NSG 6101-SU Topic: innovation for catheter associated urinary tract infections I WILL PROVIDE THE ARTICLES THAT I WANT THE ANNOTATED BIBLIOGRAPHIES ON! Assignment 3: Quantitative Annotated Bibliography In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/ A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable. Each annotation must address the following critical elements: Explanation of the main purpose and scope of the cited work Brief description of the research conducted Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration Possible shortcomings or bias in the work Conclusions or observations reached by the author Summary as to why this research lends evidence to support the potential problem identified specific to your role option. Topic: innovation for catheter associated urinary tract infections I WILL PROVIDE THE ARTICLES THAT I WANT THE ANNOTATED BIBLIOGRAPHIES ON!

 

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please respond to the following post with a long paragraph with your opinion, add citations and references.

There are many similarities when conducting a physical assessment on both a child or an adult, however, a child requires more patience and understanding. When performing a head-to-toe assessment on a child, like for an adult assessment, it is important to explain what you are about to do. However, for a child assessment, it is also very important to tell the child that what you are about to do will not hurt. A good assessment strategy when conducting a physical examination of a child would be to let them play with the equipment to ensure that it is not in any danger to them. For example, when a nurse or physician is auscultating lungs, heart or stomach, a good strategy would be to let the child play with the stethoscope first and even allow them to use the stethoscope on the examiner to show the child that the stethoscope will not hurt them. Not only does it prove to the child that the equipment will not harm them, but it also allows the child to be more engaged in the assessment and creates a bond between the healthcare worker and the child. Avoiding medical jargon should be done for both a child and an adult, however, children oftentimes cannot comprehend some terms, for example, taking blood pressure. The child can mistaken this as the examiner taking actual blood from them. Rather than saying, “I’m going to take your blood pressure,” saying, “This is a hugging sleeve and I’m going to put the sleeve around your arm so it can give you a big hug,” would create a better reaction and likely to have the child comply (Burks, 2016).

Burks, J. (2016, October 14). Pediatric Nursing Assessment In the Community and Home Health: Pearls of Wisdom. Retrieved from https://www.relias.com/blog/pediatric-nursing-asse…

 

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Case Study At the change of shift, an experienced nurse came on duty in the birth center in a community teaching hospital and took over the care of a woman who was in active labor with an oxytocin infusion and an epidural in place. The woman was admitted the evening before for induction of labor with no risk factors, normal vital signs, and a normal fetal heart rate tracing. On initial assessment the nurse noted the mother’s heart rate in was 110 (up from a baseline of 70) and the fetal heart rate baseline was 165 (up from a baseline of 140) with minimal variability and recurrent late decelerations. The woman was not febrile, but complained she did not feel well. Concerned about the maternal and fetal heart rate indicators and maternal complaint of not feeling well, the nurse requested a bedside evaluation by the attending obstetrician. The attending obstetrician evaluated the patient, who had progressed to the second stage of labor. No management changes were proposed, and the attending obstetrician planned to return in one hour to check on the woman’s condition. At that time the nurse thought an hour was too long to “watch and wait,” but trusted the attending physician’s expertise and agreed to the plan without voicing this misgiving. The nurse stayed at the bedside to monitor maternal-fetal status closely, and administered fluids, positioned the woman laterally, encouraged rest and pushing with every-other contraction, and applied oxygen. During this time, the charge nurse was managing a full unit with several urgent patient care demands occurring simultaneously. The charge nurse periodically checked the fetal heart rate tracing on the central monitor over the next 30 minutes and noted the tracing was worsening, but also trusted the expertise of the nurse and attending physician working with this patient. The charge nurse was confident the situation would be handled appropriately. After closely monitoring maternal-fetal condition over the next 30 minutes, the nurse called for a reevaluation. Fetal heart rate variability was minimal to absent and the decelerations were deepening. The attending obstetrician came in and the team (now including a resident physician) agreed to move to the operating room and attempt an assisted vaginal birth. As the team moved the patient to the operating room (OR), the attending physician left the unit briefly and the team was not aware of this. In the OR the nurse was thinking about how much time they had to get the baby born, noting further deterioration of the fetal heart rate tracing with increasing urgency. She was concerned that the resident was consenting the patient in a non-urgent fashion and the attending physician was not present to supervise the birth. She said, “We’ve got to MOVE [get this baby born] now!” The charge nurse entered the operating room and immediately paged the attending obstetrician, who came in and took over the birth. The infant was born vaginally with forceps and had evidence of metabolic acidosis. In a retrospective review, both nurses identified a point on the fetal monitor tracing where the heart rate became very worrisome and called for intervention almost an hour prior to the time of the birth. Reference Lyndon, A., & Kennedy, H. P. (2010). Perinatal Safety: From Concept to Nursing Practice. The Journal of Perinatal & Neonatal Nursing, 24(1), 22–31. doi:10.1097/JPN.0b013e3181cb9351 Group Work 1) Create a plan to prevent future adverse events. Provide your reflections and personal opinions as well as your recommendations and rationale for addressing this problem. Hint: a) Develop and explain basic flow chart of this entire process. b) Perform Root Cause Analysis of this event. c) Suggest potential plan based on information you have learnt in the class so far. You could use source given below as reference – http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2921888/ quality healthcare management

 

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WHY:

The goal of this assignment is to help you learn the following:

• Synthesize key concepts presented in this course to inform your understanding of a real-world problem.
• Analyze and synthesize ideas from relevant peer-reviewed literature to develop your own ideas, provide evidence to support your position, and respond to any opposing perspectives.
• Apply critical thinking, analysis, and writing skills to develop a well-reasoned argument with a coherent style and logical chain of reasoning.

WHAT:

In this assignment, you will write a 8-10 page paper where you will identify and analyze a contemporary problem in health professions education. The problem may be related to professions, professionalism, socialization, diversity, interprofessional education, or the structure of systems that shape health professions education. In addition to analyzing readings from the course, you are required to use at least five credible (peer-reviewed) sources and document these in your paper using the APA format.

HOW:

1. Identify an issue related to major concepts discussed in this course: professionalism, competence, expertise, accreditation, credentialing, socialization, professional identity development, interprofessional education, diversity, equity, and educational scholarship.

2. Search the literature which explains this problem, or describes potential solutions

3. Select at least 5 credible research articles, and complete your annotated bibliography (credible means scholarly sources or research studies published within the past 5-7 years)

4. Draft your thesis statement taking a position on your understanding of the issue

5. Outline your argument

6. Write a draft of your paper and submit for feedback

7. Revise your paper based on feedback, seeking clarification from instructor if needed

Example Outline:

• Introduction
  • Gain audience attention: (Use a brief, powerful story to make the issue come alive for the reader, use a shocking statistic or radical statement.) Direct audience to need (Why should we care about this topic/issue?):
    • Credibilityenhancing material: (Show us enough evidence so that we trust that you know what you are talking about. Please do NOT use the words I, WE, or YOU in a formal paper!)
  • Thesis statement (an assertion stating your position or stance on the issue)
• Background
  • Summarize 2-3 themes from course materials (required or optional readings)
  • Theme 1: Synthesize the perspectives of 2-3 authors
  • Theme 2: Synthesize the perspectives of 2-3 authors
  • Theme 3: Synthesize the perspectives of 2-3 authors
• Literature Review
  • Describe methods for search: aim, search terms / strategy, how you narrowed down to the articles included (i.e. inclusion/exclusion criteria)
  • Summarize the characteristics of selected articles
  • Theme 1: Synthesize the perspectives of 2-3 authors
  • Theme 2: Synthesize the perspectives of 2-3 authors
  • Theme 3: Synthesize the perspectives of 2-3 authors
• Discussion
  • Summarize key themes and findings from your analysis
  • Discuss implications for practice or scholarship (answer the question “so what”?)
  • Discuss needed changes (answer the question “now what”?)

Grading Rubric:

Standard	Points
Focus: Clearly presents and defines an exigent problem in health professions education. Builds upon relevant scholarly conversations from this course and the broader literature. States a clear thesis.	0-20____________
Organization: Writing follows a clear organizational structures, with a clear chain of reasoning connecting all sections of the paper. Paragraphs are well organized around a single idea with a strong and coherent topic sentence. Transitions are used to move the argument forward. Paper flows, without redundancy, at the document and paragraph levels.	0-20 ____________
Development: Main ideas are developed with compelling evidence that is analyzed, interpreted, and connected to the thesis. The research literature is summarized and synthesized into patterns and themes that are sufficiently discussed in relation to the problem or focus of the paper. Multiple perspectives, research limitations, and potential objections or critiques are addressed.	0-20 ____________
Mechanics & Style: Sentence structure is varied and grammatically correct. Writing is free of spelling errors; proofreading is evident.Writing is clear, concise, formal, interesting, in the active voice, objective, and free from bias and anthropomorphisms.	0-20 ____________
Quality of writing: Writes clearly with an introduction that sets the stage for the paper and outlines the argument; uses paragraphs each focused on one single idea, introduced by a topic sentence; transitions logically between ideas; uses correct grammar and spelling; uses a style that engages the reader.

 

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