365/Leadership-and-Influencing-Change-in-Nursing-PDF.pdf

*Read chapter 1, and answer the question above based on your understanding in chapter 1. 

Use APA style on your writing. Only use the ebook for referencing. 

*200-400 words please. 

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You are an LPN on a surgical floor that has mostly abdominal cases. The floor functions with the dyad model, which is designed to have an RN and one nursing assistant or LPN.

Description

You are an LPN on a surgical floor that has mostly abdominal
cases. The floor functions with the dyad model, which is designed to have an RN
and one nursing assistant or LPN. You have completed your orientation and are
working with a great RN who is interested in teaching you as well as working
with you to give patient care. You love your job. When you come to work one
day, the nurse manager asks you to work with a nursing assistant on a heavy
assignment. The manager says that you have done a wonderful job through your
orientation, and now he needs you to be the head of the dyad for a day because
the RN called in sick. He says that he will be available to assist you with IV
procedures and medications and whatever else you need. You are concerned because
you are a new LPN who has worked on the floor for less than a month. The
nursing assistant with whom you are working is very good at what she does, but
she is not a licensed nurse. This situation has the potential for being
chaotic. Comment on the following questions:

1.   
Should you accept this
assignment? Please explain your answer.

Yes,
I would accept the assignment.

 

2.   
If you accept the
assignment, are there any considerations you need to clarify with the nurse
manager?

 

 

3.   
Plan ahead for chaos.
What strange attractors can you anticipate?

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