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APA Format
1) Minimum 5 full pages (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page
Part 1: minimum 1 page
Part 2: minimum 1 page
Part 3: minimum 1 page
Part 4: minimum 1 page
Part 5: minimum 1 page
Part 6: minimum 1 page (6 hours)
Submit 1 document per part
2)¨******APA norms
All paragraphs must be narrative and cited in the text- each paragraph
Bulleted responses are not accepted
Don’t write in the first person
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
Part 1: Nursing research
Suppose you were planning to conduct a statewide project of the work plans and intentions of nonemployed registered nurses in your state (Florida).
1. Would you ask mostly open-ended questions or closed-ended questions? include:
a. Explain in detail why.
Part 2: Nursing research
1. Which level of measurement would you prefer to utilize for quantitative research? include:
a. Explain in detail why.
Part 3: Pathophysiology
A patient on a medical floor has an indwelling catheter that has been in for 2 weeks.
1. Why are patients with indwelling urinary catheters at an increased risk for urinary tract infections?
In caring for a patient with an indwelling urinary catheter
2. What nursing actions can be employed to decrease the patient’s risk for the development of a urinary tract infection?
Part 4: Pathophysiology
A 67-year-old female patient presents to the emergency room you work at complaining of shortness of breath and pain on the right side of her chest. Upon auscultation of the lung field during the physical check, you note flatness and diminished breath sounds over the right lung. Her temperature is 101.3°F.
1. What are the possible causes of her symptoms?
2. What tests might you expect to be ordered to determine the specific cause of this patient’s symptoms? Why?
This patient’s husband tells you that he does not understand why she feels short of breath.
3. How might you explain to him the lung physiology that underlies her symptoms?
Part 5: Health Care policy
1. Who are the stakeholders both in support of and in opposition to medicinal cannabis use? include
a. Give 2 examples of why stakeholders in support of medicinal cannabis use
b. Give 2 examples of why stakeholders in opposition of medicinal cannabis use
2. What does current medical/nursing research say regarding the increasing use of medicinal cannabis?
3. What are the implications based on the current prescribed rate of cannabis for
a. The policy
b. Legal
c. Future nursing practice
Part 6: Clinical practice (write in the first person)
Topic: Reflection
As this course wraps up, take a moment to examine each of the course outcomes.
MN610-1: Construct clinical reasoning skills in evaluating, planning and implementing care across gender and age span in a culturally competent manner for patients experiencing acute and chronic disease processes.
MN610-2: Develop an evidence-based management plan for clients in the primary care setting with acute, episodic, and chronic illnesses, taking consideration of gender, culture, and ethnicity.
MN610-3: Create age-appropriate plans for health promotion, health maintenance, health restoration, and health teaching when treating adults.
MN610-4: Integrate clients’ cultural preferences, health beliefs, spiritual beliefs, behaviors, and traditional practices into the individualized management plan.
MN610-5: Formulate a written and oral presentation for conveying care-related data to the interprofessional team.
1. Discuss how you met the course outcomes for this course by providing an example for each one.
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Student: Date:
Clinical Instructor:
Name (initials only): Unit:
Current Legal Status (Vol., 5150, 5250, 30 day, T-Con, LPS-Conservatorship):
Multiaxial Diagnostic System: Axis I (Clinical Disorder):
Axis II (Personality Disorder / Mental Retardation):
Axis III (General Medical Conditions):
Axis IV (Psychosocial and Environmental Problems):
Axis V (Global Assessment of Functioning Scale):
1. Description of the patient: Age? Sex? Ethnicity? Marital Status? What precipitated hospitalization? Number of days in the hospital? Mental Status, etc.
2. Description of environmental setting where interaction took place. Explain the reasons for a supportive or non-supportive environment. (e.g. noise, distractions, light, temperature, etc.)
Course Number and Name
Course: NURS 223L
INTERPERSONAL PROCESS ANALYSIS TEMPLATE
Revision Date: Month, Year (i.e. February, 2010) Page 1
Page 1 of 3
INTERPERSONAL PROCESS ANALYSIS
NAME: DATE:
| Student:
· Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.) · Document at least 5 interactions · Goal for each interaction (realistic and measurable) |
Patient:
Verbal (quotes) and Nonverbal Communication (behavior, tone of voice, eye contact, mannerisms, etc.) |
Communication Techniques
· Identify communication technique used then define your communication techniques · Was the communication therapeutic or non- therapeutic? · Which defense and coping mechanisms didthe patient use? Rationale based on your patient. |
Critique and Analysis
(effective or not effective? Could have said…) Document your thoughts and feelings during the interaction. Was your goal met? |
| Goal:
Verbal: Nonverbal: |
Verbal: Nonverbal: |
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| Goal:
Verbal: Nonverbal: |
Verbal: Nonverbal: |
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| Goal:
Verbal: Nonverbal: |
Verbal: Nonverbal: |
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| Goal:
Verbal: Nonverbal: |
Verbal: Nonverbal: |
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| Goal:
Verbal: Nonverbal: |
Verbal: Nonverbal: |
INTERPERSONAL PROCESS ANALYSIS SUMMARY
1. Evaluation: After analyzing the interaction, provide a description on how the interaction progressed. Identify the reasons for successful process or unsuccessful process. What did you learn from the interaction with your patient?
2. How did you personally feel about the interaction? What would you change if you had to redo the interaction?
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1. A patient approximately 20 years of age without identification presents to the trauma unit on a backboard with cervical collar in place. The patient was ejected from the driver’s side of the car. The patient was oriented ×3 at the scene and able to move all four extremities. The patient stated he passed out and regained consciousness quickly. Within 5 minutes, the patient became lethargic, had slurred speech, and the right pupil was unequal and sluggish. Before becoming comatose, the patient had complained of chest pain when he breathed, and there was an imprint of the steering wheel on his chest in the form of a bruise. As he breathed, paradoxical chest movements were noted on the right side of the chest. The trachea is deviated to the right side. The trauma team, consisting of the trauma surgeon directing the team, two nurses and a resident, provided care. The initial vital signs were as follows: temperature, 100°F; blood pressure, 78/42 mm HG; heart rate, 70 bpm; respiratory rate, 28 breaths/min, uneven rapid breathing with periods of apnea. The pulse oximetry reading is 85% on room air. Two large IVs are established, and labs, including arterial blood gases, are obtained and sent to the lab for immediate processing. An indwelling urinary catheter is inserted, and 300 mL of amber-colored urine without sediments is noted. An initial survey is completed to assess for obvious problems, and steps are taken to prioritize the needs of the patient and provide emergent treatment. (Learning Objective 2)
2. Joe Barker, a 65-year-old patient, presents from doing work roofing on a 100°F day with 100% humidity to the emergency department with the diagnosis of heat stroke. The patient has the following vital signs: temperature, 104°F, blood pressure, 84/42 mm HG; heart rate, 110 bpm; respiratory rate, 20 breaths/min. The patient is hot, anhidrosis, confused to place and time, and drowsy. (Learning Objective 4)
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Title of your Capstone Project
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Statement of the Problem
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PICOT Question
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Background
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History of the Issue (Level two header)
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Current Data on the Issue (Level two header)
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Current Organizational Practices or Activities (Level two header)
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Proposed Interventions and Implementations
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Relevant Nursing Theorist
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Literature Review
Method
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Analysis of Literature
Topic of your Articles (level two headers)
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Topic of your Articles (level two headers)
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Topic of your Articles (level two headers)
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Topic of your Articles (level two headers)
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Topic of your Articles (level two headers)
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Discussion of Literature
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Recommendations for Change
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Desired Outcomes from Practice Experience (Level two header)
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Recommendations with Rationales (Level two header)
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Leadership Support (Level two header)
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Final Report on Practicum Experience
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Logistical Requirements (level two header)
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Recruiting, Training, and/or Orientation of Staff (level two header)
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Conclusion
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Scenario
Your hospital received $4,000,000 in revenue this past year. Medicare withholds 2.6% of this amount ($) until the value-based purchasing scores are in. If the scores are good this year, the hospital will earn back this money. If scores are below the national average, the hospital can lose this money. Twenty five percent (25%) of this score is based upon the Community Engagement patient satisfaction score (HCAHPS). Last year’s patient satisfaction scores (HCAHPS) in the following areas were below the national average, which cost your hospital $398,000 in revenue.
The hospital director of Quality Improvement has asked you to participate in developing a nursing action plan for your facility.
Instructions
Prepare a nursing action plan in poster format for improving one of the following key areas that:
· Selects one key area of focus:
· Communication with nurses
· Communication with physicians
· Responsiveness of hospital staff
· Communication about medications
· Cleanliness and quietness
· Discharge information
· Care transition
· Examines nursing actions to achieve optimal scores to contribute to the hospital’s financial success.
· Provides a list of recommended nursing actions to improve the selected key area.
· Appraises references/resources for best practices to increase score and enhance reimbursement.
· Communicates the rationale for the nursing actions listed in the action plan.
· Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the action plan poster.
Resources to use
Websites and Resources
· Centers for Medicaid and Medicare Service
· How to Read Your Fiscal Year (FY) 2019, Hospital Value-Based Purchasing (VBP), Program Percentage Payment Summary Report (PPSR)
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SPIRITUAL AUTOBIOGRAPHY & GENEALOGY
1-STUDENT’S NAME:
2-YOUR RELIGIOUS AFFILIATION (& DENOMINATION):
3-YOUR DEGREE of RELIGIOUS COMMITMENT/RELIGIOUS ROLES:
3a-FREQUENCY of PARTICIPATION:
3b-YOUR RELIGIOUS ROLE(S) (such as: PRIEST, PASTOR, DEACON, SACRISTAN, ACOLYTE, MUSICIAN,
LITURGICAL DANCER, LECTOR, CATECHIST, SUNDAY SCHOOL TEACHER, USHER, YOUTH GROUP MEMBER,
CONGREGANT):
4-YOUR SACRAMENTAL HISTORY (such as: CIRCUMCISION, BAPTISM, CHRISTENING, CONFIRMATION, BAT MITZVAH,
BAR MITZVAH, MATRIMONY, RELIGIOUS ORDER VOWS or PROMISES, PRIESTLY ORDINATION):
5-YOUR CONVERSION or SPIRITUAL REBIRTH or HOLY SPIRIT HISTORY:
6-YOUR FAMILY’S ETHNICITY(IES) & NATIONALITY(IES) of ANCESTRAL ORIGIN:
7-TURNING POINTS (such as: CONVERSIONS) in the HISTORY of YOUR FAMILY’S RELIGIOUS AFFILIATION(S):
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The Clinical Issue and Research Questions Developed Using PICOT
Stephanie Ellis
West Coast University
NUR350 Research in Nursing
Dr. Sara Turpel
November 13, 2021
The Clinical Issue and Research Questions Developed Using PICOT
Background Information
Unintentional patient falls continue to be a concerning issue in nursing practice despite abundance of fall prevention strategies. A fall is an unplanned descent to the floor with or without injuries to the patient involve. Despite the exitance of fall prevention programs in most hospitals; the incidence of fall prevention is very high. Falls may result in devastating impact to the patient. Aside from the physical injuries that they cause to the patient, falls have psychological and social impact. Psychologically, the feeling of losing control over one’s own body increases the level of anxiety and depression to the individual. Moreover, the awareness of lost self-control has a negative impact to the individual’s self-confidence and by extension self-efficacy.
Importance of the Fall Prevention to Nursing
Nurses spends most of the time with patients. The importance of falls lies in its implication on healthcare outcomes. Increase of falls have a direct effect on the quality of care to the patient. In addition, fall related injuries have major economic impact on the healthcare institutions. Falls increase the cost of care, prolong hospital stays, and negatively affect other related measures of quality care. Conservative estimates place increment of cost as a result of care to between $1500 and $ 3500 for individuals with minor injuries and $9,000 to $ 24, 000 for individuals with moderate to severe injuries (Radecki, Reynolds, and Kara, 2018). Most of the healthcare providers recognize falls as a major impediment to providing quality and safe care. As a result, adoption and implementation of fall prevention strategies is common among different institution. In this clinical issue, hourly rounding is recommended for reduction of fall incidences in the hospital setting.
Population
The target population will be elderly patients in the critical care unit of the hospital. These population have a higher incidence of falls than any other population within the hospital. Targeting this population expected to significantly reduce the incidence of falls in the unit.
Intervention
The proposed intervention program involves the use of rounding hours to reduce the incidence of falls among the elderly in critical care units. The intervention will be carried out every hour form 6:00 am to 10:00 pm for each of the patients in the critical care unit.
Comparison
The comparison intervention will be the use of bedside posters in promoting patient and family engagement in fall prevention. This intervention has been in practice within the hospital over the last few years.
Outcome
It is anticipated that the interventions will improve the practice of rounding among nurses in the hospital. The intervention will also increase the data recorded for falls within the hospital. Imperatively, it is expected that rounding will significantly decrease the incidence of falls within the hospital setting.
Time
The proposed intervention will be implemented in a period of two months.
PICOT Questions
1. In elderly patients admitted in critical care units, how does rounding hours compared to the use of bedside posters promote patient and family engagement in influencing fall prevention over a period of two months?
2. Among elderly patients in the critical care unit, will the implementation of rounding hours be more effective as compared to the use of bedside posters to promoting patient and family engagement in reducing the incidence of falls two months after implementation?
3. In elderly patients admitted at critical care units, how will rounding hours compared to promote patient a family engagement influence fall prevent over a period of two months?
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Create a concept map graphic and write a 2-4 page narrative on the patient scenario presented in Assessment Case Study: Evidence-Based Patient-Centered Concept Map. Base your report on the information provided in the case study and your own research of 3-5 evidence-based resources.
In this assessment, you will apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient. The concept map that you will create is an example of a visual tool that you can use for patient and family education.
The charge nurse at the wellness center has sent you an email to request that you review a patient file before the patient arrives at the clinic. She has asked you to put together a concept map for your patient’s care plan. The concept map is intended to help you think through the best strategy for your patient’s care and for subsequent use for patient education. In addition, the nurse needs a narrative report that describes your patient with up to five diagnoses, in order of urgency.
You are a nurse at a community wellness center who has received a request for patient case review and preparation for an upcoming appointment.
Review the Assessment Case Study: Evidence-Based Patient-Centered Concept Map media activity.
Create your concept map and narrative as separate parts of your document. Be sure to note where you must include your evidence-based support and clarify your strategies for communicating information to the patient and the patient’s family.
Integrate relevant evidence from 3-5 current scholarly or professional sources to support your assertions.
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Question is attached below
*Make sure that you are answering the question asked. When asked how something works, explain in detail so that anyone can understand how something works. Do not stop in the middle of the explanation. Keep going even if it is obvious to you. Part of what you are graded on is your ability to explain. No partial credit for incomplete answers.
What is evidence? You are asked about the evidence. Evidence is not a conclusion. “An earthquake occurred ” is not evidence of an earthquake. Evidence is something you can see, feel, hear, touch, smell or measure that supports the conclusion. For an earthquake, evidence could be displaced or offset rock layers or fractured rocks along a fault zone. If could also be firsthand accounts of violent land shaking and the collapse of buildings during the shaking.
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