NR 451 Week 2

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NR 451 Week 2

NR 451 Week 2: Homework Assignment – This week the discussion topic asks you to describe a problem that you judge needs to experience a change in order to produce better patient outcomes. Your instructor will be giving you feedback that will guide you in the completion of Milestone 1, which is due at the end of Week 3. Be sure to read all of your instructor responses as advice provided to your peers will likely be applicable to you, too. And remember to post questions in the Q & A Forum. If you have a question, chances are your peers do, too!

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NR 503 Week 2: Screening and Reliability

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NR 503 Week 2: Screening and Reliability

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 NR 503 Week 2: Discussion – Screening and Reliability – From the U.S. Preventive Task Force website , choose one screening test that might be considered in primary care.

Define the test, its positive predictive value, reliability and validity. Discuss patient medical or family history that may alter your recommendation for screening?

A Papanicolaou test or better known as Pap smear testing is a method of cervical cancer screening. It is used to detect cervical epithelial changes that can be pre-cancerous and cancerous (Sachan, Singh, Patel, & Sachan, 2018). There are two forms of cervical screening testing, conventional and liquid-based cytology. There is no clinical or significant difference in the results. As with any testing and results, there can be a potential false-positive or a false-negative. In essence, one is not better than the other. Both methods share the same high accuracy rate. If further testing is needed a colposcopy is performed as the diagnostic test.

Cervical cancer screening consist of cytology (Pap smear) for women with a cervix at ages 21-29 every 3 years and for women 30 to 65 cytology every 3 years or cytology with human papilloma virus (HPV) every 5 years. There has been a large reduction rate of cervical cancers in the United States. Early screening and detection reduces cervical rates 60% to 90% within 3 years of interventions (U.S. Preventive Services Task Force [USPSTF], 2012). Unfortunately, for developing countries cervical cancer is higher due to the lack of knowledge, technology, and experience.

“The overall sensitivity of the Pap test in detecting a high-grade squamous intraepithelial lesion (HSIL) is 70.2%. A Pap screening done in association with a HPV DNA test increases the sensitivity for early detection of precancerous lesions” (Sachan, Singh, Patel, & Sachan, 2018). There can be 6 different pap results, I will list the severity in ascending order: negative, atypical squamous cells (ASC-US), low-grade squamous intraepithelial lesion (LSIL), high-grade squamous intraepithelial lesion (HSIL), atypical squamous cells-cannot exclude HSIL (ASC-H), and atypical glandular cells (ACG) (The American College of Obstetrician and Gynecologists [ACOG], 2016). Depending on the results and the patient’s age will depend on if a colposcopy, biopsy, or an endocervical sampling is needed.

Situations that can alter the screening for this patient is having a total hysterectomy (medical history). It is not recommended a pap smear be performed on someone without a cervix due to a lack of cervical precancerous lesions. Another alteration could be if their immediate family member has been diagnosed with cancer early in life (family history). If a patient is HIV positive they may require more frequent screening. Also, the patient’s age. Studies have found screening prior to age 21 and after age 65 with previous normal Pap smear results is not beneficial. The risk outweighs the benefits and can potentially cause physical and/or psychological damage.

Reference

The American College of Obstetrician and Gynecologists. (2016). Abnormal cervical cancer screening test results. Retrieved from https://www.acog.org

Sachan, P.L., Singh, M., Patel, M.L., & Sachan, R. (2018). A study on cervical cancer screening using pap smear test and clinical correlation. Asia-Pacific Journal of Oncology Nursing, 5(3), 337-341.

U.S. Preventive Services Task Force. (2012). Cervical Cancer: Screening. Retrieved from https://www.uspreventiveservicestaskforce.org.

NR 507 Week 1

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NR 507 Week 1

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NR 507 Week 1

Welcome to the course! This announcement contains important information on getting started with your practicum placement for your upcoming NR511 course. This is a student driven process and your prompt attention to the procedures below will increase the likelihood that you will be placed at a practicum site in time for NR511. Locating a practicum site is not an easy process due to the competition with other programs who are also seeking student placement. Therefore, it is imperative that you begin the process now. The practicum team is here to assist you with your practicum placement and will support you through all of the steps toward getting approval to register for NR511.

NR 507 Week 1: Homework

If you completed this process while in NR503 and submitted a practicum application as directed, then this does not apply to you. This applies to students who have not already submitted a practicum application.

Now that you are in NR507, it is essential that you begin the process immediately by completing the following steps in this order:

  1. Review the FNP Student Handbook if you have not already done so. The handbook outlines the practicum process, including the student and practicum coordinator expectations. The handbook can be accessed at the following link: http://www.chamberlain.edu/docs/default-source/current-students/msn-fnp-practicum-handbook.pdf?sfvrsn=8
  2. Review the PowerPoint presentation, MSN FNP Practicum Preparation, located in the Course Resource section of the course.
  3. If you have any questions, please reach out to your FNP Practicum Coordinator. You can locate the name of your FNP Practicum Coordinator (PC) by reviewing the following document in the Course Resource section of the course, Communicate with Your Practicum Coordinator. The PCs are listed by state. Simply locate your state of residence and there, you will find the name of your PC and their contact information. The form also contains deadlines for reaching out to your practicum coordinator, which is based on the session that you plan to begin your first practicum course.

NR 536 Education Theory and Learners

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NR 536 Education Theory and Learners

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NR 536 Education Theory and Learners

NR 536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators

Week 1 Discussion

DQ1 Education Theory and Learners

Select the type of learner you will work with in the future (i.e., academic students, staff nurses, or patients/families); then debate the following question. Be sure to include pros and cons.

Many individuals state that “practice is the best teacher.” For these individuals, the application of the same knowledge and the same skill must occur repeatedly and often. In contrast, there are educators who state that a learner does not need to complete 10 bed baths or write 15 care plans. In their opinions, quality is more important than quantity.

Question: Applying your knowledge of educational theory from previous courses, which approach would be best for your learners—repeated practice or quality? How can learner confidence be developed with the method that you selected?

Please see the discussion guidelines and grading rubric by clicking on the link below.

Discussion Guidelines and Grading Rubric

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

Health Behavior Self Analysis

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Health Behavior Self Analysis

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Health Behavior Self Analysis

I hope to learn self discipline over the course of my behavior change. Learning to set positive goals. Learning to boost my self confidence and overall image. I have tried to change my eating habits in the past and while I was successful in shedding the pounds, I was miserable. I restricted certain foods, I wouldn’t eat anything that contained carbs, and I wasn’t working out. I was so unhappy with my body image. I was roughly 120 lbs and thought I was so fat. Looking back on old photos I was clearly delusional. I don’t want to approach this behavior change like I did when I was 19 and fresh out of high school. I have gained a lot of knowledge over the past few years in regards to proper nutrition and what works and doesn’t work for my body. The goal is to focus on eating cleaner, but being happy along the way by setting realistic goals. I have downloaded MyFitnessPal which I will use to track my calories. I believe this is the best and most efficient way to monitor my progress.

Introduction: Knowledge of Canadians’ experiences in making health behaviour changes (HBCs) in general, and among those at risk due to body mass index (BMI), would help inform health promotion / disease prevention programs. Selected self reported HBCs in the past 12 months by BMI category were examined in this secondary analysis of the Canadian Community Health Survey 4.1. These HBCs included increased sports/exercise, weight loss and improved eating habits. Barriers to HBC were also examined.

Methods: Descriptive analyses and forward stepwise logistic regression were completed on data from respondents 18 years and older. Self-reported BMI was corrected by the method of Connor Gorber et al. (2008).

Results: Our final sample was n = 111 449. Overall, 58% of respondents had made an HBC, with increased sports/exercise as the most important HBC in 29% of the sample, followed by improved eating habits (10%) and weight loss (7%). Half (51%) experienced barriers to HBC; lack of will power was most commonly cited, followed by work and family responsibilities. Obese respondents reported HBC more frequently than normal-weight respondents (60% vs. 55%), but the prevalence of increased sports/ exercise and improved eating habits was similar across BMI categories. Regression models accounted for only 6%-10% of the total variance.

Conclusion: That a majority of respondents had made at least one HBC bodes well for positively shifting population health. Additional work to further characterize the population, and to improve on population indicators, is needed to assess the impact of health promotion/disease prevention efforts. These findings provide important first population benchmarks for future work.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

RN I Surgical Job Interview

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RN I Surgical Job Interview

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RN I Surgical Job Interview

RN I Surgical Job Interview: The following position is advertised on a career Web site: RN I Surgical Job Travel Involved: None. Job Type: Full-Time. Job Level: Minimum Education Required: Associate Degree Skills: Category: Nursing FTE: 0.9. Position Summary: Description/Purpose of Position: Responsible for providing patient care based upon the nursing process; being effectively involved with maintaining the standard of care for assigned patients through assessment, planning, implementation, and evaluation. Oversees and guides employees who are under your supervision. Requirements Description/Purpose of Position: Responsible for providing patient care based upon the nursing process; being effectively involved with maintaining the standard of care for assigned patients through assessment, planning, implementation, and evaluation. Oversees and guides employees that are under your supervision. Minimum Qualifications: Education: Graduate of an accredited school of Nursing. License/Certification: Current RN license in the state of XXX. Current BCLS Certification. Other: Must be able to demonstrate the knowledge and skills necessary to provide care/service appropriate to the age of the patients served on the assigned unit/department. Note: An RN graduate is a nurse who has completed a course of study at a school of nursing and is eligible for the NCLEX. The RN graduate performs directly under the supervision of the charge nurse or RN designee.

  1. List three substantive questions you might expect to be asked in an interview for the job, and summarize your answers.
  2. Describe three to five ways in which you could prepare for the interview to make the most positive impression.
  3. Be sure to describe what you would wear and what material you would bring with you.

Your best friend, Lindsey, and you are working together in the surgical ICU. Often you cover for her when she goes to lunch or on breaks. You notice that often her clients complain of being in pain, even though she has told you that she medicated them right before she left the unit. You also notice that she appears to be very jumpy and short-tempered and a bit disheveled when she comes to work. You are suspicious that she is using the medications that she says she is giving to her clients.

  1. What should you do first?
  2. What might be the consequences if you decide to do nothing?

DMPA Injection Schedule: How Many Weeks Between Doses?

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DMPA Injection Schedule: How Many Weeks Between Doses?

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DMPA Injection Schedule: How Many Weeks Between Doses?

Question description

Answer the fallowing questions

Question 1

. The nurse practitioner is prescribing a depot medroxyprogesterone acetate (DMPA) injection for a patient. This medication is given at _______ week intervals.

Question 1 options:
3
6
9
12

Question 2 (1 point)

When comparing COCs to the contraceptive patch and vaginal ring, which of the following statements by the nurse practitioner is correct?

Question 2 options:
The ring, patch, and COCs have the same theoretical efficacy.
The vaginal ring offers more opportunity for user error.
The patch has lower failure rates in obese women.
COCs have fewer variety of formulations.0

Question 3 (1 point)

Although barrier contraception methods are less effective in preventing pregnancy than more modern methods, the nurse practitioner understands that interest in barrier methods is on the rise because they:

Question 3 options:
can help protect against STIs, including HIV
are coitus dependent and require planning
are nonallergenic and male controlled
involve the use of hormones

Question 4

The nurse practitioner is discussing contraceptive efficacy with a patient. This term refers to:

Question 4 options:
the rate of success in those who are spacing their pregnancies.
the likelihood of pregnancy when a method is used exactly as prescribed.
the number of pregnancies when a method is used improperly or inconsistently.
the likelihood of user failure or typical-use failure rates in different populations.

Question 5

A patient is being counseled about emergency contraceptive methods. All of the following methods may be used for emergency contraception except:

Question 5 options:
Copper IUD
Ulipristal acetate
Yuzpe regimen
Progestin implant

NURS-FPX4035: Improvement Plan In-Service Presentation

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NURS-FPX4035: Improvement Plan In-Service Presentation

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NURS-FPX4035: Improvement Plan In-Service Presentation

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

Introduction

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

Reference

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing, 47(3), s16–s17.

Overview

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

For this assessment, build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the safety improvement plan you created.

Instructions

Develop a PowerPoint presentation with detailed speaker’s notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.

  • Describe the purpose and at least three goals of an in-service session for nurses.
    • Include a one-line purpose statement followed by the goals.
    • Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.
  • Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.
  • Explain to the audience their role and the importance of making the improvement plan successful.
  • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
    • Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.
  • Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

  • Part 1: Agenda and Outcomes.
    • Explain to your audience what they are going to learn or do, and what they are expected to take away.
  • Part 2: Safety Improvement Plan.
    • Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.
    • Explain why it is important for the organization to address the current situation.
  • Part 3: Audience’s Role and Importance.
    • Discuss how the staff audience will be expected to help implement and drive the improvement plan.
    • Explain why they are critical to the success of the improvement plan.
    • Describe how their work could benefit from embracing their role in the plan.
  • Part 4: New Process and Skills Practice.
    • Explain new processes or skills.
    • Develop an activity that allows the staff audience to practice and ask questions about these.
    • In the notes section, brainstorm potential responses to likely questions or concerns.
  • Part 5: Soliciting Feedback.
    • Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
    • Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

Additional Requirements

  • Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).
  • Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
  • APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See APA Module.
  • Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the BSN Nursing Program Library Guide as needed to guide your research in the Capella library.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Explain the need for and process to improve safety outcomes related to a specific patient safety issue.
    • Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
  • Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
    • Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.
    • Explain to an audience its role and importance of making an improvement plan successful.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.
    • Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

 

NR 512 Narrated PowerPoint

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NR 512 Narrated PowerPoint

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NR 512 Narrated PowerPoint

NR512 Integration of Nursing Informatics Skills and Competencies

Week 7 Assignment

Narrated Power Point Presentation

The Narrated PowerPoint Presentation assignment is due by Sunday, 11:59 p.m. (MT) at the end of Week 7. The guidelines and grading rubric as well as other supportive documents are listed and located below.

Purpose

This assignment is designed to help students

Develop an appreciation for informatics, basic skills and knowledge required in practice settings. Students selected a “hot” or popular topic of particular interest to their practice to discuss in week 5. This week student will develop a narrated slide PowerPoint (PPT) presentation of 8-10 slides summarizing the assignment.

Course Outcomes

Through this assignment, the student will demonstrate the following ability.

(CO 6) Describe health information systems within healthcare setting and the profession of nursing in all practice domains and settings including electronic health records (EHR), their management and patient-care information technology (IT). (PO 4)

(CO 7) Explore trends and issues in NI and their impact on nursing practice in all domains. (POs 9, 11)

Assignment: NR 512 Narrated Power Point Presentation

Requirements

The FierceEMR and FierceHealthIT current topics from the Week 5 assignment will be summarized in 8-10 narrated slides for this Week 7 assignment. Students will summarize the rationale for choosing the topic, how it will impact practice in a positive and negative manner, including pros and cons. Include discussion of how informatics skills and knowledge were applied in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed FierceHealthIT Hot Topic narrated PPT assignment to assignment folder by end of Week 7.

Preparing the Presentation

The FierceEMR and FierceHealthIT Current Topic of the Week is a recap of the assignment from Wk. 5 and must be a professional, scholarly prepared PowerPoint narrated presentation of 8-10 slides including at least three scholarly references.

You should have at least 8-10 slides. It is important to note that if you could not give your presentation and someone would have to stand in for you, he or she would need to know what you were going to say. Use the speaker-notes section so that someone may step in for you and not miss a beat.

Maintain the 6x6x6 rule for a professional PowerPoint presentation. No more than 6 lines per slide, 6 words per line, and 6 slides without a graphic.

All aspects of the presentation must be in APA format as expressed in the current edition.

Ideas and information from professional sources must be cited correctly.

Grammar, spelling, punctuation, and citations are consistent with formal academic writing.

Due to the size of the file with narration, please do not include any animation.

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NRS 451-Keeping Patients Safe

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NRS 451-Keeping Patients Safe

Discussion: Keeping Patients Safe: Transforming the Work Environment of Nurses NRS 451

Keeping Patients
Safe: Transforming the Work Environment of Nurses

Read the Executive Summary (pages 24-43) of the landmark
Institute of Medicine* report, Keeping Patients Safe: Transforming the Work
Environment of Nurses.

*Institute of Medicine is now called the Health and Medicine
Division

Discussion: Keeping Patients Safe: Transforming the Work Environment of Nurses NRS 451

Building on the revolutionary Institute of Medicine reports To Err is Human and Crossing the Quality Chasm, Keeping Patients Safe lays out guidelines for improving patient safety by changing nurses’ working conditions and demands.

Licensed nurses and unlicensed nursing assistants are critical participants in our national effort to protect patients from health care errors. The nature of the activities nurses typically perform – monitoring patients, educating home caretakers, performing treatments, and rescuing patients who are in crisis – provides an indispensable resource in detecting and remedying error-producing defects in the U.S. health care system.

During the past two decades, substantial changes have been made in the organization and delivery of health care – and consequently in the job description and work environment of nurses. As patients are increasingly cared for as outpatients, nurses in hospitals and nursing homes deal with greater severity of illness. Problems in management practices, employee deployment, work and workspace design, and the basic safety culture of health care organizations place patients at further risk.

Discussion: Keeping Patients Safe: Transforming the Work Environment of Nurses NRS 451This newest edition in the groundbreaking Institute of Medicine Quality Chasm series discusses the key aspects of the work environment for nurses and reviews the potential improvements in working conditions that are likely to have an impact on patient safety.

Building on the revolutionary Institute of Medicine reports To Err is Human and Crossing the Quality Chasm, Keeping Patients Safe lays out guidelines for improving patient safety by changing nurses’ working conditions and demands.

Licensed nurses and unlicensed nursing assistants are critical participants in our national effort to protect patients from health care errors. The nature of the activities nurses typically perform – monitoring patients, educating home caretakers, performing treatments, and rescuing patients who are in crisis – provides an indispensable resource in detecting and remedying error-producing defects in the U.S. health care system.

During the past two decades, substantial changes have been made in the organization and delivery of health care – and consequently in the job description and work environment of nurses. As patients are increasingly cared for as outpatients, nurses in hospitals and nursing homes deal with greater severity of illness. Problems in management practices, employee deployment, work and workspace design, and the basic safety culture of health care organizations place patients at further risk.

Discussion: Keeping Patients Safe: Transforming the Work Environment of Nurses NRS 451This newest edition in the groundbreaking Institute of Medicine Quality Chasm series discusses the key aspects of the work environment for nurses and reviews the potential improvements in working conditions that are likely to have an impact on patient safety.