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NRSG378 – Principles of Nursing Extended Clinical Reasoning Case Study Example

NRSG378 - Principles of Nursing Extended Clinical Reasoning Case Study Example NRSG378 – Principles of Nursing Extended Clinical Reasoning Case Study Assignment

NRSG378 – Principles of Nursing: Extended Clinical Reasoning Assessment Task 3 – Case Study

NRSG378 – Principles of Nursing Extended Clinical Reasoning Case Study Assignment Brief

Assignment Instructions Overview:

This case study assignment requires students to apply unit learnings to assess, prioritize, and plan nursing care for an acutely unwell patient using a structured clinical reasoning framework. Students must critically link theoretical knowledge to the patient’s presentation and management within the acute care setting.

Understanding Assignment Objectives:

The objective of this task is to strengthen clinical reasoning skills through the analysis of an acute clinical situation. Students must demonstrate the ability to understand the pathophysiology of illness, recognize clinical cues, identify nursing and patient problems, plan evidence-based interventions, and consider the holistic impact of illness on patient well-being.

The Student’s Role:

Students are expected to step into the role of a registered nurse managing an acutely ill patient. They must assess clinical information, make informed nursing judgments, prioritize care needs, and formulate a detailed care plan using a systematic clinical reasoning approach. Students should integrate theoretical concepts with practical nursing care strategies while addressing both physical and psychosocial patient needs.

Competencies Measured:

This assignment evaluates competencies in critical thinking, clinical decision-making, pathophysiological knowledge, nursing assessment, prioritization of care, pharmacological understanding, evidence-based intervention planning, and holistic patient care. It also measures the ability to apply a clinical reasoning framework systematically to patient management.

NRSG378 – Principles of Nursing Extended Clinical Reasoning Case Study Example

Extended Clinical Reasoning Case Study: Care of Kate Sansbury

Disease Pathophysiology and Patient Assessment

Kate Sansbury, a 22-year-old female, presented to the emergency department with worsening abdominal pain, nausea, vomiting, and general malaise. Initially experiencing dull pain localized to the right lower quadrant, her symptoms progressed over three days to severe, sharp pain that triggered vomiting and restricted oral intake. Clinical assessment revealed tachycardia (HR 118 bpm), hypotension (BP 90/60 mmHg), fever (39.2°C), mild work of breathing (RR 24 bpm), and physical signs of dehydration and guarding.

These symptoms strongly suggest perforated appendicitis leading to secondary peritonitis. Appendicitis occurs when the lumen of the appendix becomes obstructed, often by lymphoid hyperplasia, fecaliths, or foreign bodies (Stringer, 2017). This blockage promotes bacterial overgrowth, increased intraluminal pressure, vascular compromise, and eventually, necrosis. In untreated cases, the appendix can rupture, spilling infectious material into the peritoneal cavity, leading to secondary peritonitis, a serious and potentially life-threatening condition (Clements et al., 2021).

Kate’s elevated white blood cell count (15 x 10⁹/L) and C-reactive protein (150 mg/L) indicate a strong systemic inflammatory response. Her elevated lactate (2.0 mmol/L) suggests early tissue hypoperfusion. The presence of minimal bowel sounds, guarding, and a distended abdomen point to peritonitis, which results from widespread inflammation of the peritoneum. Inflammation leads to third-spacing of fluids into the peritoneal cavity, contributing to intravascular volume depletion, reflected in Kate’s hypotension and signs of dehydration.

Elements of a comprehensive nursing assessment for Kate include:

Full set of vital signs monitoring (hourly)
Detailed pain assessment (scale, location, radiation, characteristics)
Fluid balance charting (input/output monitoring)
Abdominal assessment (inspection, auscultation, palpation, percussion)
Neurological status monitoring (GCS assessment)
Skin turgor, mucous membranes hydration status
Electrolyte and renal function monitoring
Respiratory assessment
Psychosocial evaluation (stress levels, mental health status)
Nutritional assessment
Mobility assessment

Nursing and Patient Issues

Three primary nursing issues emerge from Kate’s case: pain management, infection control, and fluid volume deficit management.

2.1 Pain Management

Pain presents as a dominant issue for Kate, rated 8/10 and limiting her movement. Uncontrolled pain can lead to numerous adverse outcomes, including heightened stress responses, impaired respiratory function, delayed mobilization, and prolonged recovery (Jiang, 2019). Severe pain also exacerbates sympathetic nervous system activation, potentially worsening her hemodynamic instability. Effective pain management will optimize Kate’s comfort, enhance cooperation with care procedures, and promote faster postoperative recovery.

2.2 Infection Control

The perforated appendix has allowed bacterial contamination of the peritoneal cavity, triggering secondary peritonitis. Infection control becomes crucial to prevent progression to sepsis, a life-threatening condition associated with significant morbidity and mortality (Jones et al., 2021). Proactive infection management, including aseptic techniques, early antibiotic therapy, and vigilant monitoring of vital signs and inflammatory markers, is essential to stabilize Kate’s condition and prevent further complications.

2.3 Fluid Volume Deficit

Kate exhibits significant fluid loss due to vomiting, fever, and third-spacing of fluids into the peritoneal cavity. Clinical signs, including dry lips, reduced urine output, hypotension, and elevated lactate levels, all support the presence of hypovolemia. Failure to promptly address her fluid deficit may worsen tissue perfusion and precipitate septic shock (Michaelides & Zis, 2019). Aggressive fluid resuscitation with isotonic crystalloids remains essential.

Impact on Activities of Living

Nutrition and Hydration: Kate’s inability to tolerate oral intake and ongoing fluid losses compromise her nutritional status. Maintenance of adequate hydration and electrolyte balance is vital for wound healing, immune function, and overall recovery.

Mobility: Postoperative pain, abdominal tenderness, and surgical intervention will likely impair Kate’s mobility. Early mobilization post-surgery prevents complications such as deep vein thrombosis, pulmonary embolism, and promotes bowel function return (Haahr-Raunkjaer et al., 2022).

Pharmacological Management

Kate’s pharmacological management focuses on antibiotics and analgesics, both vital for treating her underlying infection and managing pain.

3.1 Antibiotics (Beta-lactam class)

Broad-spectrum beta-lactam antibiotics, such as ceftriaxone, play a key role in Kate’s treatment. Beta-lactams inhibit bacterial cell wall synthesis by binding to penicillin-binding proteins, leading to cell lysis and death (Pandey & Cascella, 2022). In cases like Kate’s, early administration of broad-spectrum antibiotics helps control peritoneal contamination and limits systemic infection progression. Nursing considerations include monitoring for signs of allergic reactions, ensuring timely administration, and reassessing therapy once culture results become available (Blumenthal et al., 2019).

3.2 Analgesics (Opioid class)

Opioids, such as morphine, provide essential pain relief for patients experiencing severe postoperative pain. Opioids act by binding to mu-receptors in the central nervous system, altering the perception and emotional response to pain (Vadivelu et al., 2018). For Kate, PRN morphine ensures rapid pain control, aiding in relaxation, reduced sympathetic activation, and smoother postoperative recovery. Nursing considerations involve regular pain assessment, close monitoring for respiratory depression, sedation, and gastrointestinal side effects such as constipation, which may complicate recovery.

Additional supportive medications include antiemetics like ondansetron to control postoperative nausea and vomiting, contributing to better comfort and hydration status.

Nursing Interventions

4.1 Prioritized Nursing Interventions in the First 24 Hours Post-Surgery

4.1.1 Monitoring and Assessment

Continuous monitoring of Kate’s vital signs, fluid balance, and neurological status remains the top priority. Early detection of hypotension, tachycardia, hypoxia, or altered mental status can signal deterioration, requiring urgent intervention (Michard et al., 2020). Hourly observations of blood pressure, heart rate, respiratory rate, temperature, oxygen saturation, and pain levels ensure rapid identification of postoperative complications, including hemorrhage, sepsis, or respiratory compromise.

Rationale: Early detection enables timely interventions and prevents severe complications, including septic shock.

4.1.2 Pain Management

Effective pain management is essential to enhance Kate’s recovery. Pain must be assessed regularly using validated tools like the Numeric Rating Scale (0-10) or the Verbal Descriptor Scale. PRN opioids, in combination with non-pharmacological strategies such as repositioning, relaxation techniques, and emotional support, should be provided.

Rationale: Adequate pain control improves comfort, encourages deep breathing, promotes early ambulation, and prevents postoperative pulmonary complications (Chiarotto et al., 2019).

4.1.3 Fluid Resuscitation and Electrolyte Management

Strict input and output monitoring and ensuring the prescribed IV fluid regimen are critical. Regular electrolyte review (e.g., sodium, potassium) must guide further fluid and electrolyte replacement strategies to prevent imbalances.

Rationale: Restoration of circulatory volume enhances tissue perfusion and oxygen delivery, essential for healing and recovery (Michaelides & Zis, 2019).

4.1.4 Infection Prevention

Strict aseptic technique must be maintained during all care activities, including wound care and IV access management. Surgical wounds should be assessed at least once per shift for signs of infection, including redness, swelling, warmth, or discharge. Prophylactic antibiotic administration must follow the hospital schedule precisely.

Rationale: Meticulous infection prevention minimizes the risk of postoperative sepsis and wound dehiscence (Kim et al., 2019).

4.1.5 Early Mobilization

Kate should be encouraged to mobilize as soon as she is medically stable. Initial mobilization should occur with assistance, ensuring pain control and hemodynamic stability. Passive range-of-motion exercises should be initiated if active mobilization is delayed.

Rationale: Early mobilization prevents complications like deep vein thrombosis, pulmonary embolism, and promotes the return of gastrointestinal function (Haahr-Raunkjaer et al., 2022).

4.1.6 Respiratory Care

Incentive spirometry, deep breathing exercises, and regular repositioning should be part of Kate’s postoperative care plan to prevent atelectasis and pneumonia.

Rationale: Postoperative respiratory exercises reduce the risk of hypoventilation and respiratory infections, particularly after abdominal surgery (Ramachandran et al., 2017).

4.1.7 Psychosocial Support

Given Kate’s history of depression and current worries about missing her veterinary placement, emotional support must be incorporated into the care plan. Open, empathetic communication should be maintained, and a referral to mental health services considered if anxiety or depressive symptoms escalate.

Rationale: Addressing psychosocial needs promotes holistic recovery and reduces the risk of psychological complications (Michaelides & Zis, 2019).

References

Blumenthal, K. G., Peter, J. G., Trubiano, J. A., & Phillips, E. J. (2019). Antibiotic allergy. The Lancet, 393(10167), 183-198.

Chiarotto, A., et al. (2019). Measurement properties of pain intensity scales. British Journal of Anaesthesia, 123(2), e270-e282.

Clements, W. D., et al. (2021). Peritonitis: Clinical perspectives and management. Surgical Infections, 22(5), 407-416.

Dowling, J., et al. (2017). Infectious diseases and antibiotic management. Journal of Clinical Pharmacology, 57(6), 690-705.

Fikri, M., et al. (2023). Pathophysiology of acute appendicitis: A review. Clinical Surgery Journal, 28(2), 120-127.

Haahr-Raunkjaer, C., et al. (2022). Early mobilization strategies following surgery. European Journal of Anaesthesiology, 39(2), 149-157.

Jiang, Y. (2019). Pain management in surgical patients. International Journal of Surgery, 65, 38-43.

Jones, M. C., et al. (2021). Preventing surgical site infections. American Journal of Surgery, 221(2), 293-298.

Kim, D. J., et al. (2019). Surgical infections: Diagnosis and management. Clinical Infectious Diseases, 68(3), 414-421.

Michaelides, A., & Zis, P. (2019). Management of dehydration and electrolyte imbalance. Frontiers in Physiology, 10, 570.

Michard, F., et al. (2020). Hemodynamic monitoring in postoperative care. Critical Care, 24(1), 20.

Pandey, S., & Cascella, M. (2022). Beta-lactam Antibiotics. StatPearls Publishing.

Perez, E., & Allen, S. (2018). Diagnosis and management of appendicitis. Clinical Practice and Cases in Emergency Medicine, 2(1), 71-74.

Ramachandran, S. K., et al. (2017). Risk factors for postoperative respiratory depression. Anesthesia & Analgesia, 124(5), 1669-1675.

Salazar Maya, A. M. (2022). Best practices in postoperative nursing care. Journal of Perioperative Practice, 32(7), 214-221.

Stringer, M. D. (2017). Acute appendicitis. Journal of Paediatrics and Child Health, 53(11), 1071-1076.

Vadivelu, N., et al. (2018). Pain management post-surgery. Pain Practice, 18(5), 524-532.

Detailed Assessment Instructions for the NRSG378 – Principles of Nursing Extended Clinical Reasoning Case Study Assignment

ASSESSMENT INFORMATION
Assessment Title	Assessment Task 3 – Case Study
Purpose	This assessment enables students to apply knowledge from unit learnings to an issue requiring extended clinical reasoning. The assessment will engage students with the application of theory to practice and is designed to facilitate an understanding of the impact of illness on the patient. It is also intended to give students the opportunity to demonstrate the ability to use a clinical reasoning framework to plan the care of an acutely unwell patient.
Due Date	Wednesday 24^th May 2023
Time Due	14:00
Weighting	50%
Length	2000 words
Assessment Rubric	Appendix 2 of the NRSG378 unit outline
LEO Resource	A national pre-recorded video will be uploaded onto LEO in week seven (7), which will provide students with an overview of the assessment as well as resources and advice on how to approach the task. Students are encouraged to post questions on the discussion forum on LEO and to check for answers there as a first point of query.
LOs Assessed	LO1, LO2, LO3, LO4
Task	Students will assess, prioritise and plan the care of the case study patient using a clinical reasoning framework. Sections you need to respond to include: 1. Disease pathophysiology and patient assessment (500 words): · Provide an initial impression of the patient and identify relevant and significant features from the patient presentation; · Discuss in detail, the pathophysiology of the disease and how Kate’s presenting signs and symptoms reflect the underlying pathophysiology; · Identify further elements of a comprehensive nursing assessment (this can be presented as a list) 2. Identify nursing and patient issues (500 words): · Identify and prioritise 3 nursing issues you must address for Kate and justify why they are priorities and support your discussion with evidence and data from the case study. These can be actual or at-risk issues. · Discuss the potential impact of this admission on Kate’s 2 most important activities of living (can be biological, psychosocial, spiritual or cultural factors)

Discuss the pharmacological management (400 words):
- Identify and discuss two (2) common classes of drugs used for Kate, including the drug mechanism of action, indication and nursing considerations. This does not mean specific drugs but rather the class that these drugs belong to.

Nursing interventions (600 words):
- Identify, rationalise and explain, in order of priority, the nursing care strategies you should use within the first 24 hours post-surgery for Kate.

Case Study Kate Sansbury is a 22-year-old female who presented to the emergency department (ED) with abdominal pain, nausea and vomiting, and general malaise. She stated that the pain appeared 3 days ago but was dull and localised to the right lower quadrant only, and resolved when she applied a heat pack and took some paracetamol. She assumed the pain was due to her upcoming period.

Last night at 3am she woke when the abdominal pain became sharp and was so “intolerable” she vomited. She has since had 2 further vomits, and states she feels ongoing nausea. She has not been able to eat or drink her usual amounts for the past day. She states she has only voided once yesterday and it was “very dark yellow” in colour.

On assessment:

Kate appears pale, cool and clammy. Her lips appear dry
She is lying in a semi-Fowler’s position and has her hands across her stomach (guarding). Kate appears reluctant to move
Her abdomen is distended and tender, and there are minimal abdominal sounds on auscultation
On abdominal palpation, she states the pain is 8/10 on the right lower quadrant, but the pain also occurs across her abdomen, and it is becoming worse

Health assessment findings and laboratory results at presentation:

HR 118 bpm, regular pulse
BP 90/60 mmHg
RR 24 bpm, mild WOB
Temp 39.2C
SpO2 97% on RA
Alert and orientated to time, place, and person. GCS 15
CRT 2 seconds
Last bowel motion – yesterday but patient states she feels “constipated”
Weight – 62kg

	Result	Normal Values
Haemoglobin (Hb)	145 g/L	150-160 g/L (females)
WBC	15 x 109/L	4-11 x 109/L
Sodium	132 mmol/L	135 to 145 mmol/L
Potassium	3.5 mmol/L	3.5 to 5.2 mmol/L
Lactate	2.0 mmol/L	<1.0 mmol/L
C-reactive protein (CRP)	150 mg/L	<5 mg/L
Human chorionic gonadotropin (hCG)	< 5 IU/L	Not pregnant < 5 IU/L
Blood cultures	Pending	Negative

Patient history:

Kate currently lives with two friends in a share house in an inner-city suburb in Melbourne. She works part-time as a retail worker in a bookshop, and studies veterinary nursing at TAFE full-time. She states that she is due to commence placement soon for her studies, and is “worried I won’t be able to attend and fail”.

She consumes a healthy diet, and only eats takeout once every few weeks. Kate exercises 4 days a week, for approximately 1 hour each time and considers herself “fit and healthy”. She does not smoke and has 2 standard alcohol drinks every Saturday when she goes out with her friends. She also smokes marijuana recreationally when she becomes “stressed out”.

Family history:

· Parents live in Darwin and are both well with no medical concerns

· Kate visits them once a year during Christmas

Medical history:

· Depression

· Asthma

Medications:

· Sertraline 50mg daily

· Salbutamol 4-6 puffs via pMDI PRN

Following the review of her laboratory tests and assessment results, Kate has been diagnosed with ?perforated appendix leading to secondary peritonitis

Management

· Administer IV bolus NaCl 0.9% 500ml over less than 15 minutes

· Commence IV NaCl 0.9% at 70ml/hr

· Administer IV ceftriaxone 1g BD

· Administer IV morphine 2mg PRN

· Administer IV ondansetron 4mg PRN

· 1/24 vital obs and pain assessment

· Repeat UEC 2 hours post IVF commencement

· SFBC

· NBM

· Pre-op preparation for an emergency appendectomy and peritoneal cleanout

You are the registered nurse looking after Kate, and you are required to plan her care guided by a clinical reasoning framework and the provided case study information.

Submission

Via the Turnitin dropbox in the NRSG378 LEO site under the “Assessment” tile.

FORMATTING
File format	The information will be presented as a question-and-answer format. There is no need to include an introduction or conclusion. Do not include the question in your assessment, just label it as 1), 2), etc. Each answer has a word limit; answers beyond this limit will not be considered in your mark. The assessment will be submitted as a Microsoft Word document file via Turnitin. Please do not submit pdf files.
REFRENCING
Referencing Style	APA 7^th edition
Minimum References	A minimum of 15 high quality resources are to be used. All arguments must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively.
Age of References	Published in the last 5 years unless using seminal text.
Alphabetical Order	References are arranged alphabetically by author family name
Hanging Indent	Second and subsequent lines of a reference have a hanging indent
DOI	Presented as functional hyperlink
Spacing	Double spacing the entire reference list, both within and between entries
ADMINISTRATION
Late Penalties	Late penalties will be applied from 2:01pm on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will receive feedback but will not be allocated a mark. Penalty Timeframe Penalty Marks Deducted 2:01pm Wednesday to 2pm Thursday 5% penalty 5 marks 2:01pm Thursday to 2pm Friday 10% penalty 10 marks 2:01pm Friday to 2pm Saturday 15% penalty 15 marks Received after 2:01pm Saturday No mark allocated Example: An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark.
Final Assignment	Marks for this last assessment will be returned after release of final unit results.
Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit.

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NRSG371 Building Healthy Communities Written Assignment Example

NRSG371 Building Healthy Communities Written Assignment

Assessment Task 2 – Written Assignment (Essay)

NRSG371 Building Healthy Communities Course

NRSG371 Building Healthy Communities Written Assignment Brief

Assessment Task 2 – Written Assignment (Essay)

Assignment Instructions Overview

This written assignment invites nursing students to critically explore how nurses can collaborate with communities across Australia to address a significant public health issue. The task emphasises a strength-based approach and community partnership—central to promoting sustainable and inclusive health improvements beyond hospital settings. Students will integrate health promotion concepts, societal health challenges, and the evolving role of nurses in building healthier communities. The essay should be 2000 words (±10%) and follow formal academic writing conventions.

Understanding Assignment Objectives

The core aim of this assessment is to develop your understanding of nursing as a community-engaged profession. You will investigate how nurses contribute to population health by working in partnership with local communities. Rather than focusing solely on illness and treatment, this task highlights prevention, social determinants of health, and collective capacity-building.

You are required to demonstrate how nurses can address homelessness, infectious diseases, or gender-related health disparities by fostering meaningful relationships and utilising community assets. The essay must reflect contemporary nursing roles that promote equity, collaboration, and person-centred care.

The Student’s Role

As the author of this essay, your role is to act as a future nurse leader and advocate. You are expected to apply critical thinking and evidence-based reasoning to examine how nurses can effectively partner with community members and stakeholders. Your essay should demonstrate a strong understanding of health promotion theories, the Australian healthcare system, and how nursing practice is adapting to meet the needs of diverse populations in a changing world.

While grounded in academic research, your writing should also reflect practical insight into how nurses support resilience and empowerment within communities.

Competencies Measured

This task assesses your ability to:

Interpret complex public health issues through a nursing and community health lens
Apply the principles of strength-based and person-centred approaches
Explore partnerships between nurses and communities to promote health equity
Recognise the evolving role of nurses in diverse settings, both locally and globally
Engage in critical reflection to assess the impact of community-based nursing interventions
Communicate ideas in a clear, scholarly, and professionally formatted essay following APA 7th guidelines

NRSG371 Building Healthy Communities Written Assignment Example

Introduction

Homelessness remains a pressing social and health issue in Australia, particularly affecting Indigenous communities. The 2021 Australian Census recorded over 122,000 people as experiencing homelessness, with Indigenous Australians significantly overrepresented (Australian Bureau of Statistics [ABS], 2021). This disparity reflects systemic inequalities, including colonisation, intergenerational trauma, and social exclusion. The aim of this paper is to explore how nurses can collaborate with Indigenous communities in Australia using a strength-based approach to address homelessness. The paper draws on the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice and evidence-based literature.

Understanding Homelessness in Indigenous Contexts

Indigenous Australians experience homelessness at a rate ten times higher than non-Indigenous Australians (Australian Institute of Health and Welfare [AIHW], 2023). However, homelessness for Indigenous people may differ from conventional definitions. It often includes spiritual homelessness or being disconnected from land, culture, and kin (Jackson Pulver et al., 2020). Such dislocation is rooted in colonisation, forced removals, and systemic disadvantage.

Understanding this broader context is crucial for effective nursing practice. Homelessness is not solely about lacking a physical dwelling but encompasses loss of identity, security, and belonging. Cultural sensitivity, trauma-informed care, and an awareness of social determinants are fundamental to understanding the needs of this population.

The Role of Nurses in Addressing Homelessness

Nurses play a pivotal role in mitigating the health effects of homelessness. Indigenous Australians experiencing homelessness face greater risks of chronic illnesses, mental health issues, substance abuse, and early mortality (WHO, 2022). By providing culturally safe care and acting as advocates, nurses can influence systemic change.

The NMBA Registered Nurse Standards for Practice provide a framework that guides ethical, evidence-based, and person-centred care. Standards 2 and 3 are particularly relevant: they focus on engaging in therapeutic and culturally safe relationships, and maintaining the capability for practice (NMBA, 2023).

Collaboration is a critical nursing responsibility. Nurses can work with community elders, Aboriginal Health Workers, and local housing and social services to build trust and co-design effective interventions. Cultural humility and respect are essential in establishing partnerships that empower Indigenous communities.

Strength-Based Approaches in Indigenous Health

A strength-based approach highlights the capacities, knowledge, and resilience of communities rather than focusing solely on deficits. This aligns with the principles of Indigenous knowledge systems, which are grounded in relationality, collective wellbeing, and holistic care (Gorrie & Varcoe, 2021).

When addressing homelessness, strength-based strategies may include:

Supporting community-led housing initiatives
Engaging traditional cultural practices in healing and support
Promoting community leadership and voice in health planning

Such approaches improve engagement and outcomes, while fostering cultural pride and self-determination. Nurses, guided by cultural safety principles, can play a supportive role in these initiatives by acting as facilitators and advocates.

Community Collaboration: Models and Strategies

Successful collaboration involves more than referral or consultation—it requires shared decision-making and co-design. One example is the implementation of wraparound services through Aboriginal Community Controlled Health Organisations (ACCHOs), which integrate housing, health, and social support services. These models ensure care is holistic, coordinated, and community-specific (NACCHO, 2023).

Nurses embedded in such services can contribute to:

Outreach and mobile health care for rough sleepers
Health literacy programs
Supporting access to Centrelink, mental health services, and housing programs

Another important model is peer-led support, where Indigenous people with lived experience of homelessness provide mentorship and guidance. Nurses can support these initiatives by offering clinical expertise and emotional support while respecting community autonomy.

Social Determinants of Health and Structural Advocacy

Social determinants such as income, education, and housing stability are deeply intertwined with health outcomes. Indigenous Australians are disproportionately affected by these determinants due to historical and contemporary injustices (WHO, 2022).

Nurses can engage in structural advocacy to address these systemic factors. This may involve:

Advocating for equitable housing policies
Educating policymakers about the health impacts of homelessness
Participating in research and quality improvement projects focused on Indigenous health

Standard 6 of the NMBA framework encourages nurses to contribute to quality improvement and health system reform (NMBA, 2023). Participating in policy discussions, promoting cultural safety training, and amplifying Indigenous voices are all ways nurses can influence upstream factors affecting homelessness.

Alignment with National Frameworks

Nursing efforts should align with national strategies such as the Closing the Gap initiative, which aims to reduce Indigenous disadvantage in health, housing, and education (Commonwealth of Australia, 2021). The National Aboriginal and Torres Strait Islander Health Plan (2013–2023) also emphasises cultural respect, community control, and social inclusion (Commonwealth of Australia, 2013).

By working within these frameworks, nurses can ensure their interventions are strategic and sustainable. Continuous quality improvement, cultural competence, and cross-sector partnerships are necessary to create long-term change (Council of Australian Governments Health Council, 2015).

Conclusion

Homelessness among Indigenous Australians is a complex issue rooted in historical, cultural, and structural factors. Nurses can play a transformative role by collaborating with Indigenous communities using strength-based, culturally safe approaches. By aligning their practice with NMBA standards and national health strategies, nurses can support community empowerment, improve health outcomes, and contribute to systemic change. Strength-based collaboration, grounded in cultural humility and respect, offers a path toward healing and justice for Indigenous Australians.

References

Australian Bureau of Statistics. (2021). Estimating homelessness. https://www.abs.gov.au/statistics/people/housing/estimating-homelessness

Australian Institute of Health and Welfare. (2023). Aboriginal and Torres Strait Islander people: Homelessness services. https://www.aihw.gov.au/reports/indigenous-australians/indigenous-homelessness

Commonwealth of Australia. (2013). National Aboriginal and Torres Strait Islander Health Plan 2013–2023. https://www.health.gov.au

Commonwealth of Australia. (2021). Closing the Gap Report 2021. https://www.closingthegap.gov.au

Council of Australian Governments Health Council. (2015). National Framework for Continuous Quality Improvement in Primary Health Care for Aboriginal and Torres Strait Islander People. https://www.health.gov.au

Gorrie, T., & Varcoe, C. (2021). Reimagining nursing practice with Indigenous peoples: A strength-based approach to health and well-being. Nursing Inquiry, 28(1), e12389. https://doi.org/10.1111/nin.12389

Jackson Pulver, L., Fitzpatrick, S., & Tsey, K. (2020). Indigenous Australians and the social determinants of health. In D. Carey, J. Dwyer & R. Willis (Eds.), Understanding the Australian health care system (5th ed., pp. 217–234). Elsevier.

National Aboriginal Community Controlled Health Organisation (NACCHO). (2023). Cultural safety in Aboriginal health. https://www.naccho.org.au

Nursing and Midwifery Board of Australia (NMBA). (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

World Health Organization. (2022). Social determinants of health. https://www.who.int/social_determinants

Detailed Assessment Instructions for the NRSG371 Building Healthy Communities Written Assignment

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

ASSESSMENT 2 INFORMATION

Assessment type: Written assignment – Essay

Purpose

This assessment task addresses health problems as a societal issue. It requires you to integrate the role of the nurse with the building of healthy communities in order to expose you to the reality that nursing practice environments reach beyond the hospital setting into the wider community.

Due Date: Week 12, Wednesday, 26th of May 2025

Time Due 0900hrs

Weighting 50%

Length 2000 words +/- 10% (includes intext citations, excludes reference list)

Assessment Rubric Appendix B of unit outline

LOs Assessed LO3, LO4, LO5

Task

Describe how nurses can work in partnership with the community of your choice (within Australia), using a strength-based approach, to address one of the following topics Topic and definitions Homelessness Homelessness in Australia is a widespread and largely preventable issue. This public health concern presents a systematic flow on affect to the wider community (Australian Government Department of Health, 2019).

Infectious diseases Infectious diseases have the potential to cause devastation to an entire community at any given time and without warning (Australian Government Department of Health, 2020).

Gender Knowledge of clinically significant sex and gender differences in screening, risk factors, treatment and prognosis are emerging across a broad range of diseases, and differences are identified for those conditions conferring the greatest health burden in Australia and globally (Wainer & Carcel 2019).

Target Audience Health care professionals

Submission Turnitin, word document files only

NRSG371: Building Healthy Communities

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

FORMATTING

File format Word document

Margins 2.54cm, all sides

Font and size 11-point Calibri or Arial

Spacing Double spacing

Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm

Title Page Not to be used

Level 1 Heading Centered, bold, capitalize each word (14-point Calibri or Arial)

Level 2 Headings Flush left, bold, capitalize each word (12-point Calibri or Arial)

Structure Introduction, main paragraphs, conclusion, reference list

Direct quotes Always require page number. No more than 10% of WC in direct quotes

Header Page number top right corner (9 point Calibri or Arial)

Footer Name _ Student Number_ Assessment _ Unit _ Year (9 point Calibri or Arial)

REFRENCING

Referencing Style APA 7th

Minimum References 10-15

Age of References Published in the last 5 years as this area of knowledge is rapidly developing

List Heading “References” is centered, bold, on a new page. (14 point Calibri or Arial)

Alphabetical Order References are arranged alphabetically by author family name

Hanging Indent Second and subsequent lines of a reference have a hanging indent

DOI Presented as functional hyperlink

Spacing Double spacing the entire reference list, both within and between entries

ADMINISTRATION

Late Penalties

Late penalties will be applied from 9:01am on the 26th of May 2025, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. Example: An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Penalty Timeframe Penalty Marks Deducted 9:01 am Wednesday to 9 am Thursday 5% penalty 5 marks 9:01am Thursday to 9am Friday 10% penalty 10 marks 9:01am Friday to 9am Saturday 15% penalty 15 marks Received after 9:01 Saturday No mark allocated n/a

Return of Marks Marks will be generally returned in three weeks; if this is not obtainable, you will be notified via your campus LEO forum.

Final Assignment Marks for the final assessment – this assessment, will be withheld until after grade ratification and grade release on the 2nd July 2025.

Prerequisites

NRSG264 Integrating Practice 3 AND NRSG267 Integrating Practice 4

Unit rationale, description and aim

To function effectively as a graduate nurse, a working knowledge of the larger context of health is essential. This unit is required by students to assist them to understand the role of the nurse in health promotion, community settings and community engagement, as well as how nurses work with other disciplines and key stakeholders.

This unit will assist students to understand that the care they provide as graduates across a variety of clinical settings is contextualized within the larger context of health. Using ACU’s community engagement principles and values, students will examine key issues in working in community settings as well as reflect on participating in community engagement. The creation of healthy communities will be examined by focusing on the role of health promotion and self–management in illness prevention. The role of the nurse in health promotion program planning and evaluation will be examined. A particular emphasis will be on how nurses work with other disciplines and key community stakeholders in partnership to promote healthy communities. Further, the changing role of health care and how the nurse might evolve to function optimally in a changing environment will also be addressed.

The aim of this unit is to assist students to function optimally as a graduate nurse in meeting diverse health and well–being needs of individuals and communities across a range of local and global settings.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome Number	Learning Outcome Description	Relevant Graduate Capabilities
LO1	Discuss the historical context of building healthy communities in Australia, the occurrence of health promotion issues and how these issues are addressed in the Australian Health Performance Framework	GC1, GC7, GC9, GC11
LO2	Examine approaches to health promotion and evaluation aimed at addressing contemporary health promotion and illness prevention issues	GC1, GC2, GC3, GC7, GC9, GC11
LO3	Discuss the role of the nurse in meeting the diverse health and well-being needs of individuals, communities and populations across a range of local and global settings	GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11
LO4	Demonstrate an understanding of the changing role of health care in communities and how the role of the nurse might evolve to meet these future challenges	GC1, GC2, GC3, GC4, GC6, GC7, GC9, GC11
LO5	Explain how nurses can participate in community engagement through partnerships with relevant stakeholders	GC1, GC3, GC4, GC6, GC7, GC8, GC9, GC11

NMBA Registered Nurse Standards for Practice

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:

Standard/Attributes/Criteria	Learning Outcomes
Thinks critically and analyses nursing practice. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7	LO1, LO2, LO3, LO4, LO5
Engages in therapeutic and professional relationships. 2.1, 2.2, 2.3, 2.4, 2.5, 2.7	LO3, LO4, LO5
Maintains the capability for practice. 3.1, 3.2, 3.3, 3.4, 3.7	LO1, LO2, LO3, LO4, LO5
Comprehensively conducts assessments. 4.1, 4.2, 4.3, 4.4	LO4,
Develops a plan for nursing practice. 5.1, 5.3	LO3, LO4, LO5
Provides safe, appropriate and responsive quality nursing practice. 6.1	LO4,
Evaluates outcomes to inform nursing practice. 7.1, 7.2, 7.3	LO4, LO5

Content

Topics will include:

Defining individuals, communities and populations
individuals across the lifespan
communities of place; communities of interest; rural and underserved communities
populations – local and global
Historical context of health promotion
Alma Ata
Ottawa Charter
Sustainable Development Goals
The Australian context of Primary Health Care (PHC)
Health for all
Health for all and health in all policies
Local and global challenges
Healthy cities and communities
Future directions and the changing role of health care and nursing
Health promotion in action
Individual, community and population development approaches
The planning cycle – assess, design, implement, evaluate
Community development approaches to health and healthcare
Community participation, empowerment, engagement and cultural competence
Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
Communication and consultation
Community organisations and volunteer settings

CASE STUDIES

Case studies for this unit focus on the role of the nurse and the multidisciplinary team, curriculum threads, exploration of and engagement with unit content.

10-year-old male (lower socioeconomic): childhood obesity.
34-year-old female (high socioeconomic): domestic violence.

Learning and teaching strategy and rationale

Modes of delivery in this unit include lectures, tutorials, online activies and self-directed study. Consistent with adult learning principles, the teaching and learning strategy used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This unit’s emphasis on community engagement requires students to scaffold this content with other content delivered across the program to analyse and reflect on approaches to, and impact of, engagement with community to improve health and prevent illness. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.

Students will apply the content from this unit to reflect on their community engagement experience, which may include:

International community engagement experience;
Community engagement experience during this semester;
Ongoing community engagement activity over the course of study.

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills, students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online recorded lectures are utilised to convey content and central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning.

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The ‘project’ assessment requires students to examine a community health issue and identify key points where changes can be made. An understanding of what is possible is required by any health care professional when approaching an issue if they are to plan for a genuine outcome. The written assignment addresses health problems as a societal issue. It requires students to integrate the role of the nurse with the building of healthy communities in order to meet the demands of a shift in care delivery and to expose students to the reality that the nursing practice environment reaches beyond the health care facility toward a broader context. Skills necessary for graduate practice include an understanding that the role of a nurse can extend beyond the health care facility and into the wider community.

These assessments are required to build student knowledge and skills which, by the conclusion of this program, will enable the student to graduate as a safe and effective nurse.

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks

Weighting

Learning Outcomes

Project

Enables students to produce a detailed plan and response to a community health need in the current Australian context.

50%

LO1, LO2, LO3

Written Assignment

Enables students to articulate their knowledge of health as a societal issue, and the role of the nurse in addressing community health issues.

50%

LO3, LO4, LO5

Representative texts and references

This reference list was finalised in 2021 for internal curriculum approval; it will be revised prior to unit delivery to ensure the most current representative text and reference list for students.

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health series no.17. Cat. no. AUS 231. AIHW https://www.aihw.gov.au/getmedia/be95235d-fd4d-4824-9ade-34b7491dd66f/aihw-aus-231.pdf?v=20230605163144&inline=true

Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care (6th ed.). Elsevier Australia.

Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.). Elsevier Australia.

Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and primary health care (3rd ed.). Cambridge University Press.

Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach (6th ed.). Elsevier Australia.

World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion https://iris.who.int/handle/10665/349652

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NRSG374 – Professional Development Resource Information PowerPoint Example

NRSG374 - Professional Development Resource Information PowerPoint Example NRSG374 Assessment Task 1 – Professional Development Resource Information PowerPoint Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Professional Development Resource Information PowerPoint Assignment Brief

Unit Code: NRSG374 – Principles of Nursing: A Palliative Approach

Assessment Title: Assessment Task 1 – Professional Development Resource (Narrated PowerPoint)

Weighting: 50%

Due Date: Wednesday, 3rd September 2023, by 10:00 AM

Length: 10-minute narrated PowerPoint (±10%) | 10 slides maximum including Title and References

Submission: Via the Assessment 1 Drop Box on the NRSG374 LEO site

Assignment Instructions Overview

This assessment provides students with the opportunity to design and deliver a professional development resource. The task involves preparing a narrated PowerPoint presentation that educates final-year nursing students or graduate registered nurses on a key topic related to palliative care, integrating the National Palliative Care Standards and evidence-based practice.

The content must reflect contemporary knowledge, professional language, and a clear understanding of the nurse’s role in delivering quality palliative care. Students are to choose one of the three topics from the Survivors Teaching Students program and are expected to attend or view a related session in Week 3.

Understanding Assignment Objectives

The primary goal of this task is to:

Demonstrate an understanding of the palliative approach in nursing care.
Promote evidence-based best practice through professional education.
Translate theoretical knowledge into an educational tool for clinical practice.
Integrate the National Palliative Care Standards in real-world clinical contexts.

Students are assessed not only on content knowledge but also on the quality of educational delivery, professionalism, and clarity of presentation.

The Student’s Role

As the presenter and content developer, the student acts as an educator, advocating for high-quality palliative care. The task requires students to:

Identify key issues and insights from the Survivors Teaching Students sessions.
Connect practice to standards through real-world implications.
Provide practical, evidence-supported strategies for quality care delivery.
Clarify the registered nurse’s responsibilities in supporting individuals receiving palliative care.

Your audience is your peers—final-year nursing students or recent graduates—who are preparing to transition into clinical practice.

Competencies Measured

This assessment evaluates the following key learning outcomes (LOs):

LO1: Understanding of the principles of palliative care.
LO2: Application of clinical standards to practice.
LO3: Development of professional educational materials.
LO5: Critical appraisal of evidence to support practice.
LO6: Communication of professional knowledge in a clear and structured manner.

NRSG374 – Professional Development Resource Information PowerPoint Example

✅ SLIDE 1 – Title Slide

Title: Sites for Service Delivery: Where Do We Provide Palliative Care?

Your Full Name

Student Number

NRSG374 – Assessment 1: Professional Development Resource

Chosen Topic: Barriers to early access to palliative care

✅ SLIDE 2 – Introduction

Introduction to Topic:

This presentation explores where palliative care is delivered and how access is affected by service site availability.

Target Audience: Final-year nursing students and graduate registered nurses

Learning Outcomes:

Understand the different service delivery sites for palliative care.

Identify barriers and enablers to early access across settings.

Recognize the nurse’s role in improving access and coordination.

Relate National Palliative Care Standards to service delivery locations.

✅ SLIDE 3 – Overview of Palliative Care

Definition: Holistic, person-centered care aimed at improving quality of life for those with life-limiting illnesses (PCA, 2023).

Key Principles:

Upstream orientation

Person- and family-centered care

Interdisciplinary collaboration

Flexibility and responsiveness (PCA, 2018; WHO, 2020)

Evidence Source: AIHW, WHO, PCA

✅ SLIDE 4 – National Palliative Care Standards

Introduction to Standards (PCA, 2018)

Aim to guide high-quality, accessible, person-centered care

Chosen Standards:

Standard 1: Assessment of Needs

Standard 2: Developing the Care Plan

Standard 6: Access to Care

✅ SLIDE 5 – Key Learning from Survivors Teaching Students

Insight: Delayed referrals due to lack of understanding about where and how palliative care can be accessed.

Connection to Standard 1: Thorough, early assessment helps match individuals to appropriate care sites—home, hospital, aged care, or hospice.

Supporting Evidence:

Studies show early assessment increases uptake and satisfaction with community-based care (Mitchell et al., 2020; Gomes et al., 2013).

✅ SLIDE 6 – Management and Assessment

Strategies to Address the Issue:

Incorporate early needs-based assessments using tools like the SPICT or PEPSI-COLA framework

Improve education on site-specific options (e.g., in-home vs inpatient units)

Link to Standard 2:

Care plans must reflect available local services and patient preferences

Evidence: Johnson et al., 2021; AIHW, 2023

✅ SLIDE 7 – Role of the Registered Nurse

Key Responsibilities:

Advocate for timely referrals and educate patients/families

Collaborate with MDTs to align care plans with service availability

Recognize when care needs exceed one site and transition is required

Link to Standard 6:

RNs must ensure timely access to appropriate settings

Evidence: O’Connor et al., 2022; NMBA standards

✅ SLIDE 8 – Summary and Conclusion

Recap Key Points:

Palliative care occurs across diverse settings—barriers exist

Early assessment and flexible care planning are vital

Nurses play a pivotal role in enabling access and continuity

Final Message:

Understanding care settings empowers nurses to champion person-centered palliative delivery

✅ SLIDE 9 – References (Part 1)

Australian Institute of Health and Welfare (2023). Palliative care services in Australia 2023. https://www.aihw.gov.au

Palliative Care Australia (2018). National Palliative Care Standards (5th ed.). https://palliativecare.org.au

Gomes, B., Calanzani, N., & Higginson, I. J. (2013). Reversal of home death trends in advanced countries: A population-based study. Palliative Medicine, 27(2), 123-131. https://doi.org/10.1177/0269216312436727

Mitchell, S., Maynard, V., Lyons, V., & Jones, N. (2020). Early identification of palliative care needs in primary care. BMJ Supportive & Palliative Care, 10(2), 150-157. https://doi.org/10.1136/bmjspcare-2019-001938

✅ SLIDE 10 – References (Part 2)

O’Connor, M., et al. (2022). The role of nurses in palliative care: A comprehensive review. Journal of Clinical Nursing, 31(5-6), 487-498. https://doi.org/10.1111/jocn.16003

World Health Organization (2020). Integrating palliative care and symptom relief into primary health care. https://www.who.int

Johnson, C. E., et al. (2021). Patient-centred care planning and outcomes in palliative care. Health Services Research, 56(4), 654-662. https://doi.org/10.1111/1475-6773.13517

Nursing and Midwifery Board of Australia (NMBA) (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

Detailed Assessment Instructions for the NRSG374 – Professional Development Resource Information PowerPoint Assignment

ASSESSMENT INFORMATION Assessment Title AssessmentTask1 – Professional Development Resource Narrated PowerPoint Purpose This assessment enables students to demonstrate their understanding of the palliative approach and the promotion of best practice in the clinical area. Due Date Wednesday 3 rd September, 2023 Time Due 10 am Weighting 50% Submission Submission of the assessment task is via the assessment 1drop box in the NRSG374 LEO site on the ‘Assessment’ tile. Length Narration length: 10 minutes (+/- 10%) (Video is not required) PowerPoint slide deck length: 10 slides including a title page and reference slides. Additional slides will not be accepted. Rubric Appendix 1 of the NRSG374 unit outline. The assessment will be marked using the criteria-based rubric. LEO Resource A national pre-recorded lecture is available on the ‘Assessment’ tile in the NRSG374 LEO site, which provides students with an overview of the assessment as well as resources and advice on how to approach the task. A national Q&A session will be held during week four (4) of the semester via zoom. The Q&A session will provide students with the opportunity to clarify any questions, but the expectation is that students will have viewed the pre-recorded national lecture prior to attending. The date and a link for this session is available on the Communication and Support tile on the NRSG374 LEO site. Students are encouraged to post questions on the Assessment 1 Q&A forum on LEO and to check for answers there as a first point of query. LOs Assessed LO1, LO2, LO3, LO5,LO6 Task Students will develop a 10-minute narrated PowerPoint based on one (1) of the key topics discussed by the ‘Survivors Teaching Students’ program. Three ‘Survivors Teaching Students’ sessions will occur in Week 3. All students are expected to attend at least one of the sessions. Dates and links for these sessions are available on the Survivors Teaching Students tile on the NRSG374 LEO unit. The sessions will also be recorded. This narrated PowerPoint is to be a professional development resource. The resource is to provide education, information and learning opportunities for final year nursing students and/or graduate nurses about a palliative care topic, the nurse’s role and how the National Palliative Care Standards relate to the topic. Application of the National Palliative Care Standards and other relevant contemporary evidence-based literature should be used to support the presentation. Target Audience Final year nursing students and/or graduate registered nurses. This is not a resource for the general consumer or community members. Therefore, you are expected to use professional terminology. NRSG374:Principles of Nursing Palliative Approach NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 2 of4 Topics Your professional development resource should focus on one of the following key topics discussed by the ‘Survivors Teaching Students’ program: 1. Barriers to early access to palliative care, including misconceptions and stigma 2. Psychological and physical supports to improve quality of life in palliative care 3. Family centred care in the palliative environment PowerPoint Structure Your Presentation should follow this format: 1. Slide One: Title Slide – State your name, student number and identify which one of the three topics you have chosen to focus your presentation on. 2. Slide Two: Provide an introduction, including what you will discuss in the presentation (refer to rubric). Outline the target audience and the learning outcomes for your presentation. Learning outcomes are what your target audience will have learnt/achieved by the end of your professional development resource. 3. Slide Three: Provide an overview of palliative care and the principles of palliative care, referring to high-quality evidence. 4. Slide Four: Provide an overview of the National Palliative Care Standards and identify and introduce three standards that most relate to your topic. You will then be incorporating the three chosen standards in Slides Five, Six and Seven. 5. Slides Five: Outline one key learning/point from the ‘Survivors Teaching Students’ program, that relates to your chosen topic. Link to evidence and the first of the three National Palliative Care Standards outlined on Slide Four, to support why this is an important point. 6. Slide Six: Identify how the key learning/point identified in Slide Five can be managed/assessed. Support your information by referring to high-quality evidence and the second of the three National Palliative Care Standards outlined on Slide Four. 7. Slide Seven: Outline the role of the registered nurse regarding the key learning/point identified in Slide Five. Support your information by referring to high-quality evidence and the third of the three National Palliative Care Standards outlined on Slide Four. 8. Slide Eight: Conclusion – Restate your key points and summarise the information presented. 9. Slide Nine: References 10. Slide Ten: References FORMATTING Recording your PowerPoint Instructions on how to record a PowerPoint with narration and slide timings can be found here. Recording your PowerPoint 1) Create your assessment in PowerPoint. 2) Record your audio assessment in PowerPoint – DO NOT record a video. 3) LEO tech support recommend that students record the PowerPoint in mono single channel as this reduces the megabytes for a 10-minute recording from 100 megabytes down to 30. Saving your assessment When saving your assessment, you must save it in a format that corresponds to NRSG374:Principles of Nursing Palliative Approach Turnitin. File types accepted by Turnitin include: .pptx, .ppt, .ppsx, .pps. Do not submit pdf, MP4 or Mac files. ACU has made Microsoft Office 365 available for students for either PC or Mac versions. If you experience technical difficulties, please review that you have recorded and saved your assessment as instructed above. If you continue to experience difficulties, please contact LEO tech support on Ph. 1800 246 442. File to submit You are to submit one PowerPoint file. You are not required to submit your script. Font Font size – no smaller than 18-point. Minimum font size for the reference list is 12-point. Font style – Calibri, Arial or Times New Roman. Headings – you can use headings to support the delivery of information. Images – you can include images, however, please ensure they support and add value to your work. Images need to be referenced using APA7 referencing. REFRENCING Referencing Style APA 7 th edition – Please refer to the ACU APA7 Referencing guide for detailed information and resources. Intext Referencing The narrated PowerPoint presentation must include intext citations on the slides. Intext citations should be placed next to their corresponding text, not at the bottom of the slide. It is a requirement that you reference the points on your slides. Minimum References A minimum of 15 high quality resources are to be used. All arguments must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively. Reference Age Published in the last 5 years unless using seminal text. Order References arearranged alphabetically by author family name within the reference list. Hanging Indent Second and subsequent lines of a reference have a hanging indent. DOI Presented as functional hyperlink. Spacing Single spacing within a reference. A space is required between references. ADMINISTRATION Late Penalties Late penalties will be applied from 10:01pm on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 3 of4 NRSG374:Principles of Nursing Palliative Approach An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Return of Marks Marks and feedback will be returned electronically via Turnitin. These will generally be returned in three weeks of the submission due date; if there are any changes you will be notified via the LEO announcements forum. Academic Integrity Academic integrity will be monitored in all assessments submitted.· Use APA7 referencing style and paraphrase adequately.· Turnitin monitors the use of artificial intelligence.· Be sure to submit your own work.· Submit your assessment with enough time to obtain your similarity report from· Turnitin and review your citations and paraphrasing to see if they need to be improved. Extensions All extension request forms need to be submitted electronically to the extension application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. This should normally occur at least 24 hours before the due date and time as per ACU Assessment Procedures – Section 2 Student Responsibilities. If submitting within 24hrs of the prescribed due date/time – the exceptional circumstances must have arisen with the 24hrs leading up to the due date/time. There is no need to email the LIC to notify them you have submitted an extension request. The extension request drop box is checked Monday to Friday during normal business hours for new extension requests. Staff will only review applications received in office hours and not on a public holiday. If your EIP contains provisions for extension to assessment tasks you must still, follow the standard university procedure to apply for an extension. If your reason for seeking an extension is unrelated to the condition identified in your EIP, you may be required to provide evidence of your circumstances. Special Consideration If you cannot complete an assessment due to difficult circumstances, you may be eligible for special consideration. Before completing a Special Consideration Form, make sure you are familiar with the criteria and processes. Special consideration request forms for a single unit (NRSG374) need to be submitted electronically to the special consideration application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. If applying for special consideration across multiple units, the special consideration form needs to be forwarded to your Course Coordinator for review. Special consideration for one assessment task cannot be submitted before the assessment due date and can only be submitted up to five working days after the relevant assessment due date. Assessment template project informed byACU student forums,ACU Librarians and the Academic Skills Unit. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 4 of4 NRSG374 Writing Guide: Principles of Nursing: A Palliative Approach Assessment Task 1 – 2023 Professional Development Resource Presentation Format: Narrated PowerPoint Based on the Survivors Teaching Students program Duration: 10 minutes (with a range of 9 to 11 minutes) 10 slides in total Weightage: 50% Q&A session in week 4 Overview of Assessment Task 1: Access all relevant information through: AT1 resources AT1 information AT1 discussion forum AT1 submission drop boxes AT1 Extension and special consideration application drop boxes AT1 Q&A recording (week 4) Attend a Survivors Teaching Students session that aligns with your chosen topic in week 3. Create a 10-minute PowerPoint presentation that educates final year nursing students and/or graduate nurses on your chosen topic, the nurse’s role, and its relation to the National Palliative Care Standards. Presentation Structure: Slide 1 – Title Slide: Your Name Student Number Indicate your chosen topic Slide 2 – Introduction: Briefly introduce yourself Specify the target audience (final year nursing students and/or graduate nurses) State the learning outcomes Slide 3 – Overview of Palliative Care: Provide a concise overview of palliative care Discuss the principles of palliative care with reference to high-quality evidence Slide 4 – National Palliative Care Standards: Introduce the National Palliative Care Standards Identify and introduce three standards that are most relevant to your chosen topic Slide 5 – Key Learning Point from Survivors Teaching Students: Outline one key learning point from the ‘Survivors Teaching Students’ program related to your chosen topic Link this point to evidence and the first of the three National Palliative Care Standards introduced on Slide 4 Slide 6 – Management and Assessment of Key Learning Point: Explain how the key learning point identified in Slide 5 can be managed and assessed Support your information with high-quality evidence and reference the second of the three National Palliative Care Standards introduced on Slide 4 Slide 7 – Role of the Registered Nurse: Describe the role of a registered nurse in relation to the key learning point from Slide 5 Support your information with high-quality evidence and refer to the third of the three National Palliative Care Standards introduced on Slide 4 Slide 8 – Summary and Conclusion: Recap your key points Summarize the information presented Conclude the presentation Slide 9 – Reference List: Use APA 7th edition referencing style Ensure in-text citations on the slides Include a minimum of 15 high-quality resources Avoid repetitively citing the same source Sources should be from the last 5 years unless using seminal texts Arrange references alphabetically by author family name with a hanging indent for second and subsequent lines Slide 10 – Reference List Continued: Continue listing your references Maintain the same formatting as Slide 9 Presentation Tips: Apply the National Palliative Care Standards and contemporary evidence-based literature to support your presentation. Be specific when referring to standards and their relevance. Use a font size no smaller than 18-point. Minimum font size for the reference list is 12-point. Utilize fonts like Calibri, Arial, or Times New Roman. Incorporate headings for clarity. Include images if they add value and support your work (reference using APA 7th edition). Maintain a professional tone and use nursing terminology. Record audio narration only; no video is required. Avoid lengthy sentences or excessive text on slides. Do not read directly from slides; use narration to elaborate on key points. Review the rubric to ensure you meet the assessment criteria. Additional Information: Submit one PowerPoint file, not your script. Record audio narration within PowerPoint (no video recording). Save your assessment in a Turnitin-compatible format: .pptx, .ppt, .ppsx, .pps. Late submissions will incur penalties, and submissions more than three days late may not receive a mark. homework help writing assignment service. Maintain academic integrity by adhering to APA 7th edition referencing and paraphrasing guidelines. Ensure your work is original and not plagiarized. For technical issues, contact LEO tech support at Ph. 1800 246 442. Seek assistance on the assessment task one forum for any questions, while personal inquiries should be directed to your LIC. _________________ Study Notes: Principles of Nursing Palliative Approach Palliative care is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves addressing the physical, emotional, social, spiritual, and cultural aspects of suffering, as well as providing support for bereavement and grief. Nurses play a central role in the provision of palliative care across a range of settings and patient journeys. This article will discuss some of the key principles of nursing palliative approach, based on evidence-based practice and current literature. Upstream orientation One of the principles of nursing palliative approach is to adopt an upstream orientation, which means to anticipate and respond to the needs of people with life-limiting conditions and their families early in the disease trajectory, rather than waiting until the end-of-life phase . This can help to prevent or relieve symptoms, enhance coping skills, facilitate advance care planning, and improve satisfaction with care . An upstream orientation also requires a flexible and responsive approach that can adapt to the changing needs and preferences of the person and their family over time . Adaptation of palliative care knowledge and expertise Another principle of nursing palliative approach is to apply and adapt the knowledge and expertise of palliative care to different contexts and populations. This includes using evidence-based assessment tools and interventions to manage common symptoms in the palliative context, such as pain, dyspnea, nausea, fatigue, anxiety, and depression . It also involves using effective communication skills to establish rapport, elicit goals and preferences, provide information and education, address emotional and spiritual issues, and facilitate decision making . Moreover, it entails using culturally sensitive and person-centered approaches that respect the dignity, values, beliefs, and wishes of the person and their family . Operationalization of a palliative approach through integration into systems and models of care A third principle of nursing palliative approach is to operationalize it through integration into systems and models of care. This means collaborating with other health professionals and services to provide coordinated, comprehensive, and continuous care for the person and their family . It also means advocating for the availability and accessibility of palliative care resources and services in different settings, such as hospitals, community, residential aged care facilities, or hospices . Furthermore, it means evaluating the quality and outcomes of palliative care delivery using indicators such as symptom relief, quality of life, satisfaction with care, caregiver burden, and resource utilization . Conclusion Nursing palliative approach is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves adopting an upstream orientation, adapting palliative care knowledge and expertise, and integrating it into systems and models of care. By applying these principles, nurses can provide effective, compassionate, and respectful care for the person and their family throughout their illness journey. References : Conceptual foundations of a palliative approach: a knowledge synthesis https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-016-0076-9 : NRSG374 – Principles of Nursing: a Palliative Approach https://www.acu.edu.au/handbook/handbook-2021/unit/NRSG374 : Principles of palliative care – International Association for Hospice & Palliative Care https://hospicecare.com/what-we-do/publications/getting-started/principles-of-palliative-care/

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NRSG374 Written Critique Example Assessment Paper

NRSG374 – Written Critique Example Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Written Critique Example Assessment Brief

Assignment Instructions Overview

This assessment requires students to complete a written critique based on a provided case study involving a patient receiving end-of-life care. The aim is to evaluate the care delivered in the case study against one chosen Clinical Practice Guideline (CPG). The critique must integrate relevant National Palliative Care Standards (NPCS) and at least one of either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice.

Students must identify both strengths and limitations in the care provided, supported by scholarly evidence, and demonstrate an understanding of palliative care principles. The word count is 1,800 words, with a 10% leeway. In-text citations count towards the word count; the reference list does not.

Understanding Assignment Objectives

This task develops critical thinking, professional judgment, and evidence-based writing skills. It is designed to foster a deeper understanding of how Clinical Practice Guidelines shape end-of-life care and to strengthen students’ ability to assess clinical practice through the lens of national standards.

The assignment focuses on evaluating how care decisions align with best practice recommendations, ethical principles, and legal obligations in nursing. It also encourages reflection on palliative care delivery and its relevance to holistic, person-centered nursing.

The Student’s Role

As a nursing student, you will act as a critical evaluator and informed practitioner. Your role is to:

Review the provided case study with a professional and analytical lens.
Choose one CPG (such as the “Care of the Dying” CPG).
Apply your understanding of palliative care, clinical reasoning, and national standards to critique the care received by the patient.
Support your critique with contemporary, evidence-based literature.
Demonstrate awareness of how professional standards and guidelines guide and improve nursing practice.

You are not required to offer a personal opinion but must adopt a scholarly, third-person voice and maintain objectivity throughout your critique.

Competencies Measured

This assessment evaluates several core nursing competencies, including:

Clinical Reasoning and Decision-Making: Ability to evaluate clinical actions in alignment with evidence-based guidelines and nursing standards.
Professional Accountability: Understanding the nurse’s responsibility in upholding care standards, advocating for patients, and adhering to ethical practice.
Evidence-Based Practice: Skill in identifying, integrating, and referencing contemporary research to support clinical evaluation.
Communication and Academic Writing: Capacity to present ideas in a well-organized, coherent, and scholarly format, adhering to academic integrity principles.
Knowledge of National Frameworks: Application of the National Palliative Care Standards, and either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice in evaluating nursing care quality.

NRSG374 Written Critique Example Assessment Paper

Introduction

End-of-life care is a fundamental component of palliative nursing, where the primary aim is to ensure dignity, comfort, and holistic support for patients and their families during the final stages of life. The provided case study of Tylor Morton, a 40-year-old man with Motor Neurone Disease (MND), presents a complex situation involving ethical dilemmas, family conflict, and clinical decision-making. This paper critiques Tylor’s end-of-life care using the “Care of the Dying” Clinical Practice Guideline (CPG). The analysis is grounded in the National Palliative Care Standards (NPCS) and the Registered Nurse Standards for Practice outlined by the Nursing and Midwifery Board of Australia (NMBA). The critique identifies both strengths and limitations in Tylor’s care, guided by current evidence and standards.

Understanding Motor Neurone Disease (MND) and Its Trajectory

MND is a progressive, terminal neurological condition characterized by the degeneration of motor neurons, leading to muscle weakness, respiratory failure, dysphagia, and loss of independence (Goutman et al., 2022). The illness trajectory is marked by a gradual but relentless decline in function. In Tylor’s case, the disease had advanced significantly, with symptoms such as dyspnea, dysphagia, and progressive immobility. This progression necessitated comprehensive palliative care planning to address his physical, emotional, social, and spiritual needs.

According to Brizzi et al. (2019), timely integration of palliative care in MND improves patient and caregiver outcomes. In Tylor’s scenario, the delayed recognition of his needs, family tension, and conflicting care decisions indicate a gap in proactive palliative care implementation. The importance of early palliative care referrals in MND cannot be overstated, as these interventions enable patients and families to prepare, plan, and access appropriate support.

Application and Critique of the Care of the Dying CPG

The “Care of the Dying” CPG provides a structured approach to managing the final days of a patient’s life. It emphasizes symptom control, psychosocial support, communication, and dignity. In Tylor’s case, application of this CPG appears inconsistent and fragmented.

Symptom Management

Tylor experienced significant discomfort, including breathlessness, anxiety, and gastrointestinal infections. The CPG recommends thorough and continuous assessment using validated tools like the Symptom Assessment Scale (SAS) and the Australia-modified Karnofsky Performance Scale (Barbetta et al., 2019). Although assessments were documented, actions based on findings were insufficient. Tylor’s reported distress and discomfort did not result in adequate symptom control or timely intervention, which undermines the principle of comfort-focused care in the final days.

Psychosocial and Family Support

End-of-life care must include support for family members and address unresolved conflicts. The CPG outlines that family meetings, open communication, and grief support are essential (Palliative Care Australia, 2018). However, the tension between Tylor’s wife Catherine and his extended family was not adequately addressed. The failure to facilitate dialogue among family members contributed to emotional strain and ultimately compromised Tylor’s dying experience.

Decision-Making and Advance Care Planning

The absence of clear, documented advance care directives and limited involvement of Tylor in decision-making are critical flaws. The CPG stresses the importance of honoring patient preferences and advance directives. Catherine’s hesitation and the lack of inclusion of Tylor’s mother and brother in care planning reveal a fragmented approach. The registered nurse’s role should have included advocating for Tylor’s values and promoting collaborative care planning as outlined in NMBA Standard 2 (NMBA, 2016).

Place of Death and Environment

According to the CPG, patients should have the opportunity to die in their preferred setting, surrounded by loved ones. Tylor’s case reveals ambiguity about his preferred place of death. The conflict about whether to remain at home or be transferred to hospital with a PICC line for intravenous therapy reflects poor planning. The decision to keep him at home was appropriate but lacked clear communication and support from health professionals, as per NPCS Standard 4 (Palliative Care Australia, 2018).

Integration of the National Palliative Care Standards

The National Palliative Care Standards guide consistent and quality palliative care delivery. In Tylor’s care, several standards were only partially met.

Standard 2: Developing the Care Plan

Care planning for Tylor was reactive rather than anticipatory. The care plan did not adequately address his deteriorating condition, psychosocial needs, or family dynamics. NPCS Standard 2 emphasizes holistic, personalized care planning in collaboration with the patient and family. The lack of structured family conferences or care coordination meetings shows a missed opportunity to align care with best practice.

Standard 3: Care for the Carers

Tylor’s primary carer, Catherine, experienced considerable stress and uncertainty. The standard mandates support for caregivers to enhance their capacity and well-being. There was limited evidence of formal support mechanisms, education, or respite services offered to Catherine. Failure to support carers not only affects their well-being but also impacts patient outcomes.

Standard 6: Grief Support

Grief support for family members is a core component of quality palliative care. Tylor’s mother and brother were not adequately prepared for his death. The exclusion of extended family members and lack of bereavement preparation conflict with Standard 6. Post-death support, including emotional, cultural, and spiritual care, should have been anticipated and provided.

Alignment with NMBA Registered Nurse Standards for Practice

The NMBA Registered Nurse Standards for Practice outline competencies required for delivering safe and ethical care. Several standards were not adequately upheld in this case.

Standard 1: Thinks Critically and Analyses Nursing Practice

Registered nurses must apply evidence-informed reasoning in care decisions. The clinical team failed to critically appraise and implement the CPG recommendations effectively. This includes failure to anticipate the trajectory of Tylor’s condition and the need for stronger family engagement.

Standard 2: Engages in Therapeutic and Professional Relationships

Effective communication and therapeutic relationships with patients and families are essential. In this case, the absence of inclusive communication with Tylor’s family, especially his mother and brother, undermined trust and compromised person-centered care.

Standard 6: Provides Safe, Appropriate, and Responsive Quality Nursing Practice

This standard highlights the importance of safe and timely responses to changes in a patient’s condition. Tylor’s rapid decline required more responsive and coordinated care. The failure to manage his respiratory symptoms and gastrointestinal infections effectively represents a breach of this standard.

Addressing the Gaps and Improving Care

To improve outcomes in similar scenarios, the following actions are recommended:

Strengthen Interdisciplinary Communication: Regular team meetings, family conferences, and documented advance care planning should be standard practice.

Enhance Carer Support: Carers should receive education, respite, and psychological support to manage the demands of caregiving.

Promote Cultural and Family Inclusion: Cultural values and family dynamics must be acknowledged. Involving all stakeholders in care planning fosters harmony and better outcomes.

Focus on Symptom Management: Use of validated tools and timely interventions can alleviate suffering and enhance comfort.

Training and Education: Nurses and healthcare workers require regular training in palliative care principles, communication, and ethical decision-making.

Conclusion

Tylor Morton’s case highlights the critical importance of structured, compassionate, and inclusive end-of-life care. While elements of the “Care of the Dying” CPG were followed, significant gaps were evident in symptom management, family involvement, carer support, and adherence to professional standards. Integrating the National Palliative Care Standards and NMBA Standards for Practice ensures a holistic, ethical, and patient-centered approach. Registered nurses must advocate for comprehensive care that honors patient wishes, supports families, and upholds professional accountability. Moving forward, palliative care in MND cases must be anticipatory, inclusive, and coordinated to ensure a dignified and peaceful dying process.

References

Barbetta, C., et al. (2019). Australia-modified Karnofsky Performance Scale and physical activity in COPD and lung cancer: an exploratory pooled data analysis. BMJ Supportive & Palliative Care. https://spcare.bmj.com/content/early/2019/07/11/bmjspcare-2019-001869.abstract

Brizzi, K., et al. (2019). Integration of a palliative care specialist in an amyotrophic lateral sclerosis clinic: observations from one center. Muscle & Nerve, 60(2), 137–140. https://onlinelibrary.wiley.com/doi/abs/10.1002/mus.26607

Goutman, S. A., et al. (2022). Recent advances in the diagnosis and prognosis of amyotrophic lateral sclerosis. The Lancet Neurology. https://www.sciencedirect.com/science/article/pii/S1474442221004658

Nursing Midwifery Board of Australia. (2016). Registered Nurse Standards For Practice. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Palliative Care Australia. (2018). National Palliative Care Standards (5th Ed.). https://palliativecare.org.au/standards

Riley, K., & Hupcey, J. (2022). Person-Centered Care Considerations for End-of-Life Care to Persons With Severe and Persistent Mental Illness. Journal of Gerontological Nursing, 48(3), 11–16. https://journals.healio.com/doi/abs/10.3928/00989134-20220210-04

Detailed Assessment Instructions for the NRSG374 Written Critique Example Assessment Paper

Assignment Detail:

Students are to provide an 1800 word critique of the provided case study using only ONE CPG.

To complete this task you will need to discuss and critique relevant elements of the CPG and case study whilst upholding the National Palliative Care Standards at least one of:

– NSQHS

– NMBA standards and/or

Assessment criteria: The assessment will be marked using the criteria-based rubric.Please note that in-text citations are included in the word count whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be considered

Now that you have read the case study and selected ONE of the CPG provided you are required to:

– Review and critique the care given to the patient against the CPG you have selected and provide evidence to support your critique through additional research that you will undertake

– Highlight the importance of the National Palliative Care Standards and at least one of the NSQHSS and/or the NMBA Standards and how they influence our practice

– Demonstrate knowledge on the illness trajectory of Motor Neurone Disease (MND) in line with Palliative Care Principles

– Provide links between the case study and your chosen CPG to identify highlights or limitations in care

– Ensure that your sources are all contemporary (within the last five years) and from evidence based sources)

– Read all instructions and the rubric very carefully

Case study – Care of the dying patient CPG

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Maryville NURS 610 – Health Promotion Disease Prevention Course Guide and Examples

Maryville NURS 610 – Health Promotion Disease Prevention Course Description

This Maryville University course focuses on health screening, health promotion and disease prevention at the individual, regional and national level. This includes the
exploration at the advanced nursing practice role to direct program planning,
development, implementation and evaluation to improve healthcare
outcomes.

Maryville NURS 610 – Health Promotion Disease Prevention Course Objectives

Upon successfully completing this course, you will be able to do the
following:
1. Demonstrate knowledge and leadership skills necessary to plan,
implement, and evaluate health promotion activities, policy and
research. (Essential II)
2. Describe major health promotion and disease prevention priorities and
policies for the new millennium that influence nursing practice,
research and education. (Essential VI)
3. Develop health promotion and disease, illness, and injury prevention
strategies that promote the therapeutic nurse-client relationship with
diverse client populations. (Essential VIII)
4. Identify and utilize epidemiological, social and environmental data in
planning, implementing and evaluating nursing interventions for health
promotion within an ethical context. (Essential IV)

MSN Essentials

The following represent the core content for all master's programs in nursing
and "provide curricular elements and framework, regardless of focus, major,
or intended practice setting" (AACN, 2011, p). The reference and the link
for these essentials are provided for you at the end of the document. These
essentials "delineate the knowledge and skills that all nurses prepared in a
master's nursing program acquire" (AACN, 2011, p), and you should see
evidence of these essentials in each of the courses in the MSN-NP
curriculum. Below are brief descriptions of each essential and can be found on pages 4 and 5 of the Essentials document. In the document, you will find
a deeper discussion of each of them, as well as expected student outcomes
and sample content.

Essential I: Background for Practice from Sciences and Humanities

Recognizes that the master's prepared nurse integrates scientific findings
from nursing, biopsychosocial fields, genetics, public health, quality
improvement, and organizational sciences for the continual improvement
of nursing care across diverse settings.

Essential II: Organizational and Systems Leadership

Recognizes that organizational and systems leadership are critical to the
promotion of high quality and safe patient care. Leadership skills are
needed that emphasize ethical and critical decision making, effective
working relationships, and a systems-perspective.

Essential III: Quality Improvement and Safety

Recognizes that a master's-prepared nurse must be articulate in the
methods, tools, performance measures, and standards related to quality,
as well as prepared to apply quality principles within an organization.

Essential IV: Translating and Integrating Scholarship into Practice

Recognizes that the master's-prepared nurse applies research outcomes
within the practice setting, resolves practice problems, works as a change
agent, and disseminates results.

Essential V: Informatics and Healthcare Technologies

Recognizes that the master's-prepared nurse uses patient-care
technologies to deliver and enhance care and uses communication
technologies to integrate and coordinate care.

Essential VI: Health Policy and Advocacy

Disease Prevention
2. Demonstrate beginning level competence in a defined area of
advanced practice.
3. Use the process of evidence-based practice to validate and refine
knowledge relevant to advanced nursing knowledge.
4. Demonstrate leadership and management strategies for advanced
practice.
5. Analyze sociocultural, ethical, economic, and political issues that
influence patient outcomes and health.
6. Demonstrate the ability to engage in collegial intra- and
interdisciplinary relationships in the conduct of advanced practice.
Course Instructor Information
Log in to the course to view this information.
Text and Materials
Please refer to the Text and Materials for this course.
Sessions and Days of the Week
Each course is divided into either eight or sixteen weekly sessions. Due
dates for assignments are stated in day numbers. Day 1 is Monday, the first
day beginning each weekly session.
Monday: Day 1§
Tuesday: Day 2§
Wednesday: Day 3§
Thursday: Day 4§
Friday: Day 5§
Saturday: Day 6§
Sunday: Day 7§
Assignments are due no later than 11:59 p. C. on the day that is stated
in the assignments section.

Disease Prevention
Learning Activities Tables

Week 1: Defining Health

Description Due Date
Time
Estimate
Week 1 Reading Assignments Day 7 5 hours
Course Content Day 7 2 hours

Assignment 1: Health Promotion

Quiz
Day 7 3 hours

Discussion 1: Icebreaker

Initial Post: Day 3
2 Peer Responses: Day 6
3 hours
Conference: Introduction and Review
of Course Syllabus and Course
See the Announcements
for date and time
1 hour

Advance Notice: Assignment 2: Quality of Life (QOL) Survey

Note: Schedule time next week with
an older adult.
Week 2, Day 7 0 hours
Total

14.

hours

Week 2: Promoting a Healthier Society

Description
Due
Date
Time
Estimate
Week 2 Reading Assignments Day 7 6 hours
Course Content Day 7 0 hours

Assignment 2: Quality of Life (QOL) Survey

Day 7 17 hours
Total 24 hours

Disease Prevention

Week 5: Theories and Related Concepts

Description Due Date
Time
Estimate
Week 5 Reading Assignments Day 7 4 hours
Course Content Day 7 0 hours

Assignment 5: Intervention Using a Health Promotion Theory [Interactive]

Day 7 12 hours
Live Synchronous Session
See the Announcements
for date and time.
1 hour
Total 18 hours

Week 6: Diverse Populations

Description Due Date
Time
Estimate
Week 6 Reading Assignments Day 7 6 hours
Course Content Day 7 0 hours

Discussion 6: Diverse Populations Infographic

Day 3 8 hours

Discussion 6: Reflection on Infographic Assignment

Initial Post: Day 3
2 Peer Responses: Day
6
3 hours
Total 18 hours

Disease Prevention

Week 7: Pediatric Wellness Visit

Description Due Date
Time
Estimate
Week 7 Reading Assignments Day 7 6 hours
Course Content Day 7 0 hours

Assignment 7: Pediatric Wellness Visit [Interactive]

Day 7 10 hours

Assignment 7: Smiles for Life Training Day 7 2 hours
Total 19 hours

Week 8: Health Literacy

Description Due Date
Time
Estimate
Week 8 Reading Assignments Day 7 9 hours
Course Content Day 7 0 hours

Assignment 8: Health Literacy Training

Day 7 2 hours

Discussion 8: Minimizing Barriers for Low-Literacy Patients

Initial Post: Day 3
2 Peer Responses: Day 6
3 hours
Live Synchronous Session
See the Announcements for
date and time.
1 hour
Total 15 hours

Disease Prevention

Course Grading

Assignments Percentage of Final Grade
Case Studies 60%
Health Promotion 10%
Discussions 10%
Infographic 10%
Quizzes 10%
Training 0%

Late Policy

Unless prior arrangements have been made with the faculty of the course
within 24 to 48 hours of the due date, the following late policy will apply.
For assignments that are late, 20% of the possible points will be deducted
each day.
1 minute–24 hours 20% deduction·
24 hours, 1 minute–48 hours 40% deduct·ion
48 hours, 1 minute–72 hours 60% deduction·
72 hours, 1 minute–96 hours 80% deduction·
96 hours, 1 minute–120 hours 100% deduction·
After five days, the grade will be a “zero”.
Discussion boards and exams will have no exceptions on due dates as posted
in the syllabus. The deadline for putting your clinical hours and case logs into
the digital tracking system is 7 days from the practicum date.
Documentation not entered into the digital tracking system within 7 days will
not count toward the semester total and will have to be repeated. This policy
regarding clinical documentation is found in each clinical course syllabus,
and there are no exceptions.
When prior arrangements have not been approved, exceptions to this policy
may be made only under extenuating circumstances by the lead instructor of
graduate courses.

Disease Prevention

Failure Policy

If you receive a failing grade in any graduate nursing course, you may repeat
the course under the following conditions:
You will be on academic probation for the remainder of the program.·
The failing grade will remain on the transcript.·
You must repeat the course the next time it is offered, pending·
approval of preceptor/clinical site, if applicable. This may delay the
graduation date.
When repeating a course, you must do new work; that is, you may not·
submit assignments from the previous time you took the course.
You must outline a plan to ensure success in the remainder of the·
program to be shared with the coordinator, NP Programs, and the
course lead faculty.
Receipt of another grade less than B will result in academic dismissal·
without appeal.

Library Resources

Please refer to the Library Resources.
Live Synchronous Sessions
Please refer to the Live Synchronous Sessions.
Participating in a Discussion Board
Please refer to the Participating in a Discussion Board.
Kaltura for Presentations
Please refer to the Kaltura for Presentations.
Participation and Attendance Policy
Please refer to the Participation and Attendance.

Academic Honesty and Integrity Policy

Maryville NURS 610 – Health Promotion Disease Prevention Course Guide and Examples

Screening and Immunization Summary Example

Screening and Immunization Summary

Analyze Daisy’s risk factors to include BMI, social habits, comorbidities, medications, and any contraindications for taking birth control. Determine if it is safe to give Daisy birth control.

Daisy is an 18-year-old healthy female. Her BMI is 23, putting her in the normal weight range (Nuttall, 2015). She denies alcohol or tobacco use, however reports occasional use of marijuana. She reports being sexually active with one partner, her boyfriend, stating they use condoms occasionally. She has no co-morbidities at this time, and takes no medications, however there is a family history of diabetes mellitus, lupus and liver disease. Daisys cervix is without lesions, she has no cervical motion tenderness and has a normal pH. In reviewing the summary chart of U.S. medical eligibility criteria for contraceptive use (2020), no contraindications were found–making it safe for her to obtain birth control. However, I would want to educate on discontinuing marijuana use and obtain an AC1, baseline liver enzymes and monitor blood pressure throughout use, due to family history and contraindications with hypertension and caution in diabetes.

Based on this visit, what three concerns do you have for Daisy?

1) Sexually transmitted diseases, due to not being 100% at using condoms

2) Illicit drug use– marijuana

3) Her immunizations not being up-to-date/complete, needing her HepB vaccine for Brazil

List two preventative (primary) recommendations and two screening (secondary) recommendation you would give Daisy. Note that her childhood immunizations are up to date and that she is traveling to Brazil in one month.

One preventative recommendation I would make is a revaccination for the HPV vaccine, as she did not complete the set the first time, and receiving her Hepatitis B vaccine for her upcoming trip. Hepatitis B vaccine is a three dose vaccine, that if not received in infancy should be started as soon as possible (Centers for Disease Control and Prevention, 2023). She should also get the catch-up doses for her HPV vaccine and for the Menactra vaccine. Another preventative recommendation would be ensuring Daisy is not pregnant and that she has no sexually transmitted diseases before beginning birth control. One screening recommendation for Daisy would be. monitoring her blood pressure. According to the U.S. Department of Health and Human Services (2022), a diastolic of 80 or higher is indicative of high blood pressure, which Daisy has. Therefore, monitoring would be important. A second screening recommendation for Daisy would be, with her marijuana use. Question why Daisy uses marijuana, and how often she is using marijuana. Marijuana has many side effects, such as mental affects and health problems.

Thinking ahead, what are four preventive health topics you would discuss with Daisy? Consider her age and her upcoming trip to Brazil.

Daisy would need the hepatitis A vaccine, as she does not have it and Brazil is a high-risk area for infection (Centers for Disease Control and Prevention, 2024). She would also need to have her covid vaccinations, prior to travel. I would educate on wearing bug spray to prevent bug bites, as Brazil has a high risk for insect-transmitted diseases. Lastly, it would be important to educate on drinking bottled water, to ensure intake of safe water.

Provide three scholarly references, preferably from provider- or NP-focused journals. The text box will not allow hanging indentation or italics; otherwise, please follow current APA format.

Nuttall F. Q. (2015). Body Mass Index: Obesity, BMI, and Health: A Critical Review. Nutrition today, 50(3), 117-128. https://doi.org/10.1097/NT.0000000000000092 U.S. Department of Health and Human Services. (2022). High blood pressure and older adults. National Institute on Aging. https://www.nia.nih.gov/health/high-blood-pressure/high-blood-pressure-and-older-

adults#:~:text=Normal%20blood%20pressure%20for%20most, pressure%20of%20less%20than%2

Summary chart of U.S. medical eligibility criteria for contraceptive use. (2020). https://www.cdc.gov/reproductivehealth/contraception/pdf/summary-chart-us-medical- eligibility-criteria_508tagged.pdf Centers for Disease Control and Prevention. (2024). Brazil – traveler view. Centers for Disease Control and Prevention.

https://wwwnc.cdc.gov/travel/destinations/traveler/none/brazil?s_cid=ncezid-dgmq-travel-

single-001

Centers for Disease Control and Prevention. (2023, December 6). Child immunization schedule

notes. Centers for Disease Control and Prevention.

https://www.cdc.gov/vaccines/schedules/hcp/imz/child-schedule-notes.html#note-hepb

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NURS 600 – Nursing Theory Application for the 21st Century Paper Example

NURS 600 - Nursing Theory Application for the 21st Century Paper Example NURS 600 Maryville University Assignment 3.3: Nursing Theory Application for the 21st Century

MVU NURS 600 – Theoretical Foundations of Nursing Practice Course

NURS 600 – Nursing Theory Application for the 21st Century Paper Assignment for NURS 600 – Theoretical Foundations of Nursing Practice Course

Credits: 3
The focus of this course is to critique, evaluate and apply appropriate theory within advanced nursing practice.

NURS 600 – Nursing Theory Application for the 21st Century Paper Example

Introduction

Nursing theories play a crucial role in guiding nursing practice by providing structured frameworks that enhance clinical decision-making, patient care interventions, and health outcomes. These theories establish a scientific foundation for nursing by defining its principles and outlining best practices. This paper examines the role of nursing theories in managing asthma, focusing on the case of Calvin Lewis, a 20-year-old Black male presenting with asthma-related symptoms. The discussion will explore grand, mid-range, and situation-specific nursing theories, identify an appropriate theory to guide Calvin’s care, and present supporting research that validates its application. Additionally, an evaluation of the most effective level of nursing theory for advanced practice in the 21st century will be provided.

Overview of Nursing Theories

Nursing theories can be classified based on their level of abstraction and scope of application. The three primary categories include grand theories, mid-range theories, and situation-specific theories.

Grand Nursing Theories

Grand nursing theories offer a broad and comprehensive framework that defines nursing as a discipline. These theories provide overarching concepts but often lack direct applicability to specific clinical situations. They serve as a foundation for research and theoretical development but may not offer explicit guidance for patient care. Examples of grand theories include:

Dorothea Orem’s Self-Care Deficit Nursing Theory: Focuses on individuals’ ability to meet their self-care needs and the role of nursing in bridging gaps.
Sister Callista Roy’s Adaptation Model: Explains how individuals adapt to environmental stimuli with nursing interventions facilitating positive adaptation.
Jean Watson’s Theory of Human Caring: Emphasizes the importance of caring and the humanistic aspects of nursing.

Mid-Range Nursing Theories

Mid-range nursing theories provide a link between grand theories and practice-based applications. These theories focus on specific concepts related to nursing interventions and patient care. They are more practical and research-driven, making them suitable for evidence-based practice. Examples include:

Pender’s Health Promotion Model: Guides nurses in promoting health behaviors and wellness among patients.
Mishel’s Uncertainty in Illness Theory: Addresses how patients cope with uncertainty during illness.
Kolcaba’s Comfort Theory: Focuses on enhancing comfort in physical, emotional, and environmental dimensions.

Situation-Specific Nursing Theories

Situation-specific nursing theories are highly focused and designed for particular patient populations, clinical conditions, or healthcare settings. These theories provide direct guidelines for nursing interventions and are often derived from empirical research and clinical practice. Examples include:

The Theory of Chronic Sorrow: Addresses long-term emotional distress experienced by individuals with chronic conditions.

Symptom Management Theory: Guides the management of symptoms in patients with chronic illnesses such as asthma, diabetes, and cancer.

Identification of Calvin Lewis’s Health Problem and Theory Selection

Calvin Lewis presents with asthma-related symptoms, a chronic respiratory condition that requires effective management. Asthma is a long-term inflammatory disease that affects the airways, causing difficulty in breathing, coughing, and wheezing (Global Initiative for Asthma [GINA], 2023). Effective asthma management includes patient education, adherence to medication, and lifestyle modifications. Given the nature of asthma as a chronic illness that demands patient participation in self-care, a mid-range or situation-specific theory is the most appropriate choice for guiding his care.

For this case, Dorothea Orem’s Self-Care Deficit Nursing Theory (SCDNT) is selected as the most relevant mid-range theory. This theory emphasizes the role of nursing in supporting individuals who have self-care deficits due to illness or disability. Calvin may lack knowledge regarding asthma management, medication adherence, and environmental triggers, making SCDNT particularly applicable.

Rationale for Selecting Orem’s Self-Care Deficit Nursing Theory

Orem’s theory consists of three key components that align with Calvin’s care needs:

Self-Care Agency: Refers to Calvin’s ability to manage his asthma independently, including medication use and symptom monitoring.
Self-Care Deficit: Highlights gaps in Calvin’s knowledge or skills in controlling his asthma symptoms effectively.
Nursing System: Defines the role of the nurse in assessing self-care deficits and implementing tailored interventions to promote self-care.

Applying this theory ensures that nursing interventions are patient-centered and address Calvin’s specific needs, including asthma education, symptom recognition, and lifestyle modifications. Studies have demonstrated that asthma self-care interventions based on Orem’s model significantly improve medication adherence and symptom control (Barlow et al., 2022).

Supporting Research on Orem’s Theory in Asthma Care

Several studies have validated the application of Orem’s Self-Care Deficit Nursing Theory in chronic disease management. A study by Altay and Çavuşoğlu (2013) applied Orem’s theory to adolescents with asthma and found that structured education programs improved self-care behaviors, medication adherence, and overall quality of life. Another study by JayaKumar et al. (2022) emphasized that patients with chronic illnesses who received care based on Orem’s theory exhibited higher self-care abilities and better health outcomes. These findings underscore the relevance of SCDNT in managing Calvin’s condition.

Most Useful Theory Level for Advanced Practice Nursing

In contemporary healthcare, mid-range theories are the most effective for advanced practice nursing. They offer a balance between broad conceptual guidance and practical clinical application. Mid-range theories, such as Orem’s SCDNT, provide evidence-based approaches that are adaptable to patient-specific needs. They facilitate structured care planning while allowing for individualized interventions, making them ideal for modern nursing practice.

Conclusion

The application of nursing theory is fundamental in structuring patient care and improving health outcomes. In Calvin Lewis’s case, Orem’s Self-Care Deficit Nursing Theory offers an effective framework for identifying and addressing self-care gaps in asthma management. Research supports the relevance of this theory in enhancing patient education, self-care behaviors, and adherence to treatment. Mid-range theories continue to be the most applicable in advanced nursing practice, as they provide clear, research-driven guidelines for patient-centered care.

References

Altay, N., & Çavuşoğlu, H. (2013). Using Orem’s self-care model for asthmatic adolescents. Journal for Specialists in Pediatric Nursing, 18(3), 233-242. https://doi.org/10.1111/jspn.12032

Barlow, J., Singh, D., Bayer, S., & Curry, R. (2022). Self-management approaches for people with chronic conditions: A review of the evidence. Chronic Illness Journal, 18(4), 651-666. https://doi.org/10.1177/17423953211036543

Global Initiative for Asthma (GINA). (2023). Global strategy for asthma management and prevention. Retrieved from https://ginasthma.org

JayaKumar, M., Pappiya, E. M., Al Baalharith, I. M., Algrd, H. S., & Ramaiah, R. (2022). Application of Orem’s Self-Care Deficit Nursing Theory in managing chronic illnesses. International Journal of Nursing Practice, 28(1), e13002. https://doi.org/10.1111/ijn.13002

Detailed Assessment Instructions for the NURS 600 – Nursing Theory Application for the 21st Century Paper Assignment

DB 4.1

Description

Directions

Calvin Lewis is a 20-year-old Black male who comes to your clinic for the first time complaining of asthma-type symptoms.

Calvin Intro (0:43 minutes)

Calvin Intro TranscriptLinks to an external site.

Describe grand, mid-range, and situation specific theory.
Identify Calvin’s current health problem area and select one mid-range or situation-specific nursing theory that is congruent with the care of Calvin as presented in the media piece on asthma.
Include rationale of how the selected mid-range theory or situation-specific theory fits based on the problems identified.
Introduce a research source article of your choosing in the discussion that either uses the theory congruent with his care or one which could easily apply to this theory. Explain why.
What theory level do you believe is most useful for advanced practice in the 21st century and why?

Post your original response by the end of Day 3. Then, by the end of Day 6, respond to at least two of your classmates’ posts.

If you copy and paste references from the course into your assignment, be sure to confirm APA formatting before submitting.

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PHIL 434 Medical Ethics and Issues Paper Example

PHIL 434 Medical Ethics and Issues Assignment Discussions

PHIL 434 Medical Ethics and Issues

Introduces biomedical and health care ethics. Topics include a wide range of subjects such as research involving humans and animals, human genetics, reproduction, death and dying, organ transplantation, public health, biotechnology, and bioscience. Designed to help students understand how healthcare professionals and consumers make difficult healthcare choices for their patients, their loved ones, and themselves.

^*As of April 2019, this course will be delivered online, asynchronously, through the institution’s Learning Management System except where otherwise authorized by the Program Dean/Director.

Credits 3

Prerequisite None.

PHIL 434 Medical Ethics and Issues Paper Example

Week 1 Discussion

The Difference Between Consequentialist and Non-Consequentialist Approaches to Ethics

The primary distinction between consequentialist and non-consequentialist approaches to ethics lies in their evaluation of moral actions. Consequentialist theories determine the morality of an action based on its outcomes or consequences, emphasizing the greater good or overall utility (Mill, 2016). In contrast, non-consequentialist theories assess the intrinsic morality of actions, regardless of their outcomes. These theories argue that some actions are inherently right or wrong, irrespective of their consequences (Kant, 2017).

Objections to Utilitarianism (A Consequentialist Theory)

Utilitarianism, a major consequentialist theory developed by Jeremy Bentham and John Stuart Mill, argues that an action is morally right if it maximizes overall happiness (Mill, 2016). However, critics argue that utilitarianism can justify morally questionable acts if they lead to greater overall happiness. For example, sacrificing one innocent person to save many could be justified under this theory, raising ethical concerns about justice and individual rights (Williams, 2018). Additionally, utilitarianism struggles with the issue of measuring and comparing happiness across different individuals, making practical application difficult (Smart & Williams, 2020).

Objections to Kantian Deontology (A Non-Consequentialist Theory)

Kantian deontology, a key non-consequentialist theory, asserts that moral duties must be followed regardless of consequences, emphasizing universal moral laws (Kant, 2017). Critics argue that this rigid framework fails to account for morally complex situations. For instance, Kantian ethics would prohibit lying under any circumstance, even if lying could save a person’s life. This inflexible approach can lead to morally counterintuitive results, making it difficult to apply in real-world ethical dilemmas (O’Neill, 2019).

References

Kant, I. (2017). Groundwork of the Metaphysics of Morals. Cambridge University Press.

Mill, J. S. (2016). Utilitarianism. Oxford University Press.

O’Neill, O. (2019). Constructing Authorities: Reason, Politics and Interpretation in Kant’s Philosophy. Cambridge University Press.

Smart, J. J. C., & Williams, B. (2020). Utilitarianism: For and Against. Cambridge University Press.

Williams, B. (2018). Ethics and the Limits of Philosophy. Harvard University Press.

Week 2 Discussion

Difference Between Euthanasia and Physician-Assisted Suicide

Euthanasia and physician-assisted suicide (PAS) both involve intentionally ending a life to relieve suffering. However, euthanasia refers to a physician directly administering a lethal substance to a patient, while PAS involves a physician providing the means for a patient to end their own life (Quill, 2019). Euthanasia can be voluntary (with patient consent), non-voluntary (without explicit consent), or involuntary (against the patient’s will). PAS, in contrast, requires that the patient take the final action to end their life (Dworkin, 2020).

Argument in Favor of Physician-Assisted Suicide

Supporters of PAS argue that it upholds patient autonomy and allows terminally ill individuals to die with dignity. According to Beauchamp and Childress (2019), respect for autonomy is a foundational ethical principle in medical ethics. Patients suffering from incurable conditions, such as advanced-stage cancer, should have the right to decide the terms of their death. Additionally, PAS can alleviate unbearable pain and suffering when palliative care is insufficient (Quill, 2019).

A case study from Oregon, where PAS is legal under the Death with Dignity Act, demonstrates its practical benefits. A 68-year-old patient with amyotrophic lateral sclerosis (ALS) chose PAS after experiencing progressive loss of mobility and dignity. This decision allowed them to pass away peacefully at home, surrounded by loved ones, rather than enduring prolonged suffering in a hospital setting (Ganzini et al., 2018).

References

Beauchamp, T. L., & Childress, J. F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press.

Dworkin, R. (2020). Life’s Dominion: An Argument About Abortion, Euthanasia, and Individual Freedom. Vintage.

Ganzini, L., Goy, E. R., & Dobscha, S. K. (2018). Prevalence of depression and anxiety in patients requesting PAS. New England Journal of Medicine, 362(2), 117-125.

Quill, T. E. (2019). Physician-Assisted Dying: The Case for Palliative Care & Patient Choice. Johns Hopkins University Press.

Week 3 Discussion

One of the most debated scientific techniques related to genetics and eugenics is genetic testing and screening. This process involves analyzing DNA to detect genetic disorders, mutations, or predispositions to diseases. Genetic testing is commonly used in prenatal screenings, cancer risk assessments, and personalized medicine. The rationale behind genetic testing lies in its ability to provide early diagnosis, enabling individuals and healthcare providers to take preventive measures or prepare for potential health conditions (National Human Genome Research Institute [NHGRI], 2020).

The ethical implications of genetic testing are complex. While it provides crucial health information, it also raises concerns about privacy, discrimination, and psychological impact. For example, individuals who test positive for a genetic predisposition to a severe disease may face anxiety, discrimination from insurance companies, or social stigma (Boddington, 2021). The question of whether genetic testing is justifiable depends on its application and ethical safeguards. In cases where it helps prevent severe health conditions, it can be deemed justifiable. However, when used for non-medical enhancements, such as selecting specific traits in embryos, ethical concerns arise regarding eugenics and genetic inequality.

References:

Boddington, P. (2021). Ethics and genetic testing: The moral dimensions of prenatal and predictive screening. Springer.

National Human Genome Research Institute. (2020). What is genetic testing? Retrieved from https://www.genome.gov/10002335/genetic-testing

Week 4 Discussion

One of the most controversial animal research studies with ethical concerns is the Draize Test, a method used in the cosmetic and pharmaceutical industries to evaluate eye irritation caused by chemicals. This test involves applying substances directly to the eyes of rabbits without pain relief, causing significant distress and damage to their corneas (Balls, 2019). The ethical issues in this study include animal suffering, lack of proper humane treatment, and questionable necessity given modern alternatives.

A more ethical approach to the study would involve replacing animal testing with in vitro methods, computer modeling, or synthetic eye models, all of which have shown promise in producing reliable results (Hartung, 2020). Implementing such alternatives reduces unnecessary suffering while maintaining scientific validity.

References:

Balls, M. (2019). The principles of humane experimental technique. UFAW.

Hartung, T. (2020). Toxicology for the twenty-first century: Mechanisms, testing, and risk assessment. Academic Press.

Week 5 Discussion

Is Abortion Morally Wrong?

The morality of abortion is one of the most debated ethical issues in medical ethics. Those who argue that abortion is morally wrong often cite the belief that life begins at conception and that terminating a pregnancy is equivalent to taking a human life (Marquis, 2018). According to the “future-like-ours” argument, abortion deprives a fetus of a potential future, making it ethically unacceptable.

Conversely, those who support abortion rights argue that a woman’s autonomy over her body is paramount. They contend that the fetus is dependent on the mother and that forcing a woman to carry an unwanted pregnancy violates her rights (Thomson, 2020). The morality of abortion ultimately depends on whether the rights of the fetus outweigh the rights of the mother.

References:

Marquis, D. (2018). Why abortion is immoral. Journal of Philosophy, 86(4), 183-202.

Thomson, J. J. (2020). A defense of abortion. Philosophy & Public Affairs, 1(1), 47-66.

Week 6 Discussion

The question of whether a person in need of an organ transplant has a moral right to obtain it is complex. On one hand, the principle of medical necessity suggests that those who are critically ill should have access to life-saving treatments, including organ transplants. However, due to the scarcity of organs, not all patients in need can receive one (Caplan, 2021).

The allocation of organs is typically determined by factors such as medical urgency, compatibility, and likelihood of success. Ethical debates arise when considering social status, age, or financial resources as factors in organ distribution. A fair system should prioritize medical criteria over socioeconomic status to ensure equity in transplantation (Veatch, 2020).

References:

Caplan, A. (2021). Ethics of organ transplantation. Oxford University Press.

Veatch, R. M. (2020). Transplant ethics. Georgetown University Press.

Week 7 Discussion

Privacy is commonly defined as the right to control personal information and to be free from unwarranted intrusion. In the context of medical ethics, privacy includes patient confidentiality, protection of medical records, and informed consent (Gostin & Wiley, 2021).

Many argue that privacy is a fundamental moral right, as it safeguards human dignity and autonomy. However, public health concerns sometimes justify privacy violations, such as in cases of infectious disease outbreaks where disclosure of health information is necessary to protect the public (Beauchamp & Childress, 2020). The challenge lies in balancing individual privacy with public safety.

References:

Beauchamp, T. L., & Childress, J. F. (2020). Principles of biomedical ethics. Oxford University Press.

Gostin, L. O., & Wiley, L. F. (2021). Public health law: Power, duty, restraint. University of California Press.

Week 8 Discussion

The question of whether access to healthcare is a moral right is a subject of intense debate. Those who argue in favor of healthcare as a moral right assert that it is necessary for human dignity and equality. They believe that a just society should provide medical care to all individuals, regardless of their financial status (Daniels, 2021).

On the other hand, some argue that healthcare is a service rather than a right and should be distributed based on market principles. They claim that government-mandated healthcare may lead to inefficiencies and reduced innovation (Engelhardt, 2020). The ethical debate centers on whether access to healthcare should be a universal guarantee or a commodity based on personal responsibility.

References:

Daniels, N. (2021). Just health: Meeting health needs fairly. Cambridge University Press.

Engelhardt, H. T. (2020). The foundations of bioethics. Oxford University Press.

Week 9 Discussion

One of the major benefits of stem cell research is its potential in treating Alzheimer’s disease. Stem cells can be used to regenerate damaged neurons, potentially slowing or reversing the progression of neurodegenerative disorders (Lindvall & Kokaia, 2021). This offers hope for patients and their families, as current treatments only manage symptoms rather than address the underlying cause.

Despite its potential, stem cell research remains controversial, particularly when it involves embryonic stem cells. Ethical concerns arise regarding the destruction of embryos, which some argue constitutes the taking of human life. However, recent advances in induced pluripotent stem cells (iPSCs) may offer an ethical alternative by reprogramming adult cells without the need for embryos (Yamanaka, 2020).

References:

Lindvall, O., & Kokaia, Z. (2021). Stem cell therapy for neurodegenerative disorders. Nature Reviews Neurology, 17(3), 154-168.

Yamanaka, S. (2020). Induced pluripotent stem cells: Past, present, and future. Cell Stem Cell, 26(1), 23-30.

Detailed Assessment Instructions for the PHIL 434 Medical Ethics and Issues Discussion Assignment

PHIL 434 Medical Ethics and Issues 202101SPI OL-A

You must cite any credible source such as your Textbook, for your initial post.

All peer post response must be substantial in nature, it cannot just be an agreement or disagreement with the peer post. It must add to the conversation. The response posts cannot be posted on the same day.

ALL citations must be APA formatted. No hyperlinks are allowed as a citation.

Week 1 Discussion

In your own words, describe the primary difference between consequentialist and non-consequentialist approaches to ethics.
Choose one of the major theories associated with consequentialism: what objections might be made to this theory?
Choose one of the major theories associated with non-consequentialism: what objections might be made to this theory?
In addition to your main response, you must also post substantive responses to at least two of your classmates’ posts in this thread. Your response should include elements such as follow-up questions, further exploration of topics from the initial post, or requests for further clarification or explanation on some points made by the classmates.

Week 2 Discussion

In your own words, describe the difference between euthanasia and physician-assisted suicide.
Select an argument for or against either euthanasia or physician-assisted suicide. How would you defend your argument?
In addition to your main response, you must also post substantive responses to at least two of your classmates’ posts in this thread. Your response should include elements such as follow up questions, further exploration of topics from the initial post, or requests for further clarification or explanation on some points made by the classmates.

Week 3 discussion prompt.

This week, we are learning about issues surrounding human genetics and eugenics, including stem cell research, cloning, and genetic testing and treatment.
Choose and describe a scientific technique or practice related to genetics and eugenics. Provide the rationale behind the use of this technique or practice.
Discuss your thoughts and ideas regarding the technique or practice. Is it ever justifiable? Why or why not?
Respond to at least two of your classmates’ postings

Week 4 discussion prompt.

Animal research is a necessary practice in the world of medical research, allowing scientists to develop life-saving interventions and to spot catastrophic problems before new techniques or products make their way to actual patients. However, this does not mean that we should deny that there are serious ethical issues involved.
Animal testing is not a pretty or pleasant process. It causes pain and suffering to animal subjects, and legitimate cases of abuse have been uncovered by animal rights groups. Consequently, the practice should be tightly regulated, and alternative methods should be employed whenever possible.
Discuss a specific research study involving animals that had ethical issues.
What were the ethical issues involved?
What could have been done to conduct the research study differently to avoid these ethical issues?
Respond to at least two of your classmates’ postings.

Week 5 discussion prompt

Abortion is one of the most difficult and controversial moral issues we will consider. Listen to both sides, even if it is difficult to do. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. The goal of this discussion is not to convince you to accept one position over the other, but to help you to understand both sides. As you consider this difficult issue, it is important to distinguish two questions:
Is abortion morally wrong?
Should abortion be illegal?
Choose one of the questions above and argue both sides with supporting evidence. Please write your discussion choice in the title line. Remember to respond to at least two of your classmates’ posts.

Week 6 discussion prompt.

Recall this week’s presentation. Does a person in need of an organ transplant have a moral right to obtain that transplant, supposing the availability of the needed organ?
How should we choose who gets a transplant, supposing that there are not enough organs for all who need them?
Remember to reply to at least two of your classmates.

Week 7 discussion prompt.

How do you define privacy?
Do you believe privacy is a moral right? Why or why not?
Are there any cases in which public health policy justifies the violation of the right to privacy?
Remember to respond to at least two of your classmates’ posts with feedback on their opinions and ideas.

Week 8 discussion prompt.

Some consider fair access to health care a moral right, while others disagree. We have defined the term moral right as “a privilege to act in some specific, intentional manner or to obtain some specific benefit because one is a moral agent living in a community of moral agents under a shared moral standard.”
Is access to health care a moral right?
Why or why not?
Remember to respond to at least two of your classmates’ posts with feedback on their opinions and ideas.

Week 9 discussion prompt.

“Stem cells are undifferentiated, primitive cells with the ability both to multiply and to differentiate into specific kinds of cells. Stem cells hold the promise of allowing researchers to grow specialized cells or tissue, which could be used to treat injuries or disease (e.g., spinal cord injuries, Parkinson’s disease, Alzheimer’s disease, diabetes, strokes, burns).” (Slevin, 2010)
Choose ONE of the following issues and post to its thread with supporting evidence. Respond to two peers who wrote about issues other than the one you chose.
Discuss what you feel are the potential benefits of stem cell research for Alzheimer’s patients and their families.
Share your perspective on the stem cell debate regarding donation of surplus embryos to couples for “embryo adoption.”
Why is the task of disposing unused frozen human embryos different from disposing of other medical tissue?
Discuss why you think embryonic stem cell research “crosses a moral boundary.”

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NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Paper Example

NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Assignment

D115 Advanced Pathophysiology for the Advanced Practice Nurse Course

NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Assignment Brief

Assignment Instructions Overview

This assignment is designed to enhance students’ understanding of advanced pathophysiology by utilizing the Feynman technique to simplify complex disease processes. The assignment consists of three phases, each requiring students to analyze, refine, and communicate their understanding of a selected disease condition commonly encountered in primary care. Students will engage in self-assessment, peer feedback, and professional collaboration to improve their comprehension and ability to educate both healthcare professionals and patients effectively. This activity supports the development of competencies essential for the Family Nurse Practitioner (FNP) role.

Understanding Assignment Objectives

The primary objectives of this assignment are:

Mastering Pathophysiological Concepts: Students will deepen their knowledge of disease mechanisms, clinical manifestations, and diagnostic processes.
Applying the Feynman Technique: Through iterative learning, students will enhance their ability to explain complex medical conditions in a simplified manner suitable for different audiences.
Enhancing Communication Skills: Students will develop competency in educating both healthcare professionals and patients about disease processes using clear, accessible language.
Engaging in Reflective Learning: By analyzing feedback from peers, faculty, and healthcare professionals, students will refine their understanding and teaching methods.
Developing Evidence-Based Educational Materials: Students will create structured educational content, including written syntheses and video reflections, to demonstrate their ability to convey pathophysiological knowledge effectively.

The Student’s Role

As an advanced practice nursing student, your role in this assignment is to:

Select a Disease Condition: Choose one from a list of common primary care conditions (e.g., hypertension, diabetes, asthma, pneumonia, UTI, etc.).
Apply the Feynman Technique: Break down and simplify the pathophysiology, clinical manifestations, and diagnostic methods of the selected condition.
Engage in Peer and Professional Collaboration: Present your work to an advanced practice nurse or healthcare professional for feedback and refine your synthesis accordingly.
Educate a Healthcare Consumer: Translate complex medical information into an accessible format suitable for patient education.
Document and Reflect: Submit written syntheses and video reflections that showcase your learning process and engagement with feedback.

Competencies Measured

This assignment aligns with key competencies for advanced nursing practice, including:

Scientific Foundation: Demonstrating in-depth understanding of disease pathophysiology and diagnostic processes.
Clinical Scholarship: Integrating evidence-based knowledge to enhance patient education and interprofessional communication.
Communication and Collaboration: Effectively explaining disease processes to healthcare professionals and patients.
Professional and Ethical Practice: Using a patient-centered approach to ensure health information is conveyed accurately and appropriately.
Reflective and Adaptive Learning: Continuously refining knowledge based on feedback and self-assessment to improve teaching effectiveness.

NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Paper Example

Introduction

Advanced pathophysiology is a critical component in the education and practice of family nurse practitioners (FNPs). Understanding disease mechanisms, clinical manifestations, and diagnostic methods allows FNPs to deliver evidence-based, patient-centered care. The Clinical Practice Experience (CPE) for this course is structured into three phases that integrate the Feynman technique, a systematic approach to mastering and teaching complex medical concepts. This paper will comprehensively analyze and apply this technique to a common primary care condition, exploring its pathophysiology, clinical presentation, diagnostic criteria, and patient education strategies.

Phase 1: Application of the Feynman Technique to Learning and Teaching Pathophysiology

Selection of Disease: Hypertension

Hypertension (HTN) is one of the most frequently encountered conditions in primary care. According to the Centers for Disease Control and Prevention (CDC, 2021), approximately 47% of adults in the United States have hypertension, which increases the risk of cardiovascular diseases, stroke, and kidney disease. The condition often remains asymptomatic in its early stages, making early detection and management essential.

Pathophysiology of Hypertension

Hypertension is characterized by sustained elevated blood pressure (BP) levels, defined as a systolic BP ≥ 130 mmHg or a diastolic BP ≥ 80 mmHg (American Heart Association [AHA], 2018). The pathophysiology of hypertension is multifactorial, involving genetic predisposition, environmental factors, and physiological dysregulation. The renin-angiotensin-aldosterone system (RAAS) plays a crucial role in BP regulation. Overactivation of RAAS leads to vasoconstriction and sodium retention, contributing to increased blood volume and pressure. Endothelial dysfunction and arterial stiffness further exacerbate hypertension, reducing vascular compliance and increasing afterload (Whelton et al., 2018).

Clinical Manifestations

Hypertension is often termed the “silent killer” due to its asymptomatic nature. However, in advanced stages, patients may present with symptoms such as headache, dizziness, blurred vision, and palpitations (Fuchs & Whelton, 2020). Severe hypertension can lead to hypertensive emergencies characterized by end-organ damage, including left ventricular hypertrophy, nephropathy, and retinopathy.

Diagnostic Methods

The diagnosis of hypertension requires multiple BP measurements over different visits. The U.S. Preventive Services Task Force (USPSTF, 2021) recommends ambulatory blood pressure monitoring (ABPM) as the gold standard for confirming a hypertension diagnosis. Additional diagnostic workup includes serum creatinine, lipid profile, urinalysis, and electrocardiogram (ECG) to assess for target organ damage.

Phase 2: Advanced Professional Nurse or Colleague Pathophysiology Synthesis

Presentation to Healthcare Colleagues

After refining the synthesis on hypertension, the next step involved presenting the information to an advanced practice nurse. The Feynman technique was applied to ensure clarity, breaking down complex concepts into simple terms. The discussion emphasized key physiological mechanisms and the importance of early intervention in managing hypertension.

Feedback from Colleague

The healthcare professional provided constructive feedback, noting that while the synthesis was informative, adding a case study would enhance understanding. The revised synthesis incorporated a case study of a 55-year-old male with newly diagnosed hypertension, highlighting risk factors, diagnostic workup, and management strategies (Chobanian et al., 2019).

Revised Pathophysiology Synthesis

Incorporating feedback, the revised synthesis provided a more structured overview, including:

A flowchart depicting the pathophysiological mechanisms of hypertension.
A comparison table differentiating primary and secondary hypertension.
An evidence-based discussion on pharmacological and non-pharmacological management.

Phase 3: Patient or Healthcare Consumer-Focused Synthesis

Adapting the Information for Patients

Patient education is crucial in hypertension management, as lifestyle modifications significantly impact disease progression. Using plain language, the synthesis was tailored for a patient audience, explaining hypertension using analogies. For example, BP regulation was compared to a “water hose system,” where increased pressure leads to strain on the hose (arteries), potentially causing damage over time (AHA, 2020).

Presentation to Healthcare Consumers

The revised synthesis was presented to a group of healthcare consumers, including patients and caregivers. Their feedback highlighted the need for more visual aids and a focus on practical lifestyle interventions. The final version incorporated:

Infographics illustrating the effects of hypertension on different organs.
A simple chart outlining DASH (Dietary Approaches to Stop Hypertension) diet recommendations.
A checklist for daily BP monitoring and medication adherence.

Final Reflection and Learning Outcomes

Applying the Feynman technique to hypertension deepened understanding and improved the ability to convey complex medical information effectively. The iterative process of refining the synthesis based on feedback reinforced the importance of evidence-based communication in nursing practice.

Conclusion

The CPE provided an invaluable learning experience, allowing for the integration of advanced pathophysiology with practical application in clinical and patient education settings. The structured approach enhanced comprehension, fostering the ability to translate intricate disease mechanisms into accessible knowledge for both professionals and patients.

References

American Heart Association. (2018). Hypertension guidelines. https://www.heart.org

Centers for Disease Control and Prevention. (2021). Hypertension facts. https://www.cdc.gov

Chobanian, A. V., et al. (2019). The Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure. Hypertension, 42(6), 1206-1252.

Fuchs, F. D., & Whelton, P. K. (2020). High blood pressure and cardiovascular disease. Hypertension, 75(2), 285-292.

U.S. Preventive Services Task Force. (2021). Screening for hypertension in adults. JAMA, 326(5), 478-488.

Whelton, P. K., Carey, R. M., Aronow, W. S., et al. (2018). 2017 ACC/AHA hypertension guidelines. Journal of the American College of Cardiology, 71(19), e127-e248.

Detailed Assessment Instructions for the NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Paper Assignment

Master of Science, Nursing – Family Nurse Practitioner

Clinical Practice Experience (CPE) Record

Student Name:__________________________________________Date:_________________________
(By submitting this CPE Record to Evaluation, you attest that you completed each required activity.)

Course Instructor Name:_________________________________________________________________

Course: Advanced Pathophysiology for the Advanced Practice Nurse

Welcome to the clinical practice experience (CPE) for this course. The CPE for the Master of Science in Nursing, Family Nurse Practitioner program consists of a variety of semi-structured activities. CPE provides the opportunity to integrate new knowledge into practice and to attain the identified professional competencies (AACN, 2016). By completing all the activities and evidence listed within this document, and earning a grade of “competent,” you will earn 40 indirect CPE hours for this course.*

CPE Objective:

You will take on the role of a family nurse practitioner delivering patient-centered primary care. You have advanced knowledge of the pathophysiology of human disease and the unique opportunity to explain complex health information to healthcare consumers and colleagues in a simple and easy-to-understand manner. In order to explain complex material with simple clarity, you must first thoroughly know that material. The Feynman technique is a systematic method you will use to learn complex material at a more rapid pace, with increased breadth and depth, with the intention of being able to teach that material to others in a way that meets the learner’s health information literacy level.

In this CPE, you will gain a better understanding of the role of a family nurse practitioner expanding your knowledge of advanced pathophysiology and communicating that knowledge to others in three phases:

Phase 1: You will examine the Feynman technique and apply it to learning the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the most commonly seen conditions in primary care: upper respiratory infection (URI), hypertension (HTN), osteoarthritis, diabetes, depression, anxiety, pneumonia, acute otitis media (AOM), back pain/strain, atopic dermatitis, urinary tract infection (UTI), or asthma.
- Feynman technique example 1: https://strategyumwelt.com/frameworks/feynman-technique
- Feynman technique example 2: https://www.youtube.com/watch?v=q-16DPh_VWw&t=67s
- Feynman technique example 3: https://www.youtube.com/watch?v=_f-qkGJBPts
Phase 2: You will continue to use the Feynman technique to refine your knowledge of the condition you chose in phase 1. Use that refined knowledge to educate an advanced practice nurse or other healthcare professional about the pathophysiology, clinical manifestations, and diagnostic methods associated with the condition you chose.
Phase 3: You will use the new knowledge you gained by using the Feynman technique and feedback from your colleague to further refine your knowledge in order to educate patients or healthcare consumers (adult, geriatric, or pediatric) about the pathophysiology, clinical manifestations, and diagnostic methods associated with the condition you chose in phase 1.

Instructions:

Student:

Complete and date the required activities
Type in your name and date the top of this form
Type in the name of your faculty of record for this course (your assigned course instructor)
Submit the completed CPE record as a separate document for evaluation when you submit your e-portfolio PDF containing the required deliverables

PHASE 1: APPLICATION OF THE FEYNMAN TECHNIQUE TO LEARNING AND TEACHING PATHOPHYSIOLOGY
CPE		Date Activity Completed
☐	Review all of the activity and evidence requirements for this CPE, including phase 1, phase 2, and phase 3. Break down each activityfrom each phase into strategic tasks and specific due dates in order to meet the activity deadlines. Create a CPE schedule table in your e-portfolio that lists your tasks, due dates, and estimated time needed to complete each activity.
☐	Using the Feynman technique, write down your current knowledge of the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the following diseases most often seen in primary care: upper respiratory infection (URI), hypertension(HTN), osteoarthritis, diabetes, depression, anxiety, pneumonia, acute otitis media (AOM), back pain/strain, atopic dermatitis, urinary tract infection (UTI), or asthma. Use your course, textbooks, online resources, and other resources as needed to fill in the gaps of your knowledge. Using the information gathered from your research, prepare a Feynman simplified synthesis that is one-page and single-spaced for one of the following diseases: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis,UTI, or asthma. Include this synthesis in your e-portfolio. Your synthesis should include a description of the pathophysiology, clinical manifestations, and diagnostic methods related to the condition you chose. Apply APA formatting standards for citations and references, as appropriate.
☐	Read through your synthesis of one of the chosen diseases: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma. Perform a self-assessment, giving yourself feedback regarding the clarity and correctness of your synthesis. Document yourfeedback, and describe any changes you will make to the synthesis you developed. Next, use this feedback to improve your pathophysiology synthesis before including them in your e-portfolio.
☐	Create a 3–5 minute GoReact video reflection discussing the learning experience you had when preparing the pathophysiology synthesis. Consider addressing the following in your reflection: ● the process you followed to complete the synthesis and what you would do differently next time, if anything ● any new information you learned from your research related specifically or generally to pathophysiology ● what you found challenging about completing and assessing your own synthesis ● the feedback you gave yourself and how you used it to improve your synthesis for your e-portfolio submission If you have trouble with the GoReact link, you can copy and paste the URL directly into your browser:https://lrps.wgu.edu/provision/212888489. After recording your video and posting it for review, watch two of your peers’ videos and provide them encouraging and constructive feedback. Finally, capture a screenshot of your video and screenshots that shows you responded to two of your peers for inclusion in your e-portfolio.
CPE Evidence(Includein your e-portfolio): CPE schedule table of the tasks and timelines that you developed for this CPE A one-page Feynman simplified synthesis for one of the following diseases: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma (Apply APA formatting to each page.) Three screenshots to document your GoReact video reflection, including an image of your reflection video and an image for each of your two peer responses A brief, written summary of your video reflection below your screenshot

PHASE 2: ADVANCED PROFESSIONAL NURSE or COLLEAGUE PATHOPHYSIOLOGY SYNTHESIS
CPE		Date Activity Completed
☐	Review all of the activity and evidence requirements for this CPE, including phase 1, phase 2, and phase 3. Break down each activityfrom each phase into strategic tasks and specific due dates in order to meet the activity deadlines. Create a CPE schedule table in your e-portfolio that lists your tasks, due dates, and estimated time needed to complete each activity.
☐	Meet with one or more advanced professional nurses or healthcare colleagues to present and obtain feedback on your synthesis of one of the chosen diseases (URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia,AOM, back pain/strain, atopic dermatitis, UTI, or asthma). Ask for feedback regarding the clarity and correctness of your synthesis as well as any analogies that might be used to help others understand the material. Document the feedback you received, and describe any changes you will make to the synthesis you developed. Next, use this feedback to improve your advanced professional nurse or colleague pathophysiology synthesis before including the document in your e-portfolio.
☐	Create a 3–5 minute GoReact video reflection discussing the learning experience you had when preparing and presenting your advanced professional nurse or colleague pathophysiology synthesis. Consider addressing the following in your reflection: ● the process you followed to complete the synthesis and what you would do differently next time, if anything ● any new information you learned from your research related specifically or generally to pathophysiology ● what you found challenging about completing and presenting your synthesis ● the advanced nursing professional or colleague feedback you received and how you used it to improve your synthesis for your e-portfolio submission If you have trouble with the GoReact link, you can copy and paste the URL directly into your browser:https://lrps.wgu.edu/provision/212888489. After recording your video and posting it for review, watch two of your peers’ videos and provide them encouraging and constructive feedback. Finally, capture a screenshot of your video and screenshots that shows you responded to two of your peers for inclusion in your e-portfolio.
CPE Evidence(Includein your e-portfolio): Updated one-page pathophysiology synthesis for one of the following diseases: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma (Apply APA formatting to each page.) Three screenshots to document your GoReact video reflection, including an image of your reflection video and an image for each of your two peer responses A brief, written summary of your video reflection below your screenshot

PHASE 3: PATIENT or HEALTHCARE CONSUMER FOCUSED SYNTHESIS
CPE		Date Activity Completed
☐	Review the CPE Schedule table you created in phase 1 to ensure you are still making progress towards meeting your timelines. Adjust your schedule table if necessary.
☐	Using the information gathered from your research and refinement of the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the following diseases most often seen in primary care (URI, HTN, osteoarthritis, diabetes, depression or anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma), continue the preparation and refinement of the one-page, consumer-focused synthesis for the disease you selected. Your synthesis should continue to evolve into a simple, consumer-focused description of the pertinent points of your chosen condition, including its pathophysiology, clinical manifestations, and diagnostic methods. Include links in the text of your synthesis to cite where you obtained disease-specific information.
☐	Meet with one or more healthcare consumers (e.g., students, peers, family, etc.) to present your synthesis of the pathophysiology, clinical manifestations, and diagnostic methods associated with your chosen condition (URI, HTN, osteoarthritis, diabetes, depression or anxiety, pneumonia,AOM, back pain/strain, atopic dermatitis, UTI, or asthma). Ask this individual or individuals to provide feedback regarding the simplicity, clarity, and ease in understanding your synthesis of disease specific information. Use this feedback to improve your ability to synthesize and deliver consumer health education regarding the pathophysiology, clinical manifestations, and diagnostic methods, and then include them in your e-portfolio.
☐	Create a 3–5 minute GoReact video reflection discussing the learning experience you had when preparing and presenting your consumer-focused synthesis for one of the common diseases in primary care. Consider the following in your reflection: ● the process you followed to complete the synthesis ● what you found most challenging about completing and presenting your consumer-focused synthesis ● any take-aways identified by integrating the clinical manifestations and diagnostic methods ● the feedback you received on your synthesis and how you used the feedback to improve your synthesis If you have trouble with the GoReact link, you can copy and paste the URL directly into your browser:https://lrps.wgu.edu/provision/212888489. After recording your video and posting it for review, watch two of your peers’ videos, and provide them encouraging and constructive feedback. Finally, capture a screenshot of your video and a screenshot that shows you responded to two of your peers for inclusion in your e-portfolio.
CPE Evidence (Include in your e-portfolio:) A one-page consumer–focused synthesis of the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the following most common diseases in primary care: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma Three screenshots to document your GoReact video reflection, including an image of your reflection video and an image for each of your two peer responses A brief, written reflection summary of your video reflection below your screenshot

*American Association of Colleges of Nursing. (2016). Clinical practice experiences FAQs. https://www.aacnnursing.org/CCNE-Accreditation/Resources/FAQs/Clinical-Practice

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D121 Creating a Patient Centered Health Promotion Plan Paper Example

D121 Creating a Patient-Centered Health Promotion Plan Paper Example D121 GJM1 TASK 1: Creating a Patient-Centered Health Promotion Plan Paper Example

D121 Health Promotion of Patients and Populations Across the Lifespan Course

GJM1 TASK 1: Creation of a health promotion soap note

D121 GJM1 TASK 1: Creating a Patient Centered Health Promotion Plan Paper Assignment Brief

Assignment Instructions Overview

This assignment focuses on developing a comprehensive patient-centered health promotion plan. Students will analyze health-related behaviors, identify areas for improvement, and create a structured plan to support patient-driven health goals. The plan will integrate theoretical frameworks, including the Social Ecological Model and the Readiness to Change Theory, to ensure a holistic approach to health promotion.

Understanding Assignment Objectives

The primary objective of this task is to evaluate a patient’s health profile and propose targeted health promotion interventions. Students will:

Identify key areas of health promotion tailored to the patient and their family.
Utilize motivational interviewing techniques to establish patient-driven priorities.
Assess potential facilitators and barriers to change in implementing health interventions.
Apply evidence-based theoretical models to support behavior change.
Develop a SMART-goal-driven plan for health improvement.
Document findings in a structured SOAP note format.
Create a follow-up plan to assess progress and adjust interventions as needed.

The Student’s Role

As a nurse practitioner working in a nurse-led primary care clinic, the student is responsible for:

Conducting a comprehensive patient assessment.
Identifying modifiable risk factors and areas for health promotion.
Employing motivational interviewing techniques to encourage patient engagement.
Utilizing evidence-based theories to guide intervention strategies.
Creating a structured health promotion plan that includes clear goals and follow-up actions.
Documenting findings using SOAP note methodology.

Competencies Measured

This assignment assesses the student’s ability to:

Utilize clinical judgment to develop personalized health interventions.
Apply patient- and family-centered approaches to health promotion.
Integrate theoretical models into clinical practice.
Develop SMART goals to enhance health outcomes.
Demonstrate professional documentation and communication skills.
Analyze patient progress and adapt interventions based on real-time feedback.

D121 GJM1 TASK 1: Creating a Patient Centered Health Promotion Plan for Alfredo Paper Example

Patient-Centered Health Promotion Plan for Alfredo Garcia

Analysis of Potential Health Promotion Activities

A1. Six Patient- and Family-Centered Areas of Potential Health Promotion

Smoking Cessation – Alfredo smokes half a pack of cigarettes daily, which increases his risk of respiratory and cardiovascular diseases. Encouraging smoking cessation would significantly improve his health and reduce the risk of chronic illnesses.

Nutritional Improvements – Alfredo consumes fast food for breakfast and lunch five times per week, which may contribute to his obesity and increased risk of diabetes and cardiovascular disease. Encouraging a balanced diet with more fruits and vegetables is essential.

Increased Physical Activity – Alfredo does not exercise regularly, which contributes to his obesity and overall health risks. Implementing a structured exercise routine can aid in weight management and reduce health risks.

Alcohol Intake Reduction – Alfredo drinks four alcoholic beverages per meal three times per week, which can contribute to liver disease, high blood pressure, and other health issues. Reducing alcohol intake would be a key health promotion focus.

Routine Health Screenings – Alfredo has a family history of colon cancer but has never had a colonoscopy. Encouraging routine screenings, such as colonoscopies and diabetes testing, is critical for early detection and prevention of chronic diseases.

Preventative Healthcare and Vaccinations – Alfredo has not received vaccinations in over ten years. Updating his vaccinations, including flu, tetanus, and COVID-19 vaccines, can help prevent infectious diseases and improve overall health.

A2. Motivational Interviewing to Elicit Patient-Driven Health Promotion Priorities

Motivational interviewing (MI) is an evidence-based approach that enhances patient motivation for behavioral change by engaging in a collaborative conversation. It involves four key processes: engaging, focusing, evoking, and planning (Miller & Rollnick, 2013). MI helps Alfredo identify his health priorities and empowers him to make gradual, sustainable changes. By using open-ended questions, affirmations, reflective listening, and summarization, the provider can explore Alfredo’s concerns and readiness for change. For example, instead of imposing changes, the provider could ask, “What concerns you the most about your current health habits?” This method enhances autonomy and encourages Alfredo to set achievable health goals.

A3. Potential Allies and Barriers to Change for Alfredo and His Family

Potential Allies:

Spouse’s Support – Alfredo’s wife can play a crucial role in encouraging lifestyle changes, such as healthier meal preparation and smoking cessation.

Children’s Influence – Alfredo’s children can participate in physical activities with him, promoting a family-oriented approach to exercise.

Workplace Resources – As a construction foreman, his workplace may provide wellness programs or incentives for healthy behaviors.

Healthcare Providers – Establishing a relationship with a primary care provider can offer continuous support and education on managing his health conditions.

Community Support Groups – Engaging with smoking cessation and weight management groups may provide encouragement and accountability.

Potential Barriers:

Cultural Dietary Preferences – Traditional dietary habits may make it challenging to adopt healthier eating patterns.

Financial Constraints – The cost of healthy food, gym memberships, and medical screenings may pose financial burdens.

Time Constraints – Alfredo’s work schedule may limit his ability to prioritize exercise and medical appointments.

Lack of Health Awareness – Without a primary care provider, Alfredo may lack knowledge about the importance of screenings and preventive care.

Substance Use Habits – Regular alcohol consumption and smoking may be difficult habits to break without structured interventions.

A4. Incorporating the Social Ecological Model and Readiness to Change Theory

The Social Ecological Model (SEM) emphasizes multiple levels of influence on health behaviors, including individual, interpersonal, organizational, community, and policy factors (McLeroy et al., 1988). For Alfredo, individual-level interventions involve personalized education, while interpersonal strategies focus on family engagement. Organizational and community resources, such as workplace wellness programs and local fitness centers, can further support his health goals.

The Readiness to Change Theory, also known as the Transtheoretical Model, identifies five stages: precontemplation, contemplation, preparation, action, and maintenance (Prochaska & DiClemente, 1983). Alfredo may be in the contemplation stage for some behaviors (e.g., recognizing the need for exercise) but in precontemplation for others (e.g., alcohol reduction). Tailoring interventions to his readiness level enhances their effectiveness.

A5. Steps to Support Alfredo in Developing a Patient- and Family-Centered Health Promotion Plan

Establish a Trusting Relationship – Build rapport through open communication and active listening.

Assess Readiness for Change – Use motivational interviewing to determine Alfredo’s willingness to modify behaviors.

Identify Priorities – Focus on areas Alfredo is most motivated to change.

Engage Family Members – Encourage family participation in health-related activities.

Provide Education and Resources – Offer culturally sensitive guidance on healthy habits and available community resources.

Set Realistic Goals – Develop incremental and attainable health objectives.

Monitor Progress – Schedule follow-up visits to evaluate and adjust the plan as needed.

A6. Steps to Assist Alfredo in Creating SMART Goals

Specific – Define clear and focused objectives (e.g., “Reduce cigarette consumption to one per day”).

Measurable – Establish quantifiable benchmarks (e.g., “Walk for 30 minutes, three times per week”).

Achievable – Ensure goals are realistic given Alfredo’s lifestyle and resources.

Relevant – Align goals with Alfredo’s personal health concerns and motivations.

Timely – Set deadlines to track progress (e.g., “Schedule a colonoscopy within three months”).

A7. Sample SOAP Note

Subjective:

Chief Complaint: Work physical; no current health complaints.

History: Smokes daily, drinks alcohol regularly, poor diet, no exercise.

Family History: Diabetes, hypertension, and colon cancer.

ROS: Reports increased thirst and urination.

Objective:

Vitals: BP 155/92, BMI 37.2 kg/m².

PE: No acute distress; abdomen non-tender; lungs clear.

Assessment:

Hypertension (I10)

Obesity (E66.9)

Tobacco Use Disorder (F17.200)

Alcohol Use (F10.10)

Plan:

Smoking Cessation: Provide nicotine replacement options and refer to a support program.

Dietary Changes: Recommend a nutritionist consult.

Exercise Plan: Encourage 30 minutes of physical activity thrice weekly.

Screenings: Schedule colonoscopy and diabetes testing.

Follow-Up: Reassess in three months.

Written Follow-Up Plan

B1. Allies and Barriers to Change – As previously discussed in A3.

B2. Involving Family in Health Promotion – Family participation can facilitate accountability and emotional support, improving adherence to health recommendations.

B3. Modifying the Health Promotion Plan – Adjust interventions based on progress, challenges, and Alfredo’s feedback.

Analyzing Progress

C1. Determining Patient-Centered Measures of Progress – Use biometric markers (e.g., BP, weight) and patient-reported lifestyle changes.

C2. Measuring Progress – Track adherence through follow-up visits and self-reported logs.

C3. Recognizing Patient-Directed Progress – Celebrate incremental achievements to maintain motivation.

References

Miller, W. R., & Rollnick, S. (2013). Motivational Interviewing: Helping People Change.

McLeroy, K. R., et al. (1988). The Social Ecological Model of Health.

Prochaska, J. O., & DiClemente, C. C. (1983). Stages of Change Model.

Detailed Assessment Instructions for the D121 GJM1 TASK 1: Creating a Patient Centered Health Promotion Plan Paper Assignment

Description

SCENARIO

You are a nurse practitioner practicing in a nurse-led primary care clinic in a rural community. You are providing care for Alfredo Garcia, a 50-year-old Hispanic male who comes to the clinic for a work physical. Alfredo does not have a regular primary care provider and has no health complaints today.

PMH: Alfredo’s past medical history includes a fractured right ankle that occurred when he was 28 years old. He has no previous surgical history or history of hospitalization.

FH: Alfredo’s father, paternal grandfather, and maternal grandmother all have diabetes. His paternal grandmother has osteoporosis and hypertension. His maternal grandfather died at 67 from colon cancer. Alfredo’s three siblings and his two children are alive and with no serious medical history.

SH: Alfredo smokes half a pack of filtered cigarettes per day, drinks two energy drinks per day, and drinks four alcoholic drinks per meal three times per week. He does not exercise regularly and eats fast food for breakfast and lunch five days a week, and dinner at home with his family. Dinner usually consists of meat (chicken, beef, or pork), tortillas, rice and beans, and one vegetable. He consumes one–two fruits or vegetables per day as part of dinner or as a snack. Alfredo is married and has two children who are in high school. Alfredo works as a construction foreman for a local construction company. He has a high school diploma.

Health promotion: He wears his seatbelt 100% of the time. Has not had a colonoscopy nor has one scheduled. Last vaccination over 10 years ago. Last dental exam two years ago.

Meds: Tylenol for back pain once per week, 1 gram per dose for two doses.

Allergies: No known drug, food, or environmental allergies.

ROS: Negative except for increased thirst and urination.

Vitals: HR: 88, BP: 155/92 R arm, seated RR: 14, WT: 245, HT: 5’8”, BMI: 37.2 kg/m2, Vision 20/35 Snellen Chart

PE: Well groomed, in no apparent distress. Head normocephalic, cranial nerves intact. Eyes PERRLA, EOMs intact. Optic disc margins sharp. TMs intact, pearly gray. Buccal mucosa pink, moist, and intact. Proper dentition. Lungs clear to auscultation bilaterally. S1S2 no murmurs. Pulses +2 throughout. No edema. Abdomen round with striae, tympanic throughout, soft, nontender. Liver span percussed at 15 cm. Uncircumcised, testis rubbery, smooth. No hernia.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

SOAP Note with Health Promotion Focus

Analyze Alfredo’s potential health promotion activities by doing the following:
Describe sixpatient- and family-centered areas of potential health promotion for Alfredo and his family.
Explain how using motivational interviewing elicits patient-driven health promotion priorities. Include supporting scholarly literature to provide an evidence-based foundation for your explanation.
Describe fivepotential allies and fivepotential barriers to change for Alfredo and his family that you foresee.
Explain how incorporating the social ecological model and the readiness to change theory influences the health promotion plan, including supporting literature to provide an evidence-based foundation for your explanation.
Describe the steps that will be used to support Alfredo in developing a patient- and family-centered health promotion plan.
Describe the steps that will be used to assist Alfredo in creating SMART (specific, measurable, actionable, relevant, and timely) goals directly related to one of his priority health promotion areas.
Provide a sample SOAP note that includes eachof the following aspects:

 the subjective and objective data provided

 the assessment portion (diagnoses you would provide)

 the plan portion with one health promotion item expanded to include actionable goals

Create a written follow-up plan by doing the following:
Describe the known allies and barriers to change for Alfredo and his family.

Note: Please see part A3 to choose from the 10 potential allies and barriers identified there.

Explain how involving the family and close contacts in health promotion can facilitate positive change.
Describe the steps used to support Alfredo in modifying a patient- and family-centered health promotion plan.
Analyze the progress of the plan by doing the following:
Describe the process of determining patient-centered measures of progress.
Describe the process of measuring patient-centered progress.
Describe the importance of recognizing progress that is patient-directed.
Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
Demonstrate professional communication in the content and presentation of your submission.

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NURS 6432 D156 Healthcare Improvement Project (HIP) Paper Example

NURS 6432 D156 Healthcare Improvement Project (HIP) Paper Assignment

D156 Business Case Analysis for Healthcare Improvement Course

NURS 6432 D156 Healthcare Improvement Project (HIP) Paper Assignment Brief

Assignment Instructions Overview

This assignment focuses on the development of a scholarly Healthcare Improvement Project (HIP) paper. The paper will contextualize a proposed healthcare improvement initiative using evidence-based literature, structured methodologies, and project management principles. Students will engage in critical analysis and synthesis of scholarly sources to support their project’s purpose and feasibility. The assignment builds upon previous coursework, applying analytical methods to assess the need and practicality of a healthcare improvement initiative.

Understanding Assignment Objectives

The primary objective of this assignment is to advance the student’s ability to:

Formulate a clear and evidence-based Purpose Statement for the HIP.
Conduct a Review of Relevant Scholarly Sources, synthesizing findings to establish best practices.
Develop a SMART+C Goal Worksheet, ensuring the project objectives are well-defined and measurable.
Analyze the Project Management Life Cycle, demonstrating how each phase will support the HIP from initiation to completion.
Apply project management methodologies and critical evaluation to create a structured and feasible healthcare improvement plan.

The Student’s Role

Students are expected to approach this assignment with a professional and scholarly mindset, integrating research findings into a well-organized and methodologically sound paper. Key responsibilities include:

Selecting and analyzing 5–10 relevant scholarly sources published within the last five years.
Synthesizing research findings to identify best practices and knowledge gaps.
Demonstrating critical thinking by evaluating the feasibility and impact of the proposed HIP.
Applying project management principles, outlining how the lifecycle phases will support the project.
Ensuring academic integrity through proper citation and adherence to originality requirements.

Competencies Measured

This assignment evaluates competencies in:

Evidence-Based Practice – The ability to integrate and synthesize credible research to support a healthcare improvement initiative.
Critical Analysis and Synthesis – The capability to compare, contrast, and evaluate scholarly sources to form a coherent argument.
Project Management Application – Understanding how the project management lifecycle guides the planning and implementation of a healthcare initiative.
Goal Setting and Outcome Measurement – Developing a structured, measurable, and realistic improvement goal using the SMART+C framework.
Scholarly Communication – Presenting ideas in a well-organized, professional, and academically rigorous manner, ensuring clarity and coherence.

NURS 6432 D156 Healthcare Improvement Project (HIP) Paper Example

Business Case Analysis for Healthcare Improvement

Healthcare Improvement Project: Introduction and Project Initiation

Organizational Problem

Healthcare environments such as hospitals, skilled nursing facilities, and assisted living communities face significant challenges due to inadequate staff-to-patient ratios, leading to fragmented communication during shift changes. Poor shift-to-shift reporting results in critical information loss, contributing to medical errors, missed appointments, and increased patient and family dissatisfaction (Abraham et al., 2022). In assisted living facilities, shift reports are often completed informally in various locations such as hallways, break rooms, and medication rooms, leading to inconsistency and communication breakdowns. Implementing a standardized shift report process can significantly reduce medical errors and enhance care coordination.

Project Team

The project will be managed by a healthcare improvement project (HIP) manager responsible for coordinating activities, ensuring adherence to timelines, and facilitating communication among stakeholders. The team will include the Executive Director (ED), Healthcare Service Director (HSD), Resident Care Coordinators (RCC), and frontline care staff. The project manager will also provide educational training on the new reporting process and collect data for evaluating key performance indicators (KPIs).

Needs Assessment

A needs assessment was conducted using the “Five Whys” method to identify the root causes of communication failures. It was determined that inadequate shift reporting contributed to missed medical appointments and medication errors, leading to increased complaints from residents and their families. Standardizing shift reports emerged as a necessary intervention to improve care continuity (Newbould et al., 2022).

SWOT Analysis

A SWOT analysis identified strengths, weaknesses, opportunities, and threats related to implementing standardized shift reports:

Strengths: Increased communication, improved care coordination, and reduced medical errors.
Weaknesses: Staff resistance to change and potential delays in implementation.
Opportunities: Enhanced compliance with healthcare standards and improved patient outcomes.
Threats: High staff turnover and possible reluctance to adopt new procedures (Hada & Coyer, 2021).

Impact Analysis

An impact analysis was conducted to assess the benefits and risks associated with the project. The benefits of standardized shift reporting include improved information retention and enhanced resident care coordination. Identified risks include challenges in staff compliance and potential delays due to urgent outside factors. The calculated impact ratio was 1, indicating that the benefits outweigh the risks.

Justification and Project Purpose

The HIP aims to reduce missed medical appointments and medication errors by standardizing shift reports within an assisted living facility. The findings from the needs assessment, SWOT analysis, and impact analysis support the necessity of the project. By addressing communication gaps, the project aligns with best practices for patient safety and healthcare quality improvement (Galatzan & Carrington, 2022).

Review of Relevant Scholarly Sources

Research indicates that structured shift handoffs improve patient safety and reduce medical errors. Standardized shift reporting has been linked to decreased medication administration errors and improved patient outcomes (Hada & Coyer, 2021). Hospitals and surgical centers have successfully implemented structured handoff procedures to minimize critical information loss (Abraham et al., 2022). While these practices are widely adopted in acute care settings, there is limited research on their implementation in assisted living communities. Given the increasing aging population, addressing communication inefficiencies in these settings is critical (Anshasi & Almayasi, 2024).

SMART Goal

Specific: The HIP will standardize shift-to-shift reporting in an assisted living community by identifying a designated reporting area, developing a structured shift report form, and providing training for care staff.

Measurable: The project’s success will be evaluated based on a 15% reduction in missed medical appointments and medication errors within four months.

Achievable: The project will leverage existing resources, including the expertise of team members and best practices from other healthcare settings, to ensure successful implementation.

Relevant: Improved communication will enhance resident care coordination, reduce errors, and align with evidence-based nursing practices.

Time-Bound: The standardized reporting system will be fully implemented and evaluated within six months.

Project Management Lifecycle

The project will follow a four-phase management lifecycle:

Initiation: Identify project objectives, conduct needs assessment, and secure stakeholder support.
Planning: Develop a structured reporting system, create training materials, and outline implementation strategies.
Implementation: Train staff, initiate standardized shift reports, and collect initial performance data.
Evaluation: Assess project outcomes, collect stakeholder feedback, and implement improvements as needed.

Conclusion

By implementing a standardized shift report process, this HIP aims to enhance communication, reduce medical errors, and improve overall resident care quality in assisted living communities. The structured approach ensures that essential information is effectively communicated, ultimately contributing to better patient outcomes.

References

Abraham, J., Kannampallil, T. G., Almoosa, K. F., Patel, B., & Patel, V. L. (2022). Comparative evaluation of the impact of structured handoff protocols on clinical outcomes: A systematic review. Journal of Patient Safety, 18(3), 250-259. https://doi.org/10.1097/PTS.0000000000000920

Anshasi, H. A., & Almayasi, R. (2024). Improving nursing handoffs through standardized communication tools. International Journal of Nursing Studies, 12(1), 55-67. https://doi.org/10.1016/j.ijnurstu.2023.09.007

Galatzan, B. J., & Carrington, J. M. (2022). Improving patient safety outcomes through structured handoff communication. Nursing Outlook, 70(4), 621-630. https://doi.org/10.1016/j.outlook.2021.12.002

Hada, A., & Coyer, F. (2021). Shift-to-shift handover and its impact on patient safety: A systematic review. International Journal of Nursing Practice, 27(3), e12932. https://doi.org/10.1111/ijn.12932

Newbould, J., Burnett, S., & Adams, J. (2022). Enhancing communication in long-term care facilities: The role of standardized shift reports. Journal of Long-Term Care Administration, 5(2), 88-97. https://doi.org/10.1016/j.jltca.2021.09.004

Detailed Assessment Instructions for the NURS 6432 D156 Healthcare Improvement Project (HIP) Paper Example

After this first course in the program, the remaining specialty courses through your capstone course will each have a summative assessment that consists of an authentic performance assessment. Together, the courses scaffold the tasks of your healthcare improvement project (HIP) through the project management lifecycle phases: project initiation, planning, implementation, and evaluation. Each performance assessment will focus on aspects of the proposal you will develop for a healthcare improvement project using a real-world approach to improving healthcare. Each phase will be described in different sections of a healthcare improvement project (HIP) paper.

While completing your Business Case Analysis for a Healthcare Improvement course, you collaborated with your proposal team members, specialized experts in your field of interest, or colleagues from your current or former organization to assess the need for and feasibility of implementing your project using a project management approach. This process required the completion of several different analytic methods that support your recommendation for a healthcare improvement project (HIP).

In this task, you will begin to write your scholarly HIP paper that will place your proposed HIP in the context of the literature and provide evidence to support your project. In the introduction section of your paper, you should synthesize a select few key articles to provide the context, the problem or opportunity, and the purpose for your project.

In the next section, you will provide a review of scholarly sources published within the last five years that are credible and relevant to your HIP. A well-written review of the literature compares and contrasts published sources, highlights exemplary studies, identifies gaps in knowledge, and indicates how your project will fill the gap and advance nursing practice.

This task requires the submission of your entire HIP paper template including the following section(s) of your HIP paper which you will be developing in this performance assessment:

“Purpose Statement”
“Review of Relevant Scholarly Sources and Table of Scholarly Sources Template”
“SMART+C Goal Worksheet”
“Project Management Life Cycle”

Each of the following templates should be completed and submitted as an appendix to your HIP paper:

Table of Relevant Scholarly Sources Template (Appendix C)
SMART+C Goal Worksheet (Appendix D)

REQUIREMENTS

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Complete the Introduction and Review of Relevant Scholarly Sources sections of your healthcare improvement project (HIP) paper by doing the following:

Purpose Statement

Write a statement of the purpose of your project that describes what the reader can expect.

Review of Relevant Scholarly Sources and Table of Scholarly Sources Template

Complete the “Review of Scholarly Sources” section of your HIP paper by doing the following:
Complete the “Table of Relevant Scholarly Sources Template” section (Appendix C of the HIP paper template) by searching for and selecting 5–10scholarly sources published within the last five years, including the following for eachof the sources identified:

in-text citation
scholarly source title
type of scholarly source
relevance

Synthesize information from fivesources from the “Table of Relevant Scholarly Sources Template” section in part B1 by critically evaluating the sources to identify best practices that emerged from the evidence.

SMART+C Goal Worksheet

Complete the “SMART+C Goal Worksheet” section (Appendix D in the HIP paper template) by doing the following:
Answer eachof the sixSMART+C criteria questions.
Construct oneSMART+C goal for the project using the SMART+C criteria answers from part C1.
Create a project outcome statement using the SMART+C goal you developed.

Project Management Life Cycle

Analyze the four phases of the project management lifecycle in terms of your HIP by doing the following:
Explain how the project management lifecycle will guide your project from initiation to closure.
Describe how the activities completed meet the requirements for the initiation phase of this HIP.
Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 400 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

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