Describe how the political history of the country influenced nursing education in your selected (2) countries. How did nursing education develop?

Nursing Education

1.  READ the following:
•    Chapter 10: Child Health
•    Chapter 11: Communicable Diseases

2.  READ the following four (4) articles related to nursing education systems around the globe (Ireland, Kenya, Poland, China). CLICK on the PDF files.

•    O’Dwyer, P.  (2007). The educational preparation of nurses in Ireland. Nursing Education Perspectives, 28(3), 136-139. [PDF file]
•    Mule, G.K.  (1986). Nursing education in Kenya: Trends and innovations.  International Nursing Review, 33(3), 83-86. [PDF file]
•    Sztembis, B.  (2006). The past, present and future of nurse education in Poland: stages, conditions and activities. International Nursing Review, 53(2), 102-109. [PDF file]
•    Xu, Y., Xu, Z., & Zhang, J.  (2000). The nursing education system in the People’s Republic of China: Evolution, structure and reform. International Nursing Review, 47(4), 207-217. [PDF file]

3.   WRITE a 750 word paper CCOMPARE the nursing education systems of the two (2) of the countries in the above journal articles.  See the Nursing Student Writing Guidelines Checklist for paper requirements and answering the following:

•    HEADING: Political History and Development of Nursing Education:  Comparison of [Selected Country] and [Selected Country]
o    Describe how the political history of the country influenced nursing education in your selected (2) countries. How did nursing education develop?

•    HEADING: Government and Nursing Organizations Influencing Nursing Education: Comparison of [Selected Country] and [Selected Country]
o    Which government agency(ies) or organizations influenced the training of nurses and how did the agency(ies) do that?  Did nursing organizations play a role?

•    HEADING: Current System of Nursing Education:  Comparison of [Selected Country] and [Selected Country]
o    According to the article, what is the current system for educating nurses in the selected counties?  Are there diploma (hospital-based) schools?  Has nursing education moved into university settings?  Is there a combination of nursing education programs (similar to U.S. system) to train nurses?

•    HEADING:  Post-Graduate (Masters) Education:  Comparison of [Selected Country] and [Selected Country]
o    Is post-graduate (masters) education for nurses available?

•    HEADING: Reflections on Nursing Education in [Selected Countries]
o    In conclusion, what surprised you about nursing education in the countries that you selected?

•    Use the above headings in your paper.  In-text citations and a reference list MUST be found in your paper.
•    See the Nursing Student Writing Guidelines Checklist for APA formatting.
•    See end of Module for common paper errors.

REMINDERS:
•    Comparison of: Political History and Development of Nursing Education;
•    Government and Nursing Organizations Influencing Nursing Education;
•    Current System of Nursing Education;
•    Post-Graduate (Masters) Education

8.8 million children under the age of 5 die each year
Many of these deaths are preventable
Children are a particularly vulnerable population
Closely linked with poverty
Insufficient progress has been made in certain parts of the world in reducing childhood morbidity and mortality

Perinatal : first week of life
Neonatal : referring to the first month of life
Infant : referring to the first year of life
Under-5 : referring to children 0-4 years old

40% of the burden of disease in low- and middle-income countries
Disproportionately affect the poor
Enormous economic consequences
Relevance to MDGs
Burden of communicable disease is unnecessary, many can be prevented or treated

Communicable disease- transmitted from animal to animal, animal to human, or human to human
Spread and contracted through food, water, bodily fluids, vector, inhalation, nontraumatic contact, and traumatic contact
Controlled with vaccination, mass chemotherapy, vector control, improved water and sanitation, improved care seeking and disease recognition, case management, and behavioral change

36% of total deaths, 40% of total DALYs lost annually in low- and middle-income countries
Relative importance compared to noncommunicable diseases and injuries varies by region
South Asia and sub-Saharan Africa have highest relative burden of deaths from communicable diseases
Relative importance of specific communicable diseases varies by region, age group

Constrain health and development of children, having an effect on education and productivity
Strong stigma and discrimination associated with HIV, TB, and others
Limit productivity of adult workers
Costs of treatment burden families
High rates reduce investment in a country’s development

The Burden of Emerging and Re-Emerging Infectious Diseases
Resistant forms of disease emerge or re-emerge when bacteria, parasites, and viruses are genetically altered
Critical global health problems because they can arise anywhere, at anytime, and spread rapidly
Drug resistance limits ability to treat infection

Addressing the Burden of HIV/AIDS
Focus on prevention of new infections
Successful efforts have included strong political leadership and open communication
Approach to prevention must vary with nature of epidemic
Efforts need to combine education and behavioral change, bio-medical approaches, and structural approaches

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Half of page per response to my peers, with references, use first person, be nice and respectful. Posts attached. Respond in one or more of the following ways: 1))Ask a probing question, substantiated with additional background information, evidence, or research using an in-text citation in APA format. 2))Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 3))Validate an idea with your own experience and additional research.

nurs42IOS

Order Description

Half of page per response to my peers, with references, use first person, be nice and respectful. Posts attached.
Respond in one or more of the following ways:
1))Ask a probing question, substantiated with additional background information, evidence, or research using an in-text citation in APA format.
2))Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
3))Validate an idea with your own experience and additional research.

(GARRETT)

Organizational Change
A little over one year ago, my organization transitioned from one form of health information technology to an upgraded health information technology.  The transition was from a paperless charting system to a fully functional paperless system, including physician ordering.  This task was to be completed in regard to the government’s involvement with meaningful use, and reimbursement for Medicare and Medicaid patients who are prevalent in the rural area I work in.  All in all, the financial incentive was a driving factor, but my facility recognized that by implementing this new system we could improve the care and overall wellbeing of our patients. We could assist as well in tracking vital statistics that could be applied for research and best practice implementation.  It was truly a winning situation for everyone!
From a nursing standpoint, the transition was demanding, because anything new is demanding in the midst of taking care of sick human beings.  However, since we had already been utilizing computerized charting for patient charting and medication administration, the toughest task was figuring out the geographies of the new system. Through support of peers and change leaders, the task was successfully launched and now off and running.  The government tasked organizations with being up and running to meet certain goals by certain dates.  These dates were set in three sections, and I am proud to say that by the deadline of each event, we were at the mark expected. As of recent, we met our third deadline with success!  At this point we are now modifying and fixing problems as we encounter them.  We are far from mastering this new system, but we have come leaps and bounds since day one.

Management of Change
My facility utilizes a Line model business system.  The order generally come from the top down.  We are very fortunate to have a leadership who is educated, and has foresight. They are well versed and believe strongly in proactive planning and management rather than reactive management.  Proactive planning takes into account the organizations past, present and future.  This allows for the group to plan for the future, rather than reacting to it (Marquis & Huston, 2015, p. 143).
Proactive planning still takes preparation, adoption and implementation.  This can only occur by leaders bridging and meeting needs by compromise between higher level decision makers and the staff carrying out daily duties (Laureate Education, 2012). It is important to find champions for change, from all departments involved.  The champions need to be able to see the change vision, the positive yield it carries, and then have these people lead the way for change (Marquis & Huston, 2015).  Even with the best of leaders, there needs to be a formal planned change theory.  The choice of most facilities is Lewins Theory of Planned Change.
There are three simple steps which are unfreezing, movement, and refreezing.  Unfreezing requires recognizing the problem and making a start of changing normal practices.  “The movement stage necessitates creating a detailed plan of action and engaging people to try out the proposed change. Often, this stage is difficult because it has uncertainty and fear associated with change” (Shirey, 2013, p. 70). This stage involves training to overcome fears and clear communication to avoid losing sight of the desired target, which is a new and improved reality. Finally is the last stage of refreezing which is simply making the change sustainable, and making it the new way of everyday practice.

The Change Process
My organization did a wonderful job in the change process. They supplied change agents from all levels of authority, as well as all department specialties.  There was ample time for preparation as well as trial implementation before the overall go live day.  Finally, during the training and go live days ahead, there was change leaders present in all departments, in all shifts to make certain that all questions and concerns were answered and addressed.

References
Laureate Education, Inc. (2012). Organizational dynamics: Planned change and project planning. [Video file]. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_11196748_1&content_id=_28628444_1
Marquis, B. L., & Huston, C. J. (2015). Leadership Roles and Management Functions in Nursing (8th ed.). Philadelphia, PA: Waltors Kluwer Health/ Lippincott
Shirey, M. (2013, February). Lewins Theory of Planned Change as a Strategic Resource. The Journal of Nursing Administration, 43(2), 69-72. http://dx.doi.org/10.1097/NNA.0b013e31827f20a9

(MARIAMA)

A Change in Healthcare Organization
One of the fastest change that occurred in healthcare system is the introduction of technology by advancing to computer charting, patients scanning, and so on. Every aspect of healthcare has been computerized in order to adjust with the advanced technology and provide safe patient care. The latest change that occurred in my facility is scanning arm band.  Although charting and the scheduled medications were computerized, nurses did not have to scan patients arm band in order to administer medication. It has been reported that technology usage have significantly contribute in the reductions in potential medication administration errors after the implementation of scanning systems (FitzHenry et al, 2011).
The Impact of Change
The old fashion of patients’ identification was unsafe and risky.  Therefore, with the introduction of Evidence Base Practice and the fast growing of advanced computerized healthcare, the organization had to abide by measures to maintain patient safety a priority (Mitchell, 2013). This change created conflict, noncompliance, and resistance among staff; therefore, continuous education had to be implemented in order to facilitate the change. Evidently, the purpose of this change to electronical scanning is to avoid medical error and advocate for patients safety. Strategies for planning and implementing change to electronically scan patients and medication prior to medication admiration is a method to decrease medications errors and promote safety in the organization (FitzHenry et al, 2011).  Just like any change, the transition was challenging for staff members; therefore strict measures had to be implemented to maintain compliance and enhance staffs teaching.
The Effectiveness of the change
To plan such change requires team work and collaboration with the entire departments of the organization in order to maintain compliance, enhance the transition, and achieved the goal implemented. It has been emphasis that in order for a plan to be effective, nurse managers must identify short and long term goals and implement strategies needed to ensure the unit goal for change to be meet (Marquis & Huston, 2015). Since changes naturally comes with challenges, it is necessary for leadership vision and creativity to be implemented in order for staff to comply with plan because planning requires flexibility, training, enthusiasms, and energy. In order for healthcare organization to thrive and maintain a successful facility, it would have to keep up with the increase changes in healthcare system (Shirey, 2013).  The introduction of evidence base practice has redefine nursing practice and outline policies and procedures that regulate the healthcare system (Mitchell, 2013).
Management of Change
Just like any other challenge nurses encounter, the introduction of patient scanner is one of the many changes they have to adjust with. The American Organization of Nurse Executives identifies communication, knowledge, leadership, professionalism, and business skills to execute competency during a period of transition (Shirey, 2013).  Change in healthcare always come with challenges, but management play an important role in minimizing conflict while balancing stability between new technology and old customs.
Progress of Change
Nursing leadership is required in order to execute and demonstrate expertise with change planning. Most often, successful change initiatives use change theory which identify the need for change, and mobilizing others to see the need for change in order to implement organizational goals (Mitchell, 2013). The experience was very successful and all staff now use the scanner prior to administer medication because staff have realized that scanning is not just for patients’ safety, but it keeps them from making errors. The change to new technology was challenging, but essential for patients’ safety. Nursing leadership role to enhance the transition, balance the differences, and resolve conflict was fundamental in the implementation of new technology
References
FitzHenry, F., Doran, J., Lobo, B., Sullivan, T. M., Potts, A., Feldott, C. C., & … Doulis, J.  (2011). Medication-error alerts for warfarin orders detected by a bar-code-assisted
medication administration system. American Journal Of Health-System Pharmacy,   68(5), 434-441. doi:10.2146/ajhp090666
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing:  Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins
Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management – UK, 20(1), 32-37
Shirey, M. R. (2013). Lewin’s Theory of Planned Change as a strategic resource. The Journal of  Nursing Administration, 43(2), 69-72. doi:10.1097/NNA.0b013e31827f20a9

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

In 250 words, identify and discuss the relevant Australian Nursing and Midwifery Accreditation Council (ANMC) competency standards that are breached in this case.

case study

You are a new graduate nurse working in a general surgical ward on an evening shift. It is 16oohrs and you receive a new admission from the Emergency Department. Ms. Vera Wong is a 24 year old female who has been admitted with a 12 hour history oflower abdominal pain, increasing in intensit over the last 4 hours in the right lliac fossa (RIF). She has no relevant medical history although she is obese weighing 145kg and is 168cm tall.

She was reviewed by the surgical team in the Emergency Department and a provisional diagnosis of
acute appendicitis was given. She is also to be reviewed by the surgical registrar on the ward later in

the evening for possible surgery if her symptoms persist. Ms. Wong is currently Nil by Mouth and has

a McGill pain score of7/10. You review her medication chart and note the following PRN medications:
Morphine 1oomg lMl q4h, Metoclopramide 1omg lMl q8h and Paracetamol 1gm PO q6h.

You introduce yourself to Ms. Wong and she informs you that she is in significant pain and requests

pain relief. You inform Ms. Wong that you will administer a Morphine injection for her pain.

You ask a fellow Registered Nurse to check out the Morphine which is supplied in the following ampoule
strengths: 1omg/1ml and 3omg/1ml.

You check out 3x 3omg ampoules and 1x 1omg ampoule whilst

correctly completing the S8 register. You prepare the injection using a sterile

technique along with

Metoclopramide1omg. You administerthe medication lMl to Ms. Wong.

It is now 18oohrs and you are undertaking your

medication and observation round, when you get to

Ms. Wong, you find herto be unrousable with a respiratory rate of6. You immediately

activate the

Rapid Response Team. When the Team arrives they undertake a primary survey and assess the
patient notes. You inform them of

the medication you have administered. The team administers

Naloxone Hydrochloride 12ooug l\/. Ms. Wong’s level of consciousness and

respiratory rate improve.

The surgical registrar attends the MET call also and states he accidentally wrote 1oomg instead of
1omg forthe

morphine dose.

Case Study Questions

01. This case study illustrates a medication errorwhere the wrong dose was prescribed and
administered. In 500 words, state howthis adverse event could have been prevented. You should
systematically work through the six rights

and discuss what strategies you would employ to

ensure you administerthe right dose.

02. In 250 words, identify and discuss the relevant

Australian Nursing and Midwifery Accreditation

Council (ANMC) competency standards that are breached in this case.

03. As a Registered

Nurse, priorto administering any medication, what key information related to the

pharmacology ofthe medication should you have a

comprehensive knowledge of? (250 words)

04. The following morning you are on a day shift, the Nurse Unit Manager asks you into the office.
She informs you that the adverse drug administration has been logged on the hospital incident
management system (IMS) and that you are

required to write a report and also be interviewed by

the RCA (Route Cause Analysis) team. You are feeling very apprehensive about writing

the

report and meeting the RCAteam regarding this incident. In 250 words, what are the main points
you will cover in the report? What

resources or support services can you identify to assist you in

this situation?

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

In this paper, you will be graded by these standards: ? What was the purpose of the study and the population that was used? ? What was the outcome of the data collected?

Research article

The purpose of this paper is to encourage the use of recent nursing research in the obstetric field and identify how it can be utilized in the clinical area. Any subject matter in maternity nursing: antepartum, labor and delivery, nursery, postpartum home care, fetal monitoring, birthing centers, nurse-midwifery, etc. are available for research.
Choose a research study that has been done in your area of interest. They can be found in Nursing Research, JOGNN, MCN, AJN or any other nursing journal. But must be a nursing journal no exceptions! Analyze the results and see if they have been applied in the clinical area you have been assigned to in this course.
In this paper, you will be graded by these standards:
? What was the purpose of the study and the population that was used?
? What was the outcome of the data collected?
? How is the data utilized on your clinical unit?
? How could it be better applied or, if not at all, how could you implement it?
? Do you think the outcome of the data would be different if the researchers used the population that is available on your unit?
Each of the answers is worth 2 points for a total score of 10. This paper is worth 10% of your grade. Please attach a copy of the article to the paper.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

•Choose five (5) of the abnormal assessment findings you identified in the previous section and discuss the disruptions to normal physiology that have caused these clinical manifestations. Nursing Interventions – In this section you are required to: •Identify and prioritise according to clinical urgency five (5) nursing interventions that the patient will require during the next eight (8) hours

case study

Order Description

Case Study Report

Task
This assessment item requires you to submit a report in which you discuss your assessment and management of the patient in the case study provided below. In addition to a brief introduction and conclusion, your report should contain the following sections:

Patient Assessment – In this section you are required to:

•Provide an explanation of the primary/secondary survey assessment framework and explain why you would apply this framework to your assessment of the patient in the case study
•Identify and briefly explain each stage of the primary/secondary survey framework
•Use the primary/secondary survey framework to extract relevant assessment data from the case study
Underlying Pathophysiology- In this section you are required to:

•Choose five (5) of the abnormal assessment findings you identified in the previous section and discuss the disruptions to normal physiology that have caused these clinical manifestations.
Nursing Interventions – In this section you are required to:

•Identify and prioritise according to clinical urgency five (5) nursing interventions that the patient will require during the next eight (8) hours
•Provide a rationale or explanation for each intervention which clearly identifies its clinical indication (or how it will address the underlying pathophysiology of the patient’s condition) and demonstrates that it is consistent with current best practice.
Your report should adhere to academic writing and referencing conventions and contain correct nursing/medical terminology. Sub-headings should be used for each section.

Case Study

History

Wendy Jones is a 61 year old who presented to the Emergency Department earlier this morning with a 3 day history of worsening nausea, vomiting and abdominal pain. Her observations on presentation were: HR 98, RR 18, BP 120/70, and Temp 37.8. She has a history of Type 2 diabetes, diverticulitis and osteoarthritis. A CT scan revealed a ruptured diverticulum and Wendy was transferred to theatre for an open Hartman’s procedure.

Current Presentation

Wendy was transferred to the ward from theatre 2 hours ago. You have just started your evening shift on the surgical ward and have received the following handover from your colleague:

This is Wendy Jones, she is 61 and has returned to the ward about 2 hours ago following an open Hartman’s procedure for a ruptured diverticulum. She has a history of Type 2 diabetes which she takes insulin for.
The operation went well and they estimated a blood loss of about 800 mls. Her observations have been stable but have started to change a bit when I just did them. Her heart rate is 115, her respiratory rate is 22, and her oxygen saturations are 94% on O2 at 2L/min via nasal prongs. Her BP is 100/50. She is afebrile. She has N/Saline running at 125 mls per hour via an IVC in her right hand. She has an IDC insitu and her urine output has been 10-20 mls per hour since she came out of theatre. The dressing to her midline incision is intact with a small amount of ooze. She has an NGT on free drainage with 4th hourly aspirates which has drained 500 mls of brown/green fluid in the past hour. I haven’t aspirated it yet . She is on sliding scale insulin. Her stoma looks OK and isn’t draining anything. She has a morphine PCA and says her pain is 3/10 but it hurts to move. I have just paged the doctor but she hasn’t answered yet.

When you enter Wendy’s room you note that she is in the supine position. Her eyes are closed but she rouses easily when you talk to her. She is now rating her pain at 5/10 and says that it hurts to move or take a deep breath. Her observations are: HR 120, BP 90/50, SpO2 90% on O2 at 2 L/min via nasal prongs. You check her notes and find the following post-operative orders:
· NBM
· N/Saline 125 mls hour
· Sliding scale insulin
· IDC on hourly measures
· NGT on free drainage with 4th hourly aspirates
Rationale
This assessment tasks addresses the following subject learning outcomes:

•be able to collect, interpret and document subjective and objective assessment data in the acutely ill person

•be able to link the underlying pathophysiology of selected acute health challenges to their clinical manifestations .

•be able to apply theoretical knowledge, critical thinking, problem solving and the use of best evidence to the planning and implementation of safe and appropriate nursing interventions for people experiencing selected acute health challenges

Please use the following books a reference:
Berman, A., & Snyder, S. ( 2012). Kozier and Erbs Fundamentals of Nursing. Melbourne: Pearson Education.

Brotto,V., & Rafferty, K. (2012). Clinical Dosage calculations for Australia and New Zealand. Sydney: Cengage Learning

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

To complete this assignment, students will select a topic from the list of suggested topic options. Alternate topics may be proposed based upon the student’s interests, but such topics must be approved by the course instructor prior to the start of the project research. The paper is to be 6 to 8 pages in total length excluding the cover page and reference list. Because this assignment is intended to facilitate an unbiased and thorough assessment of the selected topic, students may use first-person narrative only in the final section of the paper reflecting the individual personal position about the topic. At minimum, the paper must address and will be evaluated for the following required elements. These elements must be noted in the narrative with proper APA section headers.

Physician assisted suicide

Assignment Description

Physician assisted suicide

Assignment Description
The purpose of the Position Paper is to provide students with the opportunity to identify and critique the ethical claims, principles, arguments and relevant facts involved in a major ethical issue in health care and to formulate a well-reasoned personal position on the topic.

This assignment is due in Week 7.
Topic Introduction: (1 page) (10 pts) Physician assisted suicide
Each of the topics in the suggested topic options list is intentionally broad. In order to render the project more manageable, students must narrow the focus to ONE specific controversy inherent in the selected topic. This section of the paper must clearly identify that controversy and provide enough background information, including definitions, to allow the reader to identify the issues. The topic introduction should flow logically into the following section which deals with the practical problem and ethical questions.
All sources used must be properly cited and referenced with proper APA format.
Statement of the Problem and Ethical Issues/Questions (1/2 page) (15 pts)
This section should include a clearly defined problem statement as well as a range of ethical issues to be dealt with in the analysis. Include one primary ethical question and no more than four secondary questions. Remember, each ethical question should clearly identify its ethical foundation. Refer back to the Ethical Questions Case Sheet for guidance as necessary.
Include a list of ethical principles and theories to be used in the analysis. This list should include, at the very least, the principles or theories reflected in each of the ethical questions. Each principle and theory should be clearly defined.
The introduction of arguments/counter-arguments should be avoided in this section.
Bulleted lists, adequately labeled by component (problem statement, ethical issues, ethical questions, etc.), are acceptable in this section.
Arguments (2 pages) (25 pts)
This section of the paper will be used to create cogent arguments about the selected topic in direct response to the problem statement and ethical issues identified in the topic introduction. A bulleted list may be used to present arguments in this section. Each argument should include the use of at least one ethical principle or theory as applied to the given argument. Be sure to use a range of ethical principles AND theories.
Arguments should directly respond to the problem statement and answer pertinent ethical questions posed in the introduction. All arguments should be well-supported and unbiased. All statements of fact must be properly supported with information from the literature (including proper in-text citations and reference entries).
Counter-Arguments (2 pages) (25 pts)
Because the analysis is intended to facilitate a well-balanced presentation of the issues, it is also important to include at least one counter-argument for each of the initial arguments. Counter-arguments should point out the weaknesses of initial arguments and should examine the circumstances under which one might abandon or otherwise alter the initial position. All counter-argument should reflect how a particular theory or principle can be applied to refute original arguments. A bulleted list may be used to present arguments in this section. All counter-arguments should include relevant sources in support of the viewpoints taken on this side of the debate. Be sure to include in-text citations and reference entries in proper APA format.
Personal Position (1 page) (15 pts)
The personal position provides a direct response to the problem statement and the ethical questions by taking a specific stance on the issues presented in the paper. Avoid the introduction of new ideas not previously addressed in this section. Instead, the position statement should present an objective summary of the analysis as it pertains to the issues presented, and should flow logically from the analysis. Additionally, the position statement should include a solid justification for why a particular stance is more relevant or compelling that other possible viewpoints on the issue. As with all sections of the paper, the use of reliable information is expected and all sources must be properly cited and referenced.
Grading for this section is NOT based upon the rightness or wrongness of conclusions; rather, points will be earned based upon the degree to which the position is supported by the analysis, and the strength of the justification in terms of ethical language.
Organization, Writing Mechanics, and APA Format (10 pts)
The General Requirements section below describes how the paper will be graded. Be sure to carefully proof-read your final draft, and check in-text citations and reference entries for proper format prior to submission.
Assignment evaluation
Scoring Rubric
The assignment will be scored according to the following rubric:
CONTENT    POINTS
Topic Introduction    10
Problem statement, ethical issues/questions, principles/theories and definitions    15
Arguments    25
Counter-arguments    25
Personal position    15
Organization, Writing Mechanics, and APA Format    10
TOTAL    100
General Requirements
All courses in the RHCHP School of Nursing require adherence to standards set forth by the Publication Manual of the American Psychological Association, 6th edition, published in 2010. This is an important element of academic writing and students are required to carefully follow APA standards. The APA publication manual is available through the Regis University bookstore and most other book retailers. Additionally, writing resources including APA style sheets and information about academic writing are linked through the Course Syllabus. Papers that do not substantively comply with APA standards may be returned unread.
Expectations and Evaluation*
Recognizing that ethical narrative reflects a degree of subjectivity and creativity on the part of the writer, written assignments in this course will not be evaluated on the rightness or wrongness of individual thoughts or positions. Rather, work will be evaluated on the depth and clarity of thoughts and ideas; presence of all required assignment elements; accurate understanding, interpretation, and application of ethical theories and principles; and narrative organization and writing mechanics. Close attention to details in the following categories will help to ensure successful completion of written assignments in HCE 430: Applied Ethics in Health Care and HCE430R: Applied Ethics in Health Care for RN’s.
Context:
•    In health care ethics, context generally refers to the specific situation being assessed including events or circumstances, problems or topics, individual cases, or even personal insights. Therefore, written assignments in the Department of Health Care Ethics provide students with the opportunity to demonstrate a solid understanding of course concepts in accordance with specific assignment requirements that deal with both the general and contextual features of a given issue.
Content:
•    The assignment descriptions for HCE430/430R projects outline required elements for each assignment. All required elements must be addressed with reasonable clarity and depth.
•    The narrative must reflect an accurate understanding, interpretation and application of ethical principles and theories
•    Ideas must be well-supported with relevant and credible literature that serves to inform the general assumptions about a given topic; present balanced arguments, and/or shape, define, and extend individual thoughts or positions.
Organization and Presentation:
?    Papers must be well organized with a logical progression of ideas. Required assignment elements must be noted in the narrative with proper APA section headers.
?    Strong narrative flow must be demonstrated through the use of grammar, punctuation, and syntax which allow the sentences and paragraphs to “flow together” in creating cohesive ideas throughout the narrative.
?    Writing must include graceful language that skillfully communicates the intended meaning with both clarity and fluency. *
Writing Mechanics:
?    Papers must meet acceptable writing standards for graduate-level work, including paragraph construction and sentence structure. For guidance on academic writing, visit the Regis University Learning Commons at http://www.regis.edu/Academics/Learning-Commons.aspx.
?    Papers must be carefully proof-read prior to submission so as to capture misspellings, grammatical errors, and problems with sentence or paragraph structure.

It is often helpful for students to read their own writing out loud in order to capture some of the more obvious errors. It is also often helpful to see the help of a friend or family member who can serve as editor. The Regis University Writing Center includes free services to help students with the writing process. Those services are accessible at http://www.regis.edu/Academics/Learning-Commons/Writing-Center.aspx#.UmAfUhBMzZ9
Assignment Layout and Adherence to APA Standards
•    Papers must not significantly fall below or exceed guidelines for length as outlined in the assignment descriptions.
•    Papers must be formatted in accordance with standards set forth by the APA manual as described above.
•    As recognized by APA standards, papers are to be constructed using the 12 point Times New Roman font.
•    Papers should be double spaced.
•    Assignment submissions should include a cover sheet as well as running headers and paper numbers (placed electronically within the body of the paper),
•    All written work must be free of plagiarism, either intended or unintended. The use of direct quotations should be kept to a minimum.
•    Sources must be properly captured with in-text citations, and each in-text citation must include a corresponding and properly formatted entry in the reference list.
* Adapted from:
Rhodes, T. L. & Finley, A. (2013). Using the VALUE rubrics for improvement of learning and authentic assessment. Washington, DC: Association of American Colleges and Universities.
Rev: Fall 2013 (DLR)

The paper is to be 6 to 8 pages in total length excluding the cover page and reference list. Because this assignment is intended to facilitate an unbiased and thorough assessment of the selected topic, students may use first-person narrative only in the final section of the paper reflecting the individual personal position about the topic.
At minimum, the paper must address and will be evaluated for the following required elements. These elements must be noted in the narrative with proper APA section headers.
This assignment is due in Week 7.
Topic Introduction: (1 page) (10 pts) Physician assisted suicide
Each of the topics in the suggested topic options list is intentionally broad. In order to render the project more manageable, students must narrow the focus to ONE specific controversy inherent in the selected topic. This section of the paper must clearly identify that controversy and provide enough background information, including definitions, to allow the reader to identify the issues. The topic introduction should flow logically into the following section which deals with the practical problem and ethical questions.
All sources used must be properly cited and referenced with proper APA format.
Statement of the Problem and Ethical Issues/Questions (1/2 page) (15 pts)
This section should include a clearly defined problem statement as well as a range of ethical issues to be dealt with in the analysis. Include one primary ethical question and no more than four secondary questions. Remember, each ethical question should clearly identify its ethical foundation. Refer back to the Ethical Questions Case Sheet for guidance as necessary.
Include a list of ethical principles and theories to be used in the analysis. This list should include, at the very least, the principles or theories reflected in each of the ethical questions. Each principle and theory should be clearly defined.
The introduction of arguments/counter-arguments should be avoided in this section.
Bulleted lists, adequately labeled by component (problem statement, ethical issues, ethical questions, etc.), are acceptable in this section.
Arguments (2 pages) (25 pts)
This section of the paper will be used to create cogent arguments about the selected topic in direct response to the problem statement and ethical issues identified in the topic introduction. A bulleted list may be used to present arguments in this section. Each argument should include the use of at least one ethical principle or theory as applied to the given argument. Be sure to use a range of ethical principles AND theories.
Arguments should directly respond to the problem statement and answer pertinent ethical questions posed in the introduction. All arguments should be well-supported and unbiased. All statements of fact must be properly supported with information from the literature (including proper in-text citations and reference entries).
Counter-Arguments (2 pages) (25 pts)
Because the analysis is intended to facilitate a well-balanced presentation of the issues, it is also important to include at least one counter-argument for each of the initial arguments. Counter-arguments should point out the weaknesses of initial arguments and should examine the circumstances under which one might abandon or otherwise alter the initial position. All counter-argument should reflect how a particular theory or principle can be applied to refute original arguments. A bulleted list may be used to present arguments in this section. All counter-arguments should include relevant sources in support of the viewpoints taken on this side of the debate. Be sure to include in-text citations and reference entries in proper APA format.
Personal Position (1 page) (15 pts)
The personal position provides a direct response to the problem statement and the ethical questions by taking a specific stance on the issues presented in the paper. Avoid the introduction of new ideas not previously addressed in this section. Instead, the position statement should present an objective summary of the analysis as it pertains to the issues presented, and should flow logically from the analysis. Additionally, the position statement should include a solid justification for why a particular stance is more relevant or compelling that other possible viewpoints on the issue. As with all sections of the paper, the use of reliable information is expected and all sources must be properly cited and referenced.
Grading for this section is NOT based upon the rightness or wrongness of conclusions; rather, points will be earned based upon the degree to which the position is supported by the analysis, and the strength of the justification in terms of ethical language.
Organization, Writing Mechanics, and APA Format (10 pts)
The General Requirements section below describes how the paper will be graded. Be sure to carefully proof-read your final draft, and check in-text citations and reference entries for proper format prior to submission.
Assignment evaluation
Scoring Rubric
The assignment will be scored according to the following rubric:
CONTENT    POINTS
Topic Introduction    10
Problem statement, ethical issues/questions, principles/theories and definitions    15
Arguments    25
Counter-arguments    25
Personal position    15
Organization, Writing Mechanics, and APA Format    10
TOTAL    100
General Requirements
All courses in the RHCHP School of Nursing require adherence to standards set forth by the Publication Manual of the American Psychological Association, 6th edition, published in 2010. This is an important element of academic writing and students are required to carefully follow APA standards. The APA publication manual is available through the Regis University bookstore and most other book retailers. Additionally, writing resources including APA style sheets and information about academic writing are linked through the Course Syllabus. Papers that do not substantively comply with APA standards may be returned unread.
Expectations and Evaluation*
Recognizing that ethical narrative reflects a degree of subjectivity and creativity on the part of the writer, written assignments in this course will not be evaluated on the rightness or wrongness of individual thoughts or positions. Rather, work will be evaluated on the depth and clarity of thoughts and ideas; presence of all required assignment elements; accurate understanding, interpretation, and application of ethical theories and principles; and narrative organization and writing mechanics. Close attention to details in the following categories will help to ensure successful completion of written assignments in HCE 430: Applied Ethics in Health Care and HCE430R: Applied Ethics in Health Care for RN’s.
Context:
•    In health care ethics, context generally refers to the specific situation being assessed including events or circumstances, problems or topics, individual cases, or even personal insights. Therefore, written assignments in the Department of Health Care Ethics provide students with the opportunity to demonstrate a solid understanding of course concepts in accordance with specific assignment requirements that deal with both the general and contextual features of a given issue.
Content:
•    The assignment descriptions for HCE430/430R projects outline required elements for each assignment. All required elements must be addressed with reasonable clarity and depth.
•    The narrative must reflect an accurate understanding, interpretation and application of ethical principles and theories
•    Ideas must be well-supported with relevant and credible literature that serves to inform the general assumptions about a given topic; present balanced arguments, and/or shape, define, and extend individual thoughts or positions.
Organization and Presentation:
?    Papers must be well organized with a logical progression of ideas. Required assignment elements must be noted in the narrative with proper APA section headers.
?    Strong narrative flow must be demonstrated through the use of grammar, punctuation, and syntax which allow the sentences and paragraphs to “flow together” in creating cohesive ideas throughout the narrative.
?    Writing must include graceful language that skillfully communicates the intended meaning with both clarity and fluency. *
Writing Mechanics:
?    Papers must meet acceptable writing standards for graduate-level work, including paragraph construction and sentence structure. For guidance on academic writing, visit the Regis University Learning Commons at http://www.regis.edu/Academics/Learning-Commons.aspx.
?    Papers must be carefully proof-read prior to submission so as to capture misspellings, grammatical errors, and problems with sentence or paragraph structure.

It is often helpful for students to read their own writing out loud in order to capture some of the more obvious errors. It is also often helpful to see the help of a friend or family member who can serve as editor. The Regis University Writing Center includes free services to help students with the writing process. Those services are accessible at http://www.regis.edu/Academics/Learning-Commons/Writing-Center.aspx#.UmAfUhBMzZ9
Assignment Layout and Adherence to APA Standards
•    Papers must not significantly fall below or exceed guidelines for length as outlined in the assignment descriptions.
•    Papers must be formatted in accordance with standards set forth by the APA manual as described above.
•    As recognized by APA standards, papers are to be constructed using the 12 point Times New Roman font.
•    Papers should be double spaced.
•    Assignment submissions should include a cover sheet as well as running headers and paper numbers (placed electronically within the body of the paper),
•    All written work must be free of plagiarism, either intended or unintended. The use of direct quotations should be kept to a minimum.
•    Sources must be properly captured with in-text citations, and each in-text citation must include a corresponding and properly formatted entry in the reference list.
* Adapted from:
Rhodes, T. L. & Finley, A. (2013). Using the VALUE rubrics for improvement of learning and authentic assessment. Washington, DC: Association of American Colleges and Universities.
Rev: Fall 2013 (DLR)

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Interview a nurse who is master’s-prepared in nursing and is using thus education in a present position. The purpose of the interview is to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gain, and is presently using, that reflect advanced education. Organize interview around the topics below: 1. overview of the master’s prepared nurse’s career

Master’s Prepared Nurse Interview Guide_student

Interview a nurse who is master’s-prepared in nursing and is using thus education in a present position. The purpose of the interview is to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gain, and is presently using, that reflect advanced education. Organize interview around the topics below:
1. overview of the master’s prepared nurse’s career
2. reason for seekinh graduate education
3. description of present position and role
4. usefulness of graduate education for present role
5. pearls of wisdom he/she willing to share
Wrire interview in narrative form using the ff. guidelines
1. within the paper’s introduction, explain your interview selection
2. do not identify the individual by name
3. use centered headings to separate parts of interview
4. in the conclusion, identify one or more competencies from interview that are consistent with AACN education essentials. In addition, provide statement that reflects what you gained from interview.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

How does each article describe the nature of the problem, issue, or deficit you have identified? Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit? What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population? Does each article support your proposed change?

How does each article describe the nature of the problem, issue, or deficit you have identified?
Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
Does each article support your proposed change?

1st 3 Steps in Capstone project Identify a problem, Develop a question, Select sources

This is the first 3 parts of my capstone project. There will be additional parts on the topic you pick that i will order after this is completed. Thanks in advance

1. Consider the clinical environment in which you are currently working or have recently worked. Collaborate with a leader or educator in the clinical environment to identify a problem, issue, or educational deficit upon which to build a proposal for change.
In a paper of no more than 800 words, describe the nature of the problem, issue, or educational deficit. Include the following in your discussion:

The setting and/or context in which the problem, issue, or educational deficit can be observed.

Detailed description of the problem, issue, or educational deficit.
Impact of the problem, issue, or educational deficit on the work environment, the quality of care provided by staff, and patient outcomes.

Gravity of the problem, issue, or educational deficit and its significance to nursing. Proposed solution to address the problem, issue, or educational deficit.

2. Develop a searchable question using the PICOT format.

3. Locate a minimum of 15 peer-reviewed articles that describe the problem or issue and that support the proposed solution. Eight of the 15 articles must be research-based (e.g., a study which is qualitative, quantitative, descriptive, or longitudinal).
Preview each of the 15 articles chosen by reading the article abstracts and summaries.

Hint: Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.

Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):

How does each article describe the nature of the problem, issue, or deficit you have identified?
Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
Does each article support your proposed change?

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Display understanding oflinks between presenting signs and symptoms and pathophysiological/ pharmacological changesevident on admission.

NURS2005 Assignment 5: Viva Voce analysis marking rubric
This academic paper requires students to discuss their viva vocepatient investigated inassignment 2.
Students need to utilise the feedback provided by their PEP Facilitator and their own personal reflection on their practice since presenting this patient in their viva voce.

Student Name: _______________               ________  ID:_________________________________
Performance Standard:
Assessment Criteria:    Weight:     Excellent    Good     Satisfactory    Unsatisfactory
Part 1: Introduction:
Introduction identifies details of patient.
5%    Comprehensive introduction to the patient.
Confidentiality maintained     Introduction to the patient and purpose of the paper clearly described.  Confidentiality maintained
Introduction to the patient and purpose of the paper described however, some areas / points confusing. Confidentiality maintained     No introduction to the patient and / or purpose of the paper.
Confidentiality not maintained.
Situation:
Describe events leading up to and reason/s for admission of patient. Rationale for admission with inclusion of patient risks.

5%    Comprehensive description of events leading to and reasons for admission of patient. Excellent, rationale linked topatient risks.     Description of events leading to and reasons for admission of patient are clear. Rationale good, with clear links to patient risks.    Broad description of events leading to and reasons for admission of patient– not always clear. Rationale, unclear, however, clear links topatient risks.     No or minimal description of events/ reasons leading to admission.
No or poor rationale, no linking to patient risks.
Background:
Display understanding oflinks between presenting signs and symptoms and pathophysiological/ pharmacological changesevident on admission.

30%    Displays comprehensive understanding of pathophysiological/ pharmacological changes linked explicitly to presenting signs and symptoms.
Presents good understanding of pathophysiological/ pharmacological changes linked to all presenting signs and symptoms.
General / broad understanding of pathophysiological/ pharmacological changes linked to most presenting signs and symptoms.
No more than two unclear links.     No or unsatisfactory understanding presented of pathophysiological/ pharmacological changes. No or discussion linking changes to signs and symptoms is incorrect.
Confusing, incorrect /poor understanding presented.
Assessment:
Display understanding of assessment (vital signs, history, physical etc) and diagnostic (Xray, bloods, ECG etc) activities/ tests through critical evaluation of collected data to show how these activities informed the patients plan for management of care.

20%    Comprehensive understanding of assessment and diagnostic activities/tests.
Comprehensive critical analysis of the collected data, supported with evidence.
Comprehensive discussion on how data informed plan for management of care.    Good understanding of assessment and diagnostic activities/tests presented.
Clear critical analysis of the collected data, supported with evidence.
Good discussion on how data informed plan for management of care.     Satisfactory understanding of assessment and diagnostic activities/tests. Sometimes unclear/ confusing/ not all aspects considered.
Limited but accurate critical analysis of the collected data. , supported with evidence.
Satisfactory discussion on how data informed plan for management of care.  Links not always evident.     No or unsatisfactory understanding of assessment and diagnostic activities/tests presented.
No/ unsatisfactory/ incorrect critical analysis of data collected.No evidence supporting discussion.
No or unsatisfactory discussion on how data informed plan for management of care.
Recommendations:
Propose a brief discharge plan addressing the most urgent issue for your patient (eg: diet, mobility, self- care) on discharge. Expected inclusion of other health disciplines which may support self-care on discharge

10%    Comprehensive justification of prioritised patient discharge need.
Comprehensive relationship presented between other health disciplines and patient need.     Good identification of prioritised patient discharge need.
Relationship presented between other health disciplines and patient need clearly addressed.     Satisfactory identification of prioritised patient discharge need. Some gaps in justification of need/ priority.
Satisfactory relationship presented between other health disciplines and patient need – lacks some clarity/ clear link.    No/ unsatisfactory or incorrect identification (justification) of prioritised patient discharge need.
No/ unsatisfactory relationship presented between other health disciplines and patient need.
Part 2: Reflection on feedback:
Reflect on the feedback provided to you by your PEP facilitator. Discusshow you have addressed these points during development of this paper.
Consider why this feedback is significant to your ongoing professional development in accordance with the NMBA National competency standards for RN’s.

20%    Comprehensive reflection on feedback provided.
Discussion clear and concise addressing how feedback has been addressed in this paper – substantial evidence provided.

Comprehensive rationale showing insightful for ongoing professional development in the role ofthe RN, clear concise links to NMBA competencies.
Good reflection on feedback presented clearly.

Clear discussion on how feedback has been addressed in this paper – relevant evidence provided.

Good rationale – shows clear link to ongoing professional development in the role of the RN, supported with NMBA competencies.
Broadreflection on feedback provided. Presents feedback with some insight – gaps evident.
Satisfactory discussion on how this feedback has been addressedinthis paper – some gaps evident.Evidence provided however limited in relevance or volume.

Rationale presented for how feedback influences ongoing development in the role of the RN; some gaps evident.  Supported with NMBA competencies    Nil or unsatisfactory reflection on feedback provided.

Nil or unsatisfactory discussion on how this feedback has been addressed in this paper./ Not addressed at all.
Nil or inappropriate evidence supporting application of feedback provided.

Nil or unsatisfactory/ incorrect rationale presented, no insight presented for how feedback influences ongoing professional development in the role of the RN. No link to NMBA competencies.
Academic requirements:
Meets all style and academic requirements.
Quality of evidence supporting discussion.
Accurate referencing (Harvard)

Word limit met
Clear, concise flow
Spelling, grammar and punctuation correct.
10%    All SoNM academic requirements met. No errors
Comprehensive body of evidence presented. All references highly relevant.
Word limit met
Clear, concise flow
All spelling, grammar and punctuation correct.     All SoNM academic requirements met. Minor errors / omissions.
Inclusion of further research/ evidence. All references relevant.
Word limit met +/- 10%
Clear, concise flow
All spelling, grammar and punctuation correct.    All SoNM academic requirements met. Some errors / omissions.
Topic evidence only presented.
Most references relevant.
Word limit met +/- 10%
Mostly clear, concise flow
Most spelling, grammar and punctuation correct.    Limited or omission of SoNM academic requirements.
No evidence presented.
References inappropriate.
Word limit exceeds  +/- 10%
Unclear, poor flow
Many spelling, grammar and punctuation issues.
Marker Name:         Grade:
Overall Comment:

Adapted from: Johns, C. (2000) Becoming a Reflective Practitioner: a reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"