WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Example

WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community ExampleNURS 5202 AWM2 Task 1: Advocating for Policy Change to Improve Health Outcomes in the Community Assignment

NURS 5202 AWM2 Task 1: Advocating for Policy Change to Improve Health Outcomes in the Community Assignment Brief

Assignment Instructions Overview

This assignment focuses on the role of the advanced professional nurse in advocating for policy changes that improve health outcomes in the community. Students will analyze data, identify at-risk populations, and develop a policy proposal addressing social determinants of health (SDOH). Additionally, they will demonstrate interprofessional collaboration, ethical considerations, and policymaker engagement through an (I) SBAR summary.

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Understanding Assignment Objectives

The primary objective of this assignment is to prepare students to lead advocacy efforts as advanced professional nurses. Key components include:

  • Distinguishing Advocacy Roles: Comparing advocacy in a clinical setting versus a community health setting.
  • Interprofessional Collaboration: Employing evidence-based strategies to collaborate within an Advocacy Action Team (AAT).
  • Data Analysis: Identifying a pressing health issue affecting an at-risk population and evaluating existing policies.
  • Policy Development: Proposing a policy change and addressing its ethical, social, and implementation challenges.
  • Professional Communication: Articulating findings in a structured and persuasive manner.

The Student’s Role

Students will take on the role of an advanced professional nurse advocating for health policy change. They are expected to:

  • Gather and Analyze Data: Use reliable sources to validate a health issue and assess its impact on an at-risk population.
  • Develop a Policy Proposal: Address gaps in current policies and propose a solution that aligns with ethical standards and equitable healthcare distribution.
  • Engage Policymakers: Identify key stakeholders and propose strategies to advance the policy initiative.
  • Collaborate with Interprofessional Teams: Utilize evidence-based approaches to foster teamwork and ensure a comprehensive policy framework.

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Competencies Measured

This assignment assesses students on the following competencies:

  • Practicing as an Advanced Nursing Professional – Developing lifelong learning strategies essential for nursing practice.
  • Recommending Regulatory Policies – Advocating for legal and regulatory changes that enhance patient and community health outcomes.
  • Impact of Interprofessional Team Roles – Evaluating team dynamics and their effects on healthcare delivery.
  • Analyzing Data for Quality Improvement – Using healthcare data to guide evidence-based policy recommendations and improve health outcomes.

WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Example

Advocating for Policy Change to Improve Health Outcomes in the Community

  1. Introduction

Professional nurses play a pivotal role in shaping healthcare policies that enhance patient care and community health outcomes. As advanced professional nurses, their advocacy extends beyond individual patient interactions to influencing systemic changes that address broader public health concerns. This paper examines how advanced professional nurses advocate for at-risk populations, proposes an evidence-based policy change to improve health outcomes, and outlines strategies for effective policy advocacy.

  1. Advocacy in Community vs. Clinical Practice Settings

Advanced professional nurses advocate differently in community settings compared to clinical practice.

  1. Community Setting

Nurses in community settings focus on public health advocacy, addressing health disparities affecting at-risk populations.

They collaborate with policymakers, community organizations, and stakeholders to develop health programs and policies that enhance access to care.

Nurses use epidemiological data to identify risk factors, develop prevention strategies, and advocate for funding and legislative support to implement community-wide health initiatives (Chiu et al., 2021).

  1. Clinical Practice Setting

Advocacy at the clinical level involves ensuring individual patients receive equitable care, access to treatments, and necessary resources.

Nurses advocate for patient rights, ethical care, and personalized interventions tailored to patient needs.

They act as liaisons between patients and healthcare providers, ensuring informed decision-making and adherence to best medical practices (Flaubert et al., 2021).

III. Interprofessional Collaboration Strategies

To promote interprofessional collaboration within an Advocacy Action Team (AAT), advanced professional nurses can utilize the following strategies:

Regular Interdisciplinary Meetings: These facilitate communication among diverse healthcare professionals, fostering a collaborative approach to policy development (Martin et al., 2021).

Utilization of Collaborative Technology: Shared digital platforms and electronic health records (EHR) enhance real-time data sharing, coordination, and seamless integration of care across disciplines.

  1. Data Analysis of an At-Risk Population’s Health Issue

HIV among men who have sex with men (MSM) is a significant public health challenge in Miami-Dade County, Florida.

The county reports an HIV incidence rate of 28.4 per 100,000, surpassing the state average.

MSM account for 59% of new HIV cases due to high-risk behaviors influenced by socioeconomic and psychological factors (Gonzales-Zamora et al., 2022).

Key contributors include substance abuse, limited access to healthcare, and societal stigma.

  1. Characteristics of the At-Risk Population

Substance Use and Risky Behavior: Many MSM engage in drug and alcohol use, which correlates with unsafe sexual practices and increased HIV transmission.

Social Stigma and Family Rejection: Many MSM experience familial estrangement, leading to decreased support networks and engagement in risky behaviors due to emotional distress.

  1. Social Determinant of Health (SDOH) Analysis

Poverty is a primary SDOH predisposing MSM to HIV in Miami-Dade County:

Economic instability limits access to preventative services such as Pre-Exposure Prophylaxis (PrEP) and regular HIV testing.

Many low-income MSM lack health insurance, preventing consistent medical consultations.

Financial hardship contributes to housing instability, increasing susceptibility to high-risk behaviors (Gonzales-Zamora et al., 2022).

VII. Insufficiency of Current Policy

The Florida Medicaid program and existing state initiatives inadequately address poverty-related barriers to HIV prevention and care:

Medicaid covers some HIV treatment but does not provide comprehensive support for preventive measures like PrEP coverage, housing assistance, and mental health services.

Current policies do not address broader social determinants that perpetuate health disparities.

A lack of funding for targeted outreach programs limits awareness and engagement within at-risk populations.

VIII. Policy Proposal

A Comprehensive Income-Based HIV Prevention and Care Program is proposed to address these gaps:

Policy Components:

Expansion of Medicaid coverage to include PrEP and preventive healthcare.

Increased funding for community health programs focusing on culturally competent education.

Establishment of affordable housing initiatives for MSM at risk of homelessness.

Health Impact:

Higher PrEP uptake rates and reduced HIV incidence.

Improved health equity and access to services among low-income MSM.

Equity Considerations:

Culturally appropriate resources for Spanish-speaking and other minority groups.

Tailored outreach programs to increase awareness and accessibility.

Ethical Considerations:

Aligns with ANA Code of Ethics provisions on justice and equitable care.

Promotes advocacy for vulnerable populations.

Barriers to Implementation:

Financial constraints in securing funding.

Legislative resistance from policymakers hesitant to increase social program budgets.

  1. Policymaker Identification and Rationale

Dr. Carina Black, Director of the Florida Department of Health

Influence in public health initiatives, resource allocation, and policymaking.

Experience in healthcare disparities makes her well-suited to champion HIV prevention policies.

  1. Strategies to Strengthen Professional Practice as a Policy Advocate

Continuing Education on Health Policy: Staying updated on legislative changes and best advocacy practices through research and conferences.

Professional Networking: Engaging with professional organizations to amplify advocacy efforts and leverage resources.

  1. (I) SBAR Summary

I – Identify:

HIV incidence among MSM in Miami-Dade County is disproportionately high due to socioeconomic factors.

S – Summary:

Current policies inadequately address social determinants contributing to HIV prevalence. Expanding Medicaid, increasing funding for community outreach, and establishing affordable housing programs are proposed solutions.

B – Background:

The county reports an HIV incidence of 28.4 per 100,000, with MSM disproportionately affected. Socioeconomic barriers limit access to preventive care.

A – Assessment:

A comprehensive program addressing financial, educational, and housing challenges is required to reduce HIV transmission and improve health outcomes.

R – Recommendation:

Policy adoption, increased funding, and collaboration with healthcare stakeholders are necessary to address this urgent public health issue.

XII. Conclusion

Advocacy by advanced professional nurses is essential in influencing health policy changes that address community health disparities. By leveraging data-driven insights, interprofessional collaboration, and policy engagement, nurses can lead transformative efforts to improve healthcare outcomes for at-risk populations.

References

Chiu, P., Cummings, G. G., Thorne, S., & Makaroff, K. S. (2021). Policy advocacy and nursing organizations: A scoping review. Policy, Politics, & Nursing Practice, 22(4), 276–296.

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). The role of nurses in improving health equity. National Academies Press (US).

Gonzales-Zamora, J. A., Ponce-Rosas, L., & Martinez, R. (2022). Determinants of public health and interventions to address HIV infection among MSM in Miami-Dade County, Florida, USA. Infezioni in Medicina, 30(3).

Martin, P., Pighills, A., Burge, V., Argus, G., & Sinclair, L. (2021). Promoting interprofessional education and collaborative practice in rural health settings. International Journal of Environmental Research and Public Health, 18(10), 5162.

Detailed Assessment Instructions for the WGU D025 NURS 5202 AWM2 Task 1 Advocating for Policy Change to Improve Health Outcomes in the Community Assignment

Heat maps

AWM2 — AWM2 TASK 1: ADVOCATING FOR POLICY CHANGE TO IMPROVE HEALTH OUTCOMES IN THE COMMUNITY

ESSENTIALS OF ADVANCED NURSING ROLES & INTERPROFESSIONAL PRACTICE — D025 PRFA — AWM2

PREPARATION    TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

 

COMPETENCIES

7063.1.1 : Practicing as an Advanced Nursing Professional

The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.

7063.1.2 : Recommend Regulatory Policies

The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.

7063.1.3 : Impact of Interprofessional Team Roles

The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.

7063.1.4 : Analyze Data for Quality Improvement

The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.

INTRODUCTION

Professional nurses have the potential to influence health policy by using a collective voice for patient and healthcare advocacy. In this assessment, you will demonstrate competence as an advanced professional nurse leading an interprofessional advocacy action team (AAT) to advocate for population health policy change.

You will explore the role of the advanced professional nurse advocating for a policy proposal related to a current health issue for an at-risk population in your community. You will gather and analyze data to identify patients and populations at risk, recommend policy change to improve health outcomes in the community, and identify key stakeholders to serve on the AAT. You will also demonstrate the ability to identify and communicate effectively with essential policymakers to move the policy forward. Finally, you will create a summary of the policy proposal in (I)SBAR format (i.e., identify, summary, background, assessment, recommendation).

Before starting this task, you must have completed CAM2 Task 1 and the “CPE Record” associated with task.

 

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. An originality report is provided when you submit your task that 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).

  1. Discuss two differences in how an advanced professional nurse advocates for an at-risk population in the community versus how an advanced professional nurse advocates for an individual patient in the clinical practice setting. Include scholarly source(s) as part of your response. Community Setting:
  • Clinical Practice Setting:
  1. Describe how the advanced professional nurse will apply two evidence-based strategies to promote interprofessional collaboration within an Advocacy Action Team (AAT). Include one scholarly source to support your description. https://www.ncbi.nlm.nih.gov/books/NBK195418/ consider the healthy people 2030 initiatives and healthcare indicators · Rural Health Information Hub
  2. Analyze data that validates a health issue affecting an at-risk population in the county or state where you live or work. Include relevant source(s) as part of your response. · Ideas: · HIV? · MSM? · High risk pregnancies?
  3. Describe two characteristics of the at-risk population identified in part C.
  4. Analyze how a specific social determinant of health (SDOH) in the county or state is predisposing the at- risk population from part C to the health issue identified in part C.
  5. Analyze how current policy is insufficient to address the SDOH identified in part E.

Note: Current policy may be a county ordinance, county or state regulation, state law, program, school curriculum, health initiative, etc.

  1. Provide a policy proposal to address the SDOH identified in part E. Include scholarly source(s) to support your policy proposal as part of your response.
    1. Describe how the policy proposal could impact the health issue from part C.
    2. Discuss how the policy proposal will address diversity in the population to ensure equitable distribution of resources.
    3. Describe how the policy proposal upholds two provisions from the ANA Code of Ethics. Include

relevant source(s) as part of your response.

  1. Describe two actual or potential barriers in your county or state that impede the implementation of the policy proposal.

 

  1. Provide the name and title of one policymaker with authority to move the policy proposal forward.
    1. Provide the rationale for choosing the policymaker identified in part H.

 

  1. Describe two strategies you will use as an advanced professional nurse to strengthen your professional practice as a policy advocate.
  2. Create an (I)SBAR summary of the policy proposal using the attached “(I)SBAR Summary Template. Save and submit your (I)SBAR summary as a separate .pdf or .docx document.

Note: Refer to the article titled “Using SBAR to Communicate with Policymakers” found in Unit 3 of the Course of Study.

  1. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  2. 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: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, 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

RUBRIC

A:ADVANCED PROFESSIONAL NURSE AS ADVOCATE

 

B:INTERPROFESSIONAL  COLLABORATION

 

C:DATA DRIVEN HEALTH ISSUE

 

D:CHARACTERISTICS OF AT-RISK POPULATION

 

E:SOCIAL DETERMINANT OF HEALTH (SDOH)

 

F:CURRENT POLICY

 

G:POLICY PROPOSAL

 

G1:HEALTH ISSUE IMPACT

 

G2:EQUITABLE DISTRIBUTION OF RESOURCES

 

 

G3:ETHICAL PROVISIONS

 

G4:BARRIERS

 

H:POLICY MAKER

 

H1:RATIONALE

 

 

I:STRATEGIC NEXT STEPS

 

J:POLICY SUMMARY

 

K:SOURCES

 

L:PROFESSIONAL  COMMUNICATION

WEB LINKS

Guide for the Policy Proposal – Pathway to Advocate for Change

SUPPORTING DOCUMENTS

(I)SBAR Summary Template.docx AWM2 Template.docx

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D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Example

D025 NURS 5202 Clinical Practice Experience on Essentials AssignmentD025 NURS 5202 Clinical Practice Experience on Essentials Assignment

Advanced Nursing Roles and Interprofessional Practice Course

D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Assignment Brief

  1. Overview of the Assignment

This Clinical Practice Experience (CPE) assignment is designed to enhance students’ understanding of advanced nursing roles, interprofessional collaboration, and policy advocacy. Students will complete structured activities that develop essential competencies for nursing leadership and policy engagement. The assignment consists of two phases:

  • Phase 1: Research and planning for advocacy.
  • Phase 2: Structuring an Advocacy Action Team to promote policy change.

The deliverables will be documented in an E-Portfolio, which will be submitted alongside a signed CPE Record as evidence of completion.

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  1. Understanding Assignment Objectives

The assignment aims to equip students with:

  • Skills to analyze healthcare issues and recommend policy improvements.
  • Competence in interprofessional team collaboration to improve healthcare outcomes.
  • Ability to evaluate organizational performance data for quality improvement.
  • Strategies to engage in lifelong learning for professional growth.

By completing this assignment, students will gain firsthand experience in policy advocacy, stakeholder engagement, and teamwork strategies essential for advanced nursing practice.

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  1. The Student’s Role

Students will take on the role of an advanced nursing professional, responsible for influencing healthcare policies and leading interprofessional teams. Key tasks include:

  • Researching a significant health issue and its social determinants.
  • Developing an advocacy plan and establishing SMART goals.
  • Identifying policymakers and creating a strategy for policy engagement.
  • Participating in interprofessional collaboration and team-building activities.
  • Recording reflections on experiences and learning outcomes through GoReact videos.
  1. Competencies Measured

This assignment aligns with the following competencies:

  • Practicing as an Advanced Nursing Professional
    • Develops strategies for continuous professional improvement and advocacy.
  • Recommending Regulatory Policies
    • Proposes policy changes that enhance health outcomes at community and population levels.
  • Impact of Interprofessional Team Roles
    • Analyzes the contributions of various healthcare team members and their influence on patient care.
  • Analyzing Data for Quality Improvement
    • Evaluates performance data to recommend improvements and disseminate findings.
  1. Assignment Requirements

CPE Record Submission

Complete and sign the CPE Record, including all required details.

Submit the CPE Record separately from the E-Portfolio.

E-Portfolio Deliverables

  • A comprehensive CPE schedule table.
  • A 200–300-word summary of the advocacy action plan.
  • A SMART goal guiding the advocacy efforts.
  • A list of policymakers and their contact details.
  • Three GoReact screenshots documenting participation.
  • A written reflection on Phase 1 and Phase 2 experiences.
  • Lists of team-building strategies, interprofessional stakeholders, and meeting agenda items.

File Submission Guidelines

  • Acceptable file types: doc, docx, pdf, ppt, xlsx, mp4, etc.
  • File size limit: 200 MB
  • Ensure submission originality, with no more than 30% direct quotation.
  1. Evaluation Criteria

Students’ work will be assessed using a detailed rubric, which evaluates:

  • Completion of all required deliverables.
  • Clarity and organization of the E-Portfolio.
  • Depth of analysis in advocacy planning and policy recommendations.
  • Effectiveness of interprofessional collaboration and leadership strategies.
  • Reflection on learning experiences and strategies for professional development.

D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Example

Master of Science in Nursing Core Clinical Practice Experience (CPE) Record

Student First & Last Name: _______________________________

Date all CPE Activities Completed: _________________________

Course Instructor Name: _______________________________

Course: Essentials of Advanced Nursing Roles and Interprofessional Practice

Phase 1: Advocacy Action Plan

1a. CPE Schedule Table

A detailed schedule table outlining the eleven deliverables, anticipated completion dates, and estimated time required for each is attached as an appendix.

1b. Advocacy Action Plan Summary

Health Issue in My County: Lack of mental health resources for underserved populations.

“At Risk” Population: Low-income individuals in urban and rural areas.

Social Determinant of Health (SDOH): Limited access to affordable mental health care.

Recommended Policy Change: Advocate for increased funding for telehealth mental health services in underserved areas.

To address the lack of mental health resources, I propose a telehealth expansion initiative to increase access to mental health services for low-income individuals. By partnering with local clinics, policymakers, and nonprofit organizations, we can create a sustainable telehealth program that provides free or low-cost mental health counseling. The policy advocacy effort will focus on securing funding through federal and state grants, influencing legislative decision-making, and engaging community stakeholders.

1c. SMART Goal for the Advocacy Action Team

  • Specific: Increase telehealth-based mental health services for low-income individuals by 30% within one year.
  • Measurable: Track the number of new patients utilizing telehealth mental health services monthly.
  • Achievable: Partner with local health organizations and policymakers to secure funding and resources.
  • Realistic: Telehealth services provide a cost-effective solution to improve mental health access, making this expansion feasible.
  • Timebound: Implement and evaluate the effectiveness of the program within 12 months.

1d. Policymaker Contact List

  1. Local Municipality: John Smith, City Council Member, 123 Main St., [Main St. Anytown, USA], (123) 456-7890
  2. County: Jane Doe, Director of Public Health, 456 County Rd., [Elm Street, Suite 3, Los Angeles, CA 90001, USA], (987) 654-3210
  3. State: Senator Robert Johnson, State Legislature, 789 Capitol St., [], (555) 123-4567

1e. GoReact Video Reflection

A recorded 3–5-minute GoReact video reflection discussing insights gained from researching and planning policy advocacy, as well as future advocacy steps, has been submitted. Screenshots of my video and feedback on two peer videos are included in the e-portfolio.

1f. Written Reflection Summary of Phase 1

Researching and planning policy advocacy provided valuable insights into the legislative process and the role of nursing in shaping health policy. By identifying a key health issue, developing a structured advocacy plan, and engaging policymakers, I gained a deeper understanding of effective advocacy strategies. To increase my involvement, I plan to attend policy meetings, collaborate with local advocacy groups, and participate in public health forums.

Phase 2: Structuring the Advocacy Action Team

2a. Seven Team-Building Strategies

  1. Establish Clear Goals: Define the advocacy team’s mission to ensure all members align with the objectives.
  2. Diverse Team Composition: Include professionals from different backgrounds (e.g., nurses, policymakers, community leaders).
  3. Effective Communication: Utilize regular meetings and digital collaboration tools for seamless coordination.
  4. Task Delegation: Assign roles based on individual expertise to maximize team efficiency.
  5. Conflict Resolution: Establish a clear strategy to handle disagreements constructively.
  6. Continuous Education: Provide training on health policy, advocacy strategies, and leadership.
  7. Accountability Measures: Implement performance tracking to assess progress and address challenges.

2b. Key Interprofessional Stakeholders

  1. Nurse Practitioner: Provides clinical insights on mental health needs.
  2. Public Health Official: Guides policy alignment with community health initiatives.
  3. Legislative Aide: Supports navigating policy approval processes.
  4. Telehealth Provider: Offers expertise on technology implementation.
  5. Community Advocate: Ensures patient perspectives shape policy direction.

2c. First Advocacy Action Team Meeting Agenda Items

  1. Introduction to Policy Issue: Present data on mental health disparities.
  2. SMART Goal Review: Define team objectives and expected outcomes.
  3. Stakeholder Roles & Responsibilities: Assign tasks to ensure structured collaboration.
  4. Policy Proposal Development: Draft an advocacy strategy and identify potential funding sources.

2d. GoReact Video Reflection

A recorded 3–5-minute GoReact video reflection discussing insights gained from forming the advocacy action team and strategies to enhance interprofessional collaboration has been submitted. Screenshots of my video and feedback on two peer videos are included in the e-portfolio.

2e. Written Reflection Summary of Phase 2

Forming the Advocacy Action Team highlighted the importance of interdisciplinary collaboration in policy change. I learned that effective teamwork requires clear communication, goal alignment, and active engagement from all stakeholders. To improve my skills in interprofessional team building, I will continue developing leadership abilities, attend policy workshops, and expand my professional network.

References

American Association of Colleges of Nursing. (n.d.). Policy and advocacy. https://www.aacnnursing.org/Policy-Advocacy

County Health Rankings & Roadmaps. (n.d.). Explore health rankings. https://www.countyhealthrankings.org/explore-health-rankings

Diamini, N.W. (2016). Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have! Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_i-developed-leadership-skills-i-didn-t-think-i-d-ever-have

Eby, K. (2019, Jan. 9). The essential guide to writing SMART goals. https://www.smartsheet.com/blog/essential-guide-writing-smart-goals

Hofmeyer, A. (2020). Influence through advocacy: Raising awareness, advancing change. Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-advocacy-raising-awareness-advancing-change

Olson, K. (2020). Influence through policy: Four steps you can take. Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-policy-four-steps-you-can-take

Detailed Assessment Instructions for the D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Assignment

Heat maps

CAM2 — CAM2 TASK 1: CLINICAL PRACTICE EXPERIENCE

ESSENTIALS OF ADVANCED NURSING ROLES & INTERPERSONAL PRACTICE — D025 PRFA — CAM2

Task Overview   Submissions        Evaluation Report

COMPETENCIES

7063.1.1 : Practicing as an Advanced Nursing Professional

The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.

7063.1.2 : Recommend Regulatory Policies

The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.

7063.1.3 : Impact of Interprofessional Team Roles

The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.

7063.1.4 : Analyze Data for Quality Improvement

The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.

INTRODUCTION

To fulfill the requirements for this course, you must complete and document all activities for the clinical practice experience (CPE) in the attached “CPE Record.” You will need to electronically sign and date the record. You must upload the “CPE Record” as a separate attachment and your required deliverables from that “CPE Record” for evaluation.

CPE activities are important preparation to successfully complete the course; therefore, you should complete all activities in this task before beginning the AWM2 Task.

By submitting this completed CPE record to evaluation, you attest you have completed each required activity.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the report provided when submitting your task 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.

CPE Record

  1. Upload your completed and signed “CPE Record” attachment for evaluation as a separate attachment. The form should include the following:
    • your first and last name, date, and course instructor name
    • the date each activity was completed
    • your typed signature verifying that all activities have been completed

Note: The clinical practice experience (CPE) record should not be included with your e-portfolio deliverables and should be uploaded as a separate document. By submitting this CPE record to evaluation, you attest that you completed each required activity in both phase 1 and phase 2.

E-Portfolio with Deliverables

  1. Include all (11) of the following phase 1 and phase 2 deliverables in your e-portfolio:
    • CPE schedule table
    • summary of your advocacy plan (recommended length of 200–300 words) to address your identified social determinants of health (SDOH)
    • one SMART goal (S:specific, M:measurable, A:achievable, R:realistic, and T:timely) that provides a unified direction for the advocacy action team and includes one sentence for each component of the SMART goal
    • list of policymakers and their contact information
    • three screenshots to document your phase 1 GoReact activities, including one screenshot of your video including your name and two screenshots of your peers’ videos with your written feedback included
    • written reflection summary of your phase 1 experience
    • list of seven team-building strategies
    • list of five key interprofessional stakeholders
    • list of four agenda items for your first advocacy action team meeting
    • three screenshots to document your phase 2 GoReact activities, including one screenshot of your video including your name and two screenshots of your peers’ videos with your written feedback included
    • a written summary of your phase 2 video reflection

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, 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

RUBRIC

A:CLINICAL PRACTICE EXPERIENCE RECORD

 

B:E-PORTFOLIO  DELIVERABLES

 

WEB LINKS

Creating high-performance interprofessional teams American Nurse Today

Guide for the Policy Proposal: Pathway to Advocate for Change Team STEPPS 3.0 Course

Agency for Healthcare Research and Quality (AHRQ)

GoReact

GoReact Instructions E-Portfolio Template

SUPPORTING DOCUMENTS

CPE Schedule Table Template.docx CPE Record.docx

Master of Science, Nursing CoreClinical Practice Experience (CPE) Record

CPE activities are important preparation to successfully complete the course. 

By submitting this CPE Record to Evaluation with your name and completion date,

 you attest that you completed all required Phase 1 and Phase 2 activities.

Student First & Last Name: _______________________________

Date all CPE Activities Completed: _________________________

Course Instructor Name:__________________________________

Course:Essentials of Advanced Nursing Roles and Interprofessional Practice

Welcome to the Clinical Practice Experience (CPE) for this course. The CPE for the Master of Science in Nursing program core courses consists of a variety of semi-structured activities.  By completing all the activities and evidence listed in this document, and earning a grade of “Competent,” you will earn 25 indirect CPE hours for this course.

CPE Objective:

In this CPE, you will take on the role of an advanced professional nurse responsible for influencingpolicy issues facing the nursing profession and healthcare. You will build on knowledge gained in your MSN core course work to develop the skills needed to effectively lead an interprofessional Advocacy Action Team. 

In this CPE, you will experience the role of an advanced professional nurse in two phases:

  • Phase 1: You will research and plan for advocacy.
  • Phase 2: You will develop the structure for your advocacy team.

Student Instructions:

  • Type in your name and date at the top of this form.
  • Type in the name of your faculty of record for this course (your assigned course instructor)
  • Complete and datethe required CPE activities.
  • Submit the completed CPE Record as a separate Word document or PDF when you submit your E-portfolio containing the required deliverables for evaluation.
  • If you cannot open resources with the web links in this document, open a new browser tab and copy and paste the URL into your browser’s address bar. Ensure that you do not include extra spaces when you copy the link. 

PHASE 1: ADVOCACY ACTION PLAN

  CPE Activity Date Completed
 1a. ●       Review CPE requirements in both Phase 1 and Phase 2. 

●       Pace your work by creating a CPE schedule table that includes:

o   eleven deliverables required for the e-portfolio.

o   anticipated completion date for each deliverable.

o   estimated time (in hours and minutes) to complete each deliverable.

Complete the CPE Schedule TableTemplate in Supporting Documents. 

 

 

 

 

Gather and Reflect

 

 

 

 

 

 

 

●       Investigate health issues in your county or state. To access your county or state data, you may use the following websites:

o   County Health Rankings & Roadmaps. (n.d.) Explore health rankings

https://lrps.wgu.edu/provision/252854780

o   U.S. News & World Report. (n.d.) Healthiest communitieshttps://lrps.wgu.edu/provision/252855535

●       Using data and resources from the two websites above and/or other credible sources, complete the following:

o   identify a health issue in your county or state.

o   identify an “at risk” population in your county or state most affected by the health issue.

o   identify the social factor or condition/social determinant of health (SDOH) that leads to, worsens, or complicates the health issue for the identified “at risk” population.

o   recommend a policy change to address the identified SDOH.

Note: The above information is foundational to the AWM2 Performance Assessment. You may use the information below to organize your information, but completion is NOT a required deliverable.

1.      Heath Issue in My County or State

2.      “At Risk” Population Affected

3.      SDOH

4.      Recommended Policy Change

5.      Data Source(s)

 
1b.

 

  • Read the following:

o   Influence through advocacy: Raising awareness, advancing change(Hofmeyer, 2020).

o   Influence through policy: Four steps YOU can take(Olson, 2020).

o   Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have! (Diamini, 2016).

o   Create a brief summary (recommended length 200300 words) of your advocacy action plan to address your identified health issue and SDOH.

 
1c.

 

●       Review the American Association of Colleges of Nursing (AACN) Policy & Advocacy site (AACN, n.d.).

https://lrps.wgu.edu/provision/252564113

●       Review The Essential Guide to Writing SMART Goalshttps://lrps.wgu.edu/provision/252856090

●       Create a goal in SMART format to guide the Advocacy Action Team (Eby, 2019).

o   Each component of the SMART goal will be one (1) sentence in length.

o   S (Specific)

o   M (Measurable)

o   A (Achievable)

o   R (Realistic/Relevant)

o   T (Timebound)

o   The SMART goal will provide clear and unified direction for the Advocacy Action Team to move the policy forward toward adoption.

 
1d.

 

●       To empower yourself as a health policy influencer it is important to effectively communicate with policymakers.  Create a contact listof at least one policymaker for each of the following governmental levels. Include name, title, and contact information.   

o   Municipality (City Council Member, Mayor, Director of Public Works, Village President, etc.)

o   County (e.g. County Commissioner, School Board President, Director of Public Health, etc.)

o   State (e.g. Legislator, Governor, etc.)

 
 

 

1e.

 

 

 

 

●       Record and post a 3–5-minuteGoReact video reflection.

o   https://lrps.wgu.edu/provision/173986697

Discuss what you accomplished and learned from your Phase 1 CPE activities, including:

o   insights you gained from researching and planning policy advocacy.

o   steps you might take to increase your involvement advocating for health policy change in your community.  

●       Watch two peers’ videos and provide written constructive feedback.

●       Take a screenshot of your video and screenshots of your two peers’ videos with your written feedback included.

 
1f. ●       Write a brief reflection summary of your Phase 1 GoReact

video reflection.

o   https://lrps.wgu.edu/provision/173986697

●       Include:

o   insights you gained from researching and planning policy advocacy.

o   steps you might take to increase your involvement advocating for health policy change in your community.  

 
  ●       Write a brief reflection summary of your Phase 1 GoReact

video reflection.

o   https://lrps.wgu.edu/provision/173986697

●       Including:

o   insights you gained from researching and planning policy advocacy.

o   steps you might take to increase your involvement advocating for health policy change in your community.  

 

 

Phase 1 – CPE ACTIVITY EVIDENCE & TASK DELIVERABLES

Include the following deliverable in your E-portfolio:

1a. CPE Schedule Table

  • Include alleleven deliverables required for the e-portfolio.
  • List an anticipated completion date for each deliverable.
  • Detail the estimated time (in hours & minutes) to complete each deliverable.

1b.  Summary of your advocacy action plan to address your identified SDOH

  • Recommended length 200300

1c. One (1) goal in SMART format that provides unified direction for the Advocacy Action Team.

1d.List ofpolicymakers and contact information

  • Include one local, one county and one state policymaker.
  • Provide name, title, and contact information for each policymaker.

1e.Three (3) screenshots from your GoReact activities

  • Provide one screenshot of your video including your name.
  • Provide two screenshots of your peers’ videos with your written feedback included.

1f.Written ReflectionSummary of your Phase 1 experience

  • Include insights you gained from researching and planning policy advocacy. Describe the steps you might take to increase your involvement advocating for health policy change in your community.

PHASE 2: STRUCTURING THE ADVOCACY ACTION TEAM

CPE Activity Date Completed
2a.

 

●       List and describe seven team-building strategies from course material to effectively form and lead your interprofessional policy advocacy team.

●       Explain why each of the seven strategies is important in effective team building. 

2b.

 

●       Consider the expertise you will need on your Advocacy Action Team to achieve your SMART goal then:  

o   create a list of five valuable interprofessional stakeholders to the Advocacy Action Team (AAT) by role or title (names not required) and describe why each will be a valuable contributor.

 

 

 

2c.

 

●       Review your Advocacy Action Plan Summary in Phase 1, then:

o   identify four agenda items for the first Advocacy Action Team meeting. 

o   describe why these items should be discussed in the first meeting. 

 

2d.

 

 

 

 

 

●       Record and post a 3–5-minuteGoReactvideo reflection.

o   https://lrps.wgu.edu/provision/173986697

Discuss what you accomplished and learned from your Phase 2 CPE activities, including:

o   insights you gained in forming your Advocacy Action Team. 

o   steps you might take to enhance your skills in interprofessional team building.

●       Watch two peers’ videos and provide written constructive feedback.

●       Take a screenshot of your video and screenshots of your two peers’ videos with your written feedback included.

 

2e.

 

●       Write a brief reflection summary of your Phase 2 GoReact video reflection.

o   https://lrps.wgu.edu/provision/173986697

●       Include:

o   insights you gained in forming your Advocacy Action Team.

o   steps you might take to enhance your skills in interprofessional team building.

/

Phase 2 – CPE Activity Evidence & Task Deliverables

Include the following deliverable in your E-portfolio:

      2a.List seven (7) team-building strategies

  • Describe how each helps you to effectively form and lead your Advocacy Action Team.
  • Explain why each of the seven strategies is important in effective interprofessional team building.

      2b. List five (5) key interprofessional stakeholders

  • Describewhy each will be valuable contributors to the Advocacy Action Team. 
  • Include the role and/or title (names not required).

      2c.List four (4) agenda items for first Advocacy Action Team meeting 

  • Include a description of why these items should be discussed in the first meeting.

      2d.Three (3) screenshots from your GoReact activities

  • Include one screenshot of your video including your name.
  • Include two screenshots of your peers’ videos with your written feedback included.

      2e.Written Reflection Summaryof your Phase 2 experience:

  • Include insights you gained in forming your Advocacy Action Team.
  • Include steps you might take to enhance your skills in interprofessional team building.

 References

American Association of Colleges of Nursing. (n.d.). Policy and advocacy.https://www.aacnnursing.org/Policy-Advocacy

County Health Rankings & Roadmaps. (n.d.) Explore health rankings.https://www.countyhealthrankings.org/explore-health-rankings

Diamini, N.W. (2016). Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have! SigmaTheta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_i-developed-leadership-skills-i-didn-t-think-i-d-ever-have

Eby, K. (2019, Jan. 9). The essential guide to writing SMART goals.https://www.smartsheet.com/blog/essential-guide-writing-smart-goals

Hofmeyer, A. (2020). Influence through advocacy: Raising awareness, advancing change. Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-advocacy-raising-awareness-advancing-change

National League for Nursing. (n.d.). Advocacy and public policy.https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf

Olson, K. (2020). Influence through policy: Four steps you can take. Sigma Theta Tau   International Honor Society ofNursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-policy-four-steps-you-can-take#:~:text=When%20frustrations%20arise%2C%20remember%20the,patience%20(Hulick%2C%202015).

U.S. News & World Report. (n.d.) Healthiest communities.https://www.usnews.com/news/healthiest-communities.

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D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper Example

D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper ExampleD024 NURS 5201 Professional Presence and Influence

D024 NURS 5201: Establishing Professional Presence to Promote a Healthy Work Environment Assignment Brief

Assignment Instructions Overview

This assignment focuses on developing a professional presence and fostering a positive work environment. Students will explore strategies to enhance workplace culture through mindfulness, communication, and leadership skills. A mind map, force field analysis, and reflection paper will be used to analyze workplace dynamics and propose evidence-based solutions.

Understanding Assignment Objectives

The objective of this assignment is to enable students to:

  • Demonstrate professional presence by applying self-awareness principles.
  • Develop mindfulness techniques to enhance workplace relationships.
  • Recommend communication strategies that foster a culture of support and belonging.
  • Apply improvement science to address workplace hostility and promote a positive environment.
  • Implement academic writing principles to produce clear, evidence-based work.

The Student’s Role

Students are expected to engage in reflective analysis and apply critical thinking skills to workplace challenges. This involves:

  • Creating a mind map identifying factors that influence workplace joy.
  • Conducting a force field analysis to evaluate barriers and facilitators of a proposed workplace improvement.
  • Writing a reflection paper discussing how emotional intelligence and professional presence can be leveraged to manage workplace challenges effectively.
  • Integrating scholarly sources to support claims and ensure evidence-based conclusions.

Competencies Measured

This assignment evaluates five key competencies:

  • Professional Presence – Demonstrating self-awareness and emotional intelligence in workplace interactions.
  • Mindfulness Development – Implementing strategies to foster positive relationships and resilience in professional settings.
  • Caring Communication Strategies – Recommending communication methods that enhance teamwork and collaboration.
  • Joy in the Workplace – Using improvement science principles to mitigate hostility and promote a healthier work environment.
  • Academic Writing – Producing structured, well-supported, and professionally written reflections using credible sources.

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D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper Example

Establishing Professional Presence to Promote a Healthy Work Environment

Introduction

A healthy work environment is essential for fostering professional growth, job satisfaction, and patient safety in healthcare settings. Establishing a professional presence involves leveraging social and emotional intelligence (SEI) power skills to navigate workplace challenges effectively. These power skills include self-awareness, self-management, interpersonal communication, executive function, and social awareness. By cultivating these competencies, healthcare professionals can create a more harmonious and productive work environment. Additionally, implementing strategies from the Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work can further enhance workplace satisfaction and team collaboration.

The Role of SEI Power Skills in Managing Workplace Challenges

Self-Awareness

Self-awareness is a foundational SEI skill that enables individuals to recognize their emotions, strengths, and areas for improvement. In nursing, self-awareness allows professionals to regulate their reactions to stress, conflicts, and workplace dynamics. According to Goleman (2020), self-aware individuals are better equipped to handle pressure, make ethical decisions, and maintain professionalism. For example, a nurse experiencing frustration due to heavy workload can use self-awareness to acknowledge the emotion and employ coping strategies, such as deep breathing or seeking support from colleagues. By fostering self-awareness, nurses can reduce burnout and contribute to a more stable work environment.

Self-Management

Self-management refers to the ability to control emotions, thoughts, and behaviors in a professional setting. In high-stress environments such as healthcare, self-management helps nurses remain composed and focused. Brown and Ryan (2021) suggest that mindfulness techniques, such as meditation and journaling, can enhance self-management by promoting emotional regulation. For instance, when dealing with a demanding patient or difficult coworker, a nurse who practices self-management can respond calmly rather than react impulsively. Implementing self-management strategies contributes to better conflict resolution and improved patient care.

Interpersonal Communication

Effective interpersonal communication is vital for collaboration and conflict resolution in healthcare settings. Active listening, empathy, and clear verbal and non-verbal communication enhance teamwork and patient safety. Research by Arnold and Boggs (2022) highlights that nurses who communicate effectively reduce misunderstandings and foster positive relationships with colleagues and patients. For example, using active listening techniques, such as paraphrasing and open-ended questions, can help de-escalate conflicts and ensure mutual understanding. Strong interpersonal communication skills enable nurses to navigate complex team dynamics with professionalism.

Executive Function

Executive function encompasses cognitive abilities such as problem-solving, decision-making, and adaptability. Nurses with strong executive function can assess situations, develop solutions, and implement effective strategies in the workplace. When faced with a workplace dispute, a nurse leader with high executive function can identify the root cause, mediate discussions, and propose solutions that benefit all parties involved. Executive function is crucial for maintaining a structured and efficient healthcare environment.

Social Awareness

Social awareness involves recognizing and understanding the emotions and perspectives of others. This skill fosters empathy, inclusivity, and cultural competence in diverse healthcare settings. According to Smith et al. (2023), social awareness enhances teamwork and reduces workplace conflicts. A socially aware nurse can identify signs of distress in colleagues and provide support, creating a more cohesive and compassionate work environment. This skill also helps in patient interactions, as understanding cultural differences can improve care delivery and patient satisfaction.

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Achieving Results Through SEI Power Skills

Professional Presence

Professional presence is demonstrated through confidence, competence, and ethical behavior. Self-awareness and interpersonal communication are essential for establishing professional presence. A nurse who understands personal strengths and limitations can present themselves with confidence and authenticity. Similarly, effective communication fosters credibility and trust within the healthcare team. By integrating these power skills, nurses enhance their professional identity and influence in the workplace.

Enhanced Mindfulness in Healthcare

Mindfulness promotes focus, stress reduction, and emotional stability in high-pressure environments. Self-management and social awareness play key roles in cultivating mindfulness. Nurses who practice self-management techniques, such as meditation and stress reduction exercises, can maintain emotional balance. Additionally, social awareness allows nurses to respond empathetically to colleagues and patients, fostering a more mindful and compassionate work culture.

Positive Social Presence

A positive social presence contributes to teamwork, morale, and workplace harmony. Executive function and interpersonal communication are crucial for achieving this presence. Nurses who engage in strategic problem-solving and effective communication build strong professional relationships. Encouraging open dialogue and collaborative decision-making helps create an inclusive and supportive work environment.

Creating a Culture of Joy

A culture of joy in the workplace enhances job satisfaction and patient outcomes. Self-awareness and self-management are key to achieving this goal. Nurses who recognize personal stressors and manage emotions effectively contribute to a more positive work atmosphere. Implementing gratitude practices, peer recognition programs, and team-building activities fosters a sense of fulfillment and joy among healthcare professionals.

Implementing Strategies from the IHI Framework for Improving Joy in Work

Step 1: Understanding Staff Needs

Identifying what matters most to healthcare staff is the foundation of a joyful work environment. Conducting surveys, hosting focus groups, and engaging in one-on-one discussions help leaders understand employee concerns and motivations. Addressing these needs leads to higher job satisfaction and reduced turnover rates (IHI, 2017). A strategy for this step is implementing regular feedback sessions where nurses can voice their challenges and receive support.

Step 2: Identifying Workplace Barriers

Recognizing impediments to joy, such as excessive workload, lack of recognition, and ineffective communication, allows organizations to implement targeted interventions. Introducing peer recognition programs and workload redistribution strategies can mitigate these challenges. Research by Maslach and Leiter (2021) emphasizes that workplace recognition significantly improves morale and engagement.

Step 3: Shared Responsibility for Workplace Well-being

A systems approach ensures that all healthcare team members share responsibility for fostering a positive work culture. Implementing mentorship programs, team-building exercises, and leadership development initiatives enhances collaboration and support. A strategy for this step is to establish interdisciplinary task forces that address workplace concerns and promote continuous improvement.

Step 4: Testing and Refining Improvement Strategies

Applying improvement science principles enables organizations to evaluate and refine workplace initiatives. Using the Plan-Do-Study-Act (PDSA) model, healthcare teams can assess the effectiveness of interventions and make necessary adjustments. Collecting and analyzing data on staff well-being, patient satisfaction, and team performance ensures continuous improvement in workplace culture.

Conclusion

Establishing professional presence and fostering a healthy work environment requires a commitment to social and emotional intelligence power skills. By integrating self-awareness, self-management, interpersonal communication, executive function, and social awareness, nurses can navigate workplace challenges effectively. Additionally, implementing strategies from the IHI Framework for Improving Joy in Work enhances job satisfaction, reduces burnout, and promotes a positive organizational culture. Prioritizing these approaches ensures a supportive and thriving healthcare workforce.

References

Arnold, E., & Boggs, K. (2022). Interpersonal relationships: Professional communication skills for nurses. Elsevier.

Brown, K. W., & Ryan, R. M. (2021). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.

Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ.

Bantam.Institute for Healthcare Improvement (IHI). (2017). Framework for improving joy in work. IHI White Paper.

Maslach, C., & Leiter, M. P. (2021). The burnout challenge: Managing people’s relationships with their jobs. Harvard University Press.

Smith, J., Johnson, L., & Turner, P. (2023). Emotional intelligence in healthcare: Enhancing teamwork and reducing conflicts. Nursing Leadership Quarterly, 36(2), 45-62.

Detailed Assessment Instructions for the D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Assignment

Heat maps

AIM2 — TASK 1: ESTABLISHING PROFESSIONAL PRESENCE TO PROMOTE A HEALTHY WORK ENVIRONMENT

PROFESSIONAL PRESENCE AND INFLUENCE — D024 PRFA — AIM2

Task Overview   Submissions        Evaluation Report

COMPETENCIES

7062.1.1 : Demonstrate Professional Presence

The learner promotes a healthy work environment by demonstrating a professional presence that includes self-awareness characteristics.

7062.1.2 : Develop Mindfulness

The learner develops solutions and strategies that build positive relationships and promote mindfulness in the workplace.

7062.1.3 : Recommend Caring Communication Strategies

The learner recommends social communication strategies and technologies to promote a sense of caring and belonging.

7062.1.4 : Promote Joy in the Workplace

The learner applies the principles of improvement science to solve the problem of hostility in the workplace and initiate organizational change designed to promote health and joy in the workplace.

7062.1.5 : Produce Academic Writing

The learner implements the principles of academic writing to produce clear, concise, and evidence-based written communications.

INTRODUCTION

In this assessment, you will demonstrate competence in developing professional presence, promoting mindfulness in healthcare, establishing a social presence, and building a culture of workplace joy in your professional practice. These concepts are at the forefront of the healthcare movement and are recognized as essential to all disciplines of care, including nursing.

First, you will complete a mind map and a force field analysis to develop strategies designed to promote joy in the workplace. Then, you will review the social and emotional intelligence power skills—self-awareness, self- management, interpersonal communication, executive function, and social awareness. You will discuss how these power skills can be used to handle difficult workplace situations and implement joy in the workplace.

You should reflect on how you can apply each power skill to address conflict and incivility in creating a culture of joy in work.

Finally, you will use your review and self-reflection of the social and emotional intelligence power skills to write a thoughtful reflection paper. The body of this paper should include what you learned from your reflection, mind map, and force field analysis.

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 similarity 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).

Note: This task should be uploaded as a separate attachment or attachments and should not be included in the e-portfolio or submitted as a link.

  1. Create a computer-generated mind map that identifies a main idea that contributes to or impedes joy in work and includes the following factors:
    • three individual factors
    • three team or department factors
    • three organizational factors

Note: This assessment requires you to submit an original computer-generated diagram. You may use the software program of your choice. Save and submit your mind map as a PDF or Word document (i.e., DOC or DOCX). Using another file type may cause the file to be too large to submit.

 Note: A “main idea” could be a concept, a strategy, or an idea.

  1. Using the attached “Force Field Analysis Template,” complete a force field analysis that includes the following components:
    • one recommendation of a social communication strategy or technology strategy for implementing the “Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work” (see Supporting Documents) in the workplace
    • five facilitating forces for implementing the recommendation
    • five restraining forces against implementing the recommendation
    • one score for each of the ten identified forces
    • one “Facilitating Forces Total Score”
    • one “Restraining Forces Total Score”
    • one “Force Field Analysis Total Score”

Note: This assessment requires you to complete the force field analysis using the “Force Field Analysis Template” in the Supporting Documents section. Save and submit your force field analysis as a PDF or

Word document (i.e., DOC or DOCX). Using another file type may cause the file to be too large to submit.

  1. Write a reflection paper (suggested length of 4-6 pages) discussing how to use social and emotional intelligence power skills to handle difficult workplace situations and implement joy in the workplace by doing the following:
  2. Describe, using scholarly sources, how advanced professional nurses can manage difficult workplace situations by using each of the following social and emotional intelligence power skills:
    • self-awareness
    • self-management
    • interpersonal communication
    • executive function
    • social awareness
  3. Describe how you, as an advanced professional nurse, would use two of the social and emotional intelligence power skills in the workplace to achieve each of the following results:
    • a professional presence
    • enhanced mindfulness in healthcare
    • a positive social presence to promote a sense of caring and belonging
    • a culture of joy to solve the problem of incivility in the workplace and initiate organizational change
  4. Discuss how you, as an advanced professional nurse leader, would implement the four steps from the “IHI Framework for Improving Joy in Work” in the workplace, including one strategy for each of the four steps.

Note: Refer to the IHI Framework for Improving Joy in Work, pages 8-15 in the Supporting Documents.

  1. Include three or more scholarly sources in your reflection paper.
  2. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  3. 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: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, 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

RUBRIC

A:MIND MAP

 

B:FORCE FIELD ANALYSIS

 

C1:DIFFICULT WORKPLACE SITUATIONS

 

C2:POWER SKILLS

 

C3:FOUR STEPS

 

C4:SCHOLARLY SOURCES

 

D:SOURCES

 

E:PROFESSIONAL  COMMUNICATION

 

SUPPORTING DOCUMENTS

IHI Framework For Improving Joy In Work.pdf Force Field Analysis Template.docx

Reflection Paper Template.docx

Establishing Professional Presence to Promote a Healthy Work Environment

Reflection Paper

Author Name (First, Middle Initial, Last)

College of Health Professions, Western Governors University

D024: Professional Presence and Influence

Instructor Name

Date

Establishing Professional Presence to Promote a Healthy Work Environment

Using Each SEI Power Skill to ManageDifficult Workplace Situations

  • Self-awareness
  • Self-management
  • Interpersonal Communication

Executive Function

Using Social Awareness

Using Power Skillsto Achieve Results

Achieving Professional Presence Using Two Power Skills

Achieving Enhanced Mindfulness in Healthcare Using Two Power Skills  

Achieving Positive Social Presence Using Two Power Skills

Achieving Culture of Joy Using Two Power Skills  

Implementing Strategies from the IHI Framework for ImprovingJoy in Work

Step 1: What Matters to Staff

Step 2: Unique Impediments to Joy

Step 3: Systems Approach with Shared Responsibility

Step 4: Improvement Science to Test Approaches

References

Force Field Analysis Template

In the table below, list your recommendation of a social communication strategy or technologystrategy for implementing the “Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work” in the workplace. Then, list five facilitating forces and five restraining forces for and against implementing this recommendation.

Using the following scale, score eachof your facilitating and restraining forcesfrom 1 to 5 according to the degree of influence each force would have on your recommendation:

  • 1= very weak
  • 2 = slightly weak
  • 3 = neither weak nor strong
  • 4 = slightly strong
  • 5 = very strong

To calculate the “Facilitating Forces Total Score”,  add yourfive scores for thefacilitating forces and enter this number in the last row of the chart.

To calculate the “Restraining Forces Total Score”, add yourfive scores for the restraining forces and enter this number in the last row of the chart.

To calculate the “Force Field Analysis Total Score”, subtract the “Restraining Forces Total Score” from the “Facilitating Forces Total Score” and enter this number in the middle column of the last row of the chart. If the difference is positive, move forward with implementing the recommendation. If the difference is negative, reconsider implementing the recommendation.

Table 1: JOY IN THE WORKPLACE FORCE FIELD ANALYSIS

Facilitating Forces for Recommendation Recommendation Restraining Forces against Recommendation
     
     
     
     
     
Facilitating Forces Final Score: Force Field Analysis

Total Score:

Force Field Analysis

Total Score:

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide ExampleC922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education

C922 NURS 6005: Emerging Trends and Challenges in 21st Century Nursing Education Assignment Brief

Assignment Instructions Overview

This assignment requires students to propose the integration of emerging technology into the curriculum of “The Role of the BSN Nurse in Promoting Community Health.” The objective is to identify an educational technology that enhances nursing education and aligns with professional recommendations. The proposal must be supported by a literature review using five peer-reviewed articles, an assessment of the current technology gap, stakeholder collaboration strategies, and a force field analysis for implementation. Students will also apply a change theory to justify their proposed curricular update and discuss potential barriers and facilitators of change.

Understanding Assignment Objectives

This task is designed to develop critical competencies in recognizing emerging educational trends, proposing effective nursing education strategies, and initiating organizational change within academic settings. The assignment emphasizes evidence-based decision-making and strategic implementation of technology to enhance nursing education outcomes.

The Student’s Role

Students will assume the role of an academic nurse educator, responsible for evaluating current technological challenges in nursing education, conducting a literature review, performing a needs-gap analysis, and collaborating with key stakeholders. The proposal should include a clear rationale for technology integration, an analysis of implementation factors, and strategies to overcome resistance. Additionally, students must use a structured, well-referenced format to ensure clarity and academic rigor.

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

Emerging Trends in Nursing Education – C922Emerging Trends and Challenges in 21st Century Nursing Education

Executive Summary

The landscape of nursing education has undergone a significant transformation in the 21st century, driven by the integration of technology to enhance educational delivery, learning experiences, and student success. One of the most effective curricular technologies proposed for the Community Health course is the Lippincott Solutions platform. This platform fosters evidence-based learning, enhances institutional reputation, and strengthens the overall nursing education infrastructure. Compared to other technologies like Zoom for Education, Lippincott Solutions enables learners to interact with a standardized and research-driven curriculum, equipping them with the necessary skills for contemporary nursing practice.

However, despite its numerous advantages, challenges exist. Students with limited financial resources may struggle to access the platform, creating disparities in educational benefits. Additionally, institutional stakeholders, including administrators, educators, learners, and IT specialists, must align efforts for successful implementation. The adoption of Lippincott Solutions follows Lewin’s Change Theory, which involves the stages of unfreezing, change, and refreezing. This structured approach ensures a smooth transition and effective integration into the curriculum. Beyond improving learning outcomes, the implementation of Lippincott Solutions prepares nursing students for technologically advanced healthcare environments, ensuring seamless adaptation to digital tools in clinical settings.

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Literature Review

Research Findings and Support for Proposal

Nursing education is experiencing a paradigm shift where traditional classroom settings are increasingly replaced with blended learning models. According to Delungahawatta et al. (2022), integrating technology into nursing education enhances instructional quality, accessibility, and engagement. Additionally, McCutcheon et al. (2018) emphasizes that digital learning facilitates e-learning by leveraging handheld devices, reducing geographical barriers, and promoting flexible learning opportunities.

Further research by Santo et al. (2022) indicates that institutions implementing online learning models reduce commute-related costs for students and ensure uninterrupted access to educational materials. While some institutions fully transition to online learning, others adopt a blended approach to maintain an interactive educational environment. Similarly, Rouleau et al. (2017) and Delungahawatta et al. (2022) highlight that integrating mobile applications into nursing curricula enhances cognitive development and learning efficiency compared to traditional lecture-based methods.

Additionally, Ongor and Uslusoy (2023) emphasize that digital learning platforms promote inclusive education by catering to diverse student needs. Advanced technologies allow educators to modify learning objectives, develop course content, and implement visual aids, simulations, and multimedia resources. This technological evolution in nursing education ultimately strengthens the profession and improves patient care quality.

Need for Further Research and Development

While technological advancements enhance nursing education, they also introduce challenges related to pedagogical adaptation. According to Rouleau et al. (2017), the rapid evolution of digital tools may lead to gaps in instructional methodologies, requiring ongoing faculty development and curriculum revision. Moreover, McCutcheon et al. (2018) points out that mobile learning tools are underutilized in community health courses, limiting students’ ability to access critical public health resources. To address these gaps, institutions must train educators on innovative teaching modalities to optimize technology integration.

Another prevalent issue is the generational divide in digital literacy. Younger nursing students, accustomed to technology, adapt easily, whereas older students may struggle with e-learning platforms. Institutions must implement comprehensive digital literacy training programs to bridge this gap and ensure equitable access to technological resources.

Needs Assessment

A systematic needs assessment is essential to ensure the effective integration of curricular technology into nursing education. This process involves analyzing current educational challenges, evaluating technology gaps, and aligning implementation strategies with institutional goals.

Need-Gap Analysis

As the nursing curriculum evolves, there is a growing need for standardized technological solutions to support educational delivery. Many institutions struggle with an overloaded undergraduate curriculum and require streamlined digital resources to facilitate efficient learning transitions. Conducting stakeholder surveys and evaluating prior learning methodologies will help identify the specific needs of the Community Health course and address existing curriculum gaps (Penuel et al., 2020). Stakeholder engagement is crucial in determining the current state of nursing education and the optimal technology required for improvement.

Collaboration with Stakeholders

Successful implementation of curricular technology requires collaboration among key stakeholders, including institutional administrators, nurse educators, learners, and IT specialists.

Institution Administration

Administrators play a vital role in budget allocation, resource management, and policy implementation to support technological advancements in nursing education.

Nurse Educators

Nurse educators help identify gaps in the current curriculum and facilitate technology integration to enhance student learning experiences.

Learners

Students are primary beneficiaries of curricular technology. Their diverse learning needs, digital literacy levels, and engagement with technology must be assessed to ensure successful adoption.

Information Technology Personnel

IT specialists oversee the technical implementation, system maintenance, and user support necessary for effective technology integration.

Collaboration Methods

A combination of effective communication and task-oriented collaboration is essential for project success. According to Penuel et al. (2020), structured communication plans, including weekly meetings, email updates, and stakeholder feedback sessions, enhance engagement and project efficiency. Additionally, employing a transformational leadership approach fosters inclusivity and encourages stakeholder commitment.

Current Technology Challenges

Current and Emerging Technologies

The primary technologies used in nursing education include Zoom for Education and Lippincott Solutions (Table 1).

Technology Advantages Disadvantages
Zoom for Education Enhances remote learning, fosters student engagement, and supports hybrid learning models Requires stable internet access; may present learning curve for new users
Lippincott Solutions Provides standardized, evidence-based nursing curriculum; supports critical thinking development Requires financial investment; periodic maintenance may limit access

 

Current State of Technology Challenges

  1. Accessibility and Infrastructure

Many institutions lack the necessary technical infrastructure, leading to digital disparities among students. Limited internet access, lack of technical support, and outdated digital tools create barriers to equal learning opportunities.

  1. High Cost of Textbooks and Journals

The financial burden of nursing education is a significant challenge, with many students struggling to afford costly textbooks and research materials (Santo et al., 2022).

  1. Textbook Bulkiness and Information Overload

Physical textbooks are cumbersome and limit students’ ability to access real-time, updated research. Digital platforms like Lippincott Solutions address this issue by streamlining content and integrating interactive learning materials.

Overcoming Challenges

Implementing Lippincott Solutions can address these challenges by standardizing nursing education, reducing costs, and enhancing accessibility (Nettina, 2019). The platform provides affordable access to digital learning materials, encourages evidence-based research, and supports student competency development.

Summary of Curricular Technology Needs Assessment

Integrating Lippincott Solutions into the nursing curriculum will significantly enhance student learning experiences, competency, and critical thinking skills. This platform fosters an evidence-based, student-centered learning environment, supporting both theoretical knowledge and clinical application. By implementing structured digital learning strategies, nursing institutions can ensure students acquire the essential skills needed for modern healthcare practice, thereby improving patient safety and overall healthcare quality (Rouleau et al., 2017).

Stakeholder Consensus

The project team collaborated with the main stakeholders to agree on implementing Lippincott Solutions programs. As a result, the project team met with these stakeholders, where they brainstormed on their respective disciplines’ readiness to embrace change in the new curricular proposal (Penuel et al., 2020). Also, through the stakeholders, it was easy to assess the prior and current learning activities to provide accurate and relevant data to showcase the current nursing curriculum’s existing capabilities and point out the gaps or needs that the current modality offers compared to the desired modality.

Additionally, stakeholder engagement ensured the inclusion of diverse perspectives, enhancing the feasibility and acceptance of the proposed integration. Regular meetings, surveys, and workshops were conducted to facilitate a participatory approach, ensuring that faculty members, administrators, and students had an opportunity to express concerns and provide insights into optimizing the implementation process.

Literature Review Summary

Table 1 presents a summary of key studies that support the integration of e-learning and blended learning technologies in nursing education.

Table 1: Literature Review Summary

First Author (Pub. Year) Title Purpose Context Findings Relevance Strength of Evidence
McCutcheon (2018) Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial. Assess learning outcomes for nursing students using blended learning versus online learning. Nurse learners in Ireland’s higher learning institutions. Blended learning was more effective than online learning due to its ability to cater to individual needs. Demonstrates the importance of both online and traditional learning to meet diverse learning needs. Level II
Ongor (2023) The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study. Assess the impact of multimedia teaching materials on students’ motivation and achievement. Nursing students. Multimedia enhances nursing education by integrating practical learning more effectively than traditional methods. Shows that multimedia-based e-learning improves academic success. Level II
Rouleau (2017) Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative, and mixed studies reviews (protocol). Evaluate how e-learning affects continuing nursing students. Nurses in continuing education. E-learning influences knowledge, reactions, and skills, particularly in the first two levels of the Kirkpatrick model. Helps identify factors influencing continuing students’ acceptance of e-learning. Level I
Santo (2022) The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction. Assess the role of emotions in e-learning satisfaction. Italian undergraduate nursing students. Learners’ emotions significantly impact e-learning satisfaction. Provides insights into how emotions shape the e-learning experience. Level IV
Delungahawatta (2022) Advances in e-learning in undergraduate clinical medicine: A systematic review. Explore the effectiveness of active e-learning in nursing education. Undergraduate nursing students. Integrating e-learning programs in nursing academic settings enhances learners’ success. Highlights the importance of evidence-based active learning strategies in e-learning. Level I

 

Curriculum Technology Need-Gap Analysis

Table 2 highlights the gap between the current and desired technologies in nursing education and the necessary action steps.

Table 2: Curriculum Technology Need-Gap Analysis

Current Curriculum Technology Desired Curriculum Technology Need-Gap Action Steps to Meet the Need-Gap
Printed journals and articles Lippincott Solutions program to support blended learning and evidence-based research. Lack of an interactive, digital knowledge repository that promotes cognition and critical thinking. Purchase Lippincott Solutions, hire IT personnel for training, train all users, and conduct annual training.
Textbooks Zoom for educators (supports messaging, webinars, virtual conferences, and meetings). Need for real-time collaboration and engagement. Order Zoom for Educators, hire IT personnel for training, train users, and conduct annual training.

 

Force Field Analysis

Table 3 outlines the driving and restraining forces affecting the integration of Lippincott Solutions.

Table 3: Force Field Analysis

Forces for Curriculum Proposal Curriculum Proposal Forces Against Curriculum Proposal
Offers an evidence-based practice platform Lippincott Solutions implementation proposal Implementation cost
Provides a standardized curriculum High expenses for resources and training
Supports training for learners, educators, and the nursing school Resistance from faculty and students

 

Organizational Factors and Forces to Consider

The organization factors will include internal and external factors.

Internal Factors

The main internal factors that may affect the implementation of Lippincott Solutions are budgetary limitations, inadequate resources, and inadequate nurse educators. For instance, the budgetary and resource limitations may affect training, software upgrades, installation, and the money needed to purchase backup computers (Table 3). For inadequate nurse educators, the factor may limit how the institution trains the learners on better usage of Lippincott Solutions technology.

Additionally, resistance to technology adoption within the institution may pose a challenge. Some educators and staff members may feel overwhelmed by the transition, particularly if they are unfamiliar with e-learning technologies. To mitigate this, comprehensive training sessions, mentorship programs, and a phased implementation strategy will be employed to ensure a smooth transition.

External Factors

The main external factors that may impact the project include competition, vendor-related issues, and accrediting bodies. According to Penuel et al. (2020), competition may affect how the nursing school operates; thus, there is a need to assess better means to enhance the institution’s competitiveness and sustainability. Vendor-related issues include late delivery of the Lippincott Solutions software or provision of software that does not meet the HIPAA rule, thus delaying the project. Additionally, accrediting bodies like the Commission on Collegiate Nursing Education (CCNE) may affect the institution’s sustainability since learners and nursing employers prefer dealing with accredited institutions.

Further, government policies and evolving healthcare regulations may influence the adoption process. Compliance with legal and ethical standards, such as data privacy laws and educational accreditation requirements, must be ensured to maintain the credibility and acceptance of the Lippincott Solutions platform.

References

Delungahawatta, T. (2022). Advances in e-learning in undergraduate clinical medicine: A systematic review.

McCutcheon, K. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.

Ongor, H. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.

Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2020). Organizing research and development at the intersection of learning, implementation, and design.

Rouleau, G. (2017). Effects of e-learning in a continuing education context on nursing care: A review of systematic qualitative, quantitative, and mixed studies reviews (protocol).

Santo, L. (2022). The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.

Detailed Assessment Instructions for the C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Assignment

WGU Performance Assessment

MKP3 MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION

EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION – C922

PRFA- MKP3

TASK OVERVIEW

SUBMISSIONS

EVALUATION REPORT

COMPETENCIES

7057.1.1: Recognize Educational Developments

The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.

7057.1.2: Propose Nursing Education Strategies

The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.

7057.1.3: Initiate Change

The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.

INTRODUCTION

Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market. I

For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.

Note: You must submit and pass C921 before submitting the task in C922.

REQUIREMENTS

https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview

DHA

1/11

2/6/24, 1:43 PM

WGU Performance Assessment

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 similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

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).

Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.”

  1. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.

Note: The executive summary is written after you have completed your proposal.

  1. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
  2. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
  3. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
  4. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
  5. Complete a needs assessment and examine the current technology challenges by doing the following:
  6. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”.
  7. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
  8. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
  9. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.”
  10. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
  11. Explain how you will overcome the three challenges from part C3.
  12. Summarize your findings of the curricular technology needs assessment. https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview
  13. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
  14. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
  15. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
  16. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
  17. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
  18. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
  19. Identify a change theory appropriate for your technology integration and adoption.
  20. Justify the selected change theory from part D2.
  21. Describe potential resistance and barriers to the technology change.
  22. Discuss how you plan to implement the change theory identified in part D2.
  23. Write a conclusion focusing on the impact and significance of your proposal by doing the following:
  24. Discuss the purpose and rationale of your proposal.
  25. Explain how your proposal fills the identified curriculum needs gap.
  26. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
  27. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  28. 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: 200 MB

 

 

  1. The task is hypothetical, use your creativity and imagination.  You do not have to really meet with a preceptor and stakeholders.  Yes, you are making this up.
  2. We encourage students to start with section C and complete section A-Executive summary last.
  3. There are a ton of readings in the course so pace it out over time.  Unit 5 is about the change theory which is important for this course and the Field Experience/CapStone
  4. Pick a change theory to use in section D. You can use a change theory that you may have used in a previous course, like Lewin’s Theory. Get familiar with that theory and use it again for your FE/CS.
  5. For C discuss the actual steps taken to determine the gap.  This is the discussion of the information placed in Table 2.  Insert the Table into this section of the paper.  Table 2 includes the current technology, desired technology, the needs gap (what you want), and the Action Steps to get there (the plan of action).C1a identify the internal stakeholders and discuss the role they will have in implementing the curriculum/technology change.  C1b- least two methods of collaboration that could be used with the interprofessional team, how each method could be used, and why each method would be effective. C2, I encourage students to compare the current and desired technology that you put in your needs gap table.  It can be 2 current or 2 emerging, or 1 current and 1 emerging.  C2 is a discussion and separate from Table 2.    For section C3, discuss the current/old state of the technology and challenges.  For example, if the current state of technology is using an online learning management system (Canvas, Blackboard) a student may not feel comfortable with online quizzing because they are used to paper and pencil-based exams. That would be an issue related to the student learning style.  
  6. Section B is the literature review.  B1 says to provide five credible sources published in the last five years that are “relevant to your curriculum proposal project”.  That means your specific technology- not in general. Make sure all 5 articles are discussed.  You want to synthesize and look for common themes using all 5 articles.  
  7. For section D, note there is a difference between forces and factors. 11.  You will find a discussion of internal and external organizational factors.  As for the forces in D1b and D1c these are the forces that you have identified in your force field analysis. Discuss three that will facilitate change and three that may impede the proposed change.

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Outline

[Title of Your Curriculum Technology Proposal]

Literature Review

Research Findings and Support of Proposal

Need for Further Research or Development

Needs Assessment

Need-Gap Analysis

Collaboration with Stakeholders

Current Technology Challenges

Current or Emerging Technologies

Technology Challenges

Overcoming Challenges

Summary of Curricular Technology Needs Assessment

Stakeholder Consensus

Factors and Forces to Consider

Organizational Factors

Forces for Integration

Challenges to Integration

Change Theory

Justification of Change Theory

Potential Resistance to the Technology

Plans to Implement Change Theory

Conclusion

References

 

Table 1
Literature Review Summary Table
First Author (Pub.Year) Title Purpose Context Findings Relevance Strength of Evidence
Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

 

 

 

Table 2

Curriculum Technology Need-Gap Analysis

Current CurriculumTechnology Desired CurriculumTechnology Need-Gap Action Steps to Meet the Need-Gap

 

 

 

Table 3

ForceField Analysis

Forces for

curriculum proposal

Curriculum proposal Forces againstcurriculum proposal
 

 

 

 

 

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

D219 NURS 3610 Scholarship in Nursing Practice Paper Guide ExampleD219 NURS 3610 Scholarship in Nursing Practice

D219 NURS 3610 Scholarship in Nursing Practice Assignment Brief

  1. Assignment Instructions Overview

This assignment requires students to critically appraise evidence-based literature and apply research findings to clinical practice. The focus is on evaluating a healthcare problem, formulating an evidence-based practice (EBP) question using the PICO framework, and reviewing both research-based and non-research-based literature to determine best practices.

  1. Understanding Assignment Objectives

The primary objective of this assignment is to develop students’ ability to:

  • Identify a relevant clinical practice problem and analyze its impact on patients and healthcare organizations.
  • Construct a well-defined EBP question using the PICO framework.
  • Critically appraise research-based and non-research-based articles using structured appraisal tools.
  • Apply research findings to recommend evidence-based practice changes.
  • Consider ethical implications in research and practice change implementation.
  • Evaluate barriers to implementation and propose solutions.
  • Communicate findings in a professional, structured format using APA citations.
  1. The Student’s Role

Students are expected to engage in a rigorous literature review, critically appraise research evidence, and synthesize findings into a coherent practice recommendation. They should:

  • Demonstrate critical thinking by assessing the quality and applicability of selected studies.
  • Ensure ethical considerations are acknowledged in the research.
  • Collaborate with key stakeholders in proposing a practice change.
  • Provide well-supported recommendations backed by credible evidence.
  1. Competencies Measured

This assignment assesses key competencies that are essential for nursing research and practice improvement:

  • Foundations of Inquiry: Differentiating between quality improvement, evidence-based practice, and research.
  • Literature Review and Analysis: Conducting a structured review and appraisal of scholarly articles.
  • Ethics and Research: Understanding ethical considerations, including human subject protection and informed consent.
  • Patient Outcomes: Comparing evidence-based standards with conventional practices to enhance patient care.

Data Collection, Analysis, and Documentation: Understanding data-driven decision-making in interprofessional healthcare settings.

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  1. Assignment Components

A. CITI Certification

Students must submit proof of completion of Collaborative Institutional Training Initiative (CITI) certification.

B. Clinical Practice Problem & PICO Components

Students will identify a healthcare problem, analyze its impact, and construct a PICO-based EBP question.

PICO Breakdown:

P (Population): Define the target patient group.

I (Intervention): Specify the intervention or strategy being assessed.

C (Comparison): Identify the control or alternative intervention.

O (Outcome): Determine the expected improvement or change.

C. Research-Based Evidence Appraisal

Students will select a research-based article (published within the last five years) that addresses their EBP question. They will provide:

Background and purpose of the study.

Research methodology used.

Level of evidence (Johns Hopkins Nursing Evidence-Based Practice Model).

Data analysis summary.

Ethical considerations.

Quality rating of the study.

Results and conclusion, including relevance to the EBP question.

D. Non-Research-Based Evidence Appraisal

Students will select a non-research-based article that provides expert recommendations on the practice change. The appraisal includes:

Background and purpose of the article.

Type of evidence (clinical guideline, expert opinion, etc.).

Level of evidence and quality rating.

Contribution to answering the EBP question.

E. Practice Change Recommendation

Based on findings, students will recommend a practice change and discuss:

Stakeholder involvement (e.g., clinicians, administrators, infection control teams).

Potential barriers to implementation.

Strategies to overcome identified barriers.

Outcome measurement to assess effectiveness.

F. References & Citations

Students must adhere to APA formatting for in-text citations and the reference list.

G. Professional Communication

Submissions should be clear, well-organized, and free from grammatical errors, demonstrating professional academic writing skills.

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

Scholarship in Nursing Practice Paper

Collaborative Institutional Training Initiative (CITI) Certification

[Attach a copy of the CITI certification as required.]

Clinical Practice Problem and PICO Components

Impact of Surgical Site Infections (SSI) on Patients and Organizations

Surgical site infections (SSI) are a significant complication that affects post-surgical patients, leading to extended hospital stays, increased medical costs, and higher morbidity rates. SSI occurs when harmful microorganisms infect the surgical site, affecting either the skin, soft tissues, or implanted materials. These infections can delay the healing process, require additional medical interventions, and significantly impact a patient’s recovery.

From an institutional perspective, SSIs contribute to higher operational costs, as affected patients often require prolonged hospitalization, additional antibiotic therapy, and sometimes secondary surgeries. Furthermore, healthcare institutions may face financial penalties due to hospital-acquired infection rates, affecting overall efficiency and profitability. Implementing evidence-based preventive strategies, such as preoperative decolonization with povidone-iodine nasal swabs, can play a vital role in reducing SSI incidence and improving patient outcomes.

PICO Components

P (Patient/Population): Surgical patients undergoing elective or emergency procedures.

I (Intervention): Preoperative decolonization using povidone-iodine nasal swabs.

C (Comparison): Patients who do not receive povidone-iodine nasal swabs before surgery.

O (Outcome): Reduction in surgical site infections.

Evidence-Based Practice (EBP) Question

For surgical patients undergoing surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections compared to patients who do not undergo nasal decolonization?

Research-Based Evidence Appraisal

Selected Research-Based Article

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052.

  1. Background and Purpose

The study by Martin et al. (2020) investigates the efficacy of preoperative nasal decolonization using povidone-iodine antiseptic in reducing SSIs. The primary aim is to assess whether preoperative antiseptic intervention can lower infection rates, particularly those caused by antibiotic-resistant bacteria such as Staphylococcus aureus.

  1. Research Methodology

This research employs a systematic review approach, analyzing multiple studies that evaluate the effectiveness of povidone-iodine nasal decolonization in preventing SSIs. The review includes both retrospective and prospective cohort studies, ensuring a comprehensive evaluation of existing evidence.

  1. Level of Evidence

Using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model, this research article is classified as Level I evidence since it synthesizes data from multiple randomized controlled trials (RCTs) and systematic reviews.

  1. Data Analysis Summary

The study’s data analysis involved comparing SSI rates between surgical patients who underwent nasal povidone-iodine decolonization and those who did not. Statistical methods such as meta-analysis and relative risk calculations were utilized to quantify the impact of the intervention.

  1. Ethical Considerations

Ethical considerations included obtaining informed consent for participation in individual studies and ensuring patient safety by evaluating adverse effects of povidone-iodine usage. Since this was a systematic review, the ethical focus remained on accurately synthesizing previous research while maintaining data integrity.

  1. Quality Rating

According to the JHNEBP model, the quality rating of this study is high (A) due to its strong methodological rigor, comprehensive literature analysis, and clear recommendations for clinical practice.

  1. Results and Conclusion

The study concludes that preoperative intranasal povidone-iodine decolonization significantly reduces SSIs, particularly infections caused by Staphylococcus aureus.

Relevance to the EBP Question

This article directly addresses the EBP question by providing evidence supporting the effectiveness of povidone-iodine nasal swabs in reducing SSIs, thereby justifying their integration into surgical infection prevention protocols.

Non-Research-Based Evidence Appraisal

Selected Non-Research-Based Article

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11.

  1. Background and Purpose

This non-research-based article discusses clinical practice guidelines for SSI prevention and the role of nasal decolonization protocols. It provides recommendations based on expert opinions and previous clinical experiences.

  1. Type of Evidence

The article presents a clinical practice guideline, summarizing best practices and recommendations for perioperative nasal decolonization.

  1. Level of Evidence

Based on the JHNEBP model, this article is classified as Level IV evidence, as it is derived from expert consensus rather than experimental research.

  1. Quality Rating

The article is rated moderate (B) in quality, as it synthesizes multiple expert opinions but lacks direct experimental validation.

  1. Contribution to EBP Question

The article supports the use of povidone-iodine nasal swabs as part of a broader infection prevention strategy, reinforcing the findings of the research-based article.

Practice Change Recommendation

  1. Recommended Practice Change

Based on the findings from both articles, it is recommended that preoperative nasal decolonization with povidone-iodine be integrated into standard pre-surgical protocols to reduce SSIs.

  1. Key Stakeholders
  • Surgeons: Will implement the decolonization protocol and assess its effectiveness.
  • Infection Control Teams: Will monitor SSI rates and ensure compliance.
  • Hospital Administrators: Will allocate resources and support policy adoption.
  1. Potential Barrier

Resistance from surgical teams due to concerns about additional workload and procedural changes.

  1. Overcoming the Barrier

Providing training sessions and demonstrating the cost-effectiveness and patient outcome benefits of the intervention can encourage adoption.

  1. Outcome Measurement

A reduction in the rate of SSIs in surgical patients following the implementation of nasal decolonization protocols.

References

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

Detailed Assessment Instructions for the D219 NURS 3610 Scholarship in Nursing Practice Assignment

Description

COMPETENCIES

738.2.1 : Foundations of Inquiry

The learner differentiates between quality improvement processes, evidence-based practice, and research.

738.2.2 : Literature Review and Analysis

The learner demonstrates knowledge of the process and outcomes of conducting a literature review.

738.2.3 : Ethics and Research

The learner demonstrates an understanding of the ethics of nursing research particularly human subjects’ protections, informed consent, and alignment with patient and family values and preferences.

738.2.4 : Patient Outcomes

The learner discriminates between evidence-based standards of practice and conventional practices to improve patient outcomes.

738.2.5 : Data Collection, Analysis, and Documentation

The learner describes the process of data collection, analysis, and implementation of evidence that can improve clinical practice from an interprofessional perspective.

INTRODUCTION

Evidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions. Therefore, it is of pivotal importance to understand the basic tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.

In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and review selected research-based and non-research-based evidence to find answers to that question.

Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change would require the support of many high-quality research studies.

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 similarity 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).

  1.  Submit a copy of your Collaborative Institutional Training Initiative (CITI) certification in either a .jpeg, .png, .bmp, .gif, or .pdf file.

https://doi.org/10.12659/MSM.927052 https://doi.org/10.1186/s13018-020-01601-0 

  1. Discuss the impact of the problem on the patient and organization

Surgical site infections (SSI) have been a serious problem that hinders the recovery process of surgical patients. It can involve the skin, soft tissues, or implanted materials in the body. Many different techniques have been utilized to reduce infections to postoperative patients. One method that has been discussed is the use of nasal Staphylococcus aureus screening and decolonization prior to surgery. To decolonize the nasal passages, povidone-iodine nasal swabs have been researched and used for potentially decreasing harmful bacteria including antibiotic resistant strains of bacteria. For the patients that are suffering from an SSI, this could potentially increase their hospital stay due to incisional complications. As for the healthcare system, surgical patients with an SSI could need a higher level of care and monitoring. This could result in more money spent on each individual patient and a financial loss to the healthcare institution. SSI is a complex issue that can potentially be avoided if proper measures are done preoperatively such as instituted it as core surgical site infection prevention strategy.

Identify the PICO components

P – Surgical patients

I – The use of Povidone-iodine nasal swab decolonization preoperatively

C – Patients not using Povidone-iodine nasal swabs prior to surgery

O – Decrease in surgical site infections

Evidence-Based Practice Question

For surgical patients having surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections?

Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.

  1. Identify each of the following PICO components of the clinical practice problem:
  • P: patient, population, or problem
  • I: intervention
  • C: comparison
  • O: outcome
  1. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.

Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.

(START HERE)

C.Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

  1. Discuss the background or introduction (i.e., the purpose) of the research-based article.
  2. Describe the research methodology used in the research-based article.
  3. Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.

  1. Summarize how the researcher analyzed the data in the research-based article.
  2. Summarize the ethical considerations of the research-based article. If none are present, explain why.
  3. Identify the quality rating of the research-based article according to the JHNEBP model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating.

  1. Analyze the results or conclusions of the research-based article.
  2. Explain how the article helps answer your EBP question.
  3. Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

  1. Discuss the background or introduction (i.e., the purpose) of the non-research-based article.
  2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.
  3. Identify the level of evidence in the non-research-based article using the JHNEBP model.

Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.

  1. Identify the quality rating of the non-research-based article according to the JHNEBP model.
  2. Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.
  3. Recommend a practice change that addresses your EBP question using both the research-based and non-research-based articles you selected for part C and part D.
  4. Explain how you would involve three key stakeholders in supporting the practice change recommendation.
  5. Discuss one specific barrier you may encounter when implementing the practice change recommendation.
  6. Identify one strategy that could be used to overcome the barrier discussed in part E2.
  7. Identify one outcome (the O component in PICO) from your EBP question that can be used to measure the recommended practice change.
  8. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
  9. Demonstrate professional communication in the content and presentation of your submission.

References

Martin, V. T., Abdullahi Abdi, M., Li, J., Li, D., Wang, Z., Zhang, X., Elodie, W. H., & Yu, B. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor?: International Medical Journal of Experimental and Clinical Research, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., Sun, X., Zeng, Y., Feng, W., Li, J., Zeng, J., & Zeng, Y. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

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D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Guide Example

D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Guide ExampleAssignment Instructions Overview

This assignment requires students to create a Personal Development Plan (PDP) that fosters professional engagement and personal growth. The PDP will focus on strategies for increasing resilience and self-care, demonstrating how these strategies enhance professional practice. Additionally, students will explore the importance of having a structured PDP and how it contributes to academic and career success.

Understanding Assignment Objectives

Students must demonstrate their understanding of self-care and resilience strategies within a healthcare environment. The assignment should be well-structured, incorporating clear goals, actionable steps, and discussions on professional development. The content must be original and supported by credible references, adhering to academic integrity guidelines.

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The Student’s Role

Students are expected to:

  • Describe Three Strategies for Resilience and Self-Care
    • Provide specific examples of how these strategies positively influence professional practice.
  • Create a Personal Development Plan
    • Develop three SMART goals aligned with the strategies from part A.
    • Outline one actionable step per goal to facilitate goal achievement.
    • Explain how each goal contributes to professional development.
  • Explain the Importance of a PDP
    • Discuss why a structured plan is essential for professional growth.
    • Provide two examples illustrating how a PDP aids academic and career success.
  • Adhere to Academic and Professional Standards
    • Use appropriate in-text citations and references.
    • Ensure clarity, coherence, and professionalism in written communication.

Competencies Measured

  • 738.1.1: Create a Personal PlanThe student demonstrates the ability to develop a structured personal development plan that supports professional engagement and personal growth.
  • 738.1.2: Evaluate Quality Nursing Self-CareThe student identifies and adopts effective self-care strategies to enhance resilience in both personal and professional settings.

Evaluation Criteria (Rubric Overview)

  1. To achieve a competent rating, students must:
  2. Resilience and Self-Care Strategies: Describe three strategies with relevant examples.
  3. SMART Goals: Provide three specific, measurable, attainable, relevant, and time-bound goals.
  4. Actionable Steps: List one clear and effective step for each goal.
  5. Professional Development Impact: Explain how each goal fosters professional engagement.
  6. Importance of PDP: Offer a detailed explanation with two logical examples.
  7. Academic Integrity: Properly cite and reference all sources used.

D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Example

Personal Development Plan

Resilience and Self-Care

In the healthcare environment, resilience and self-care play crucial roles in maintaining professional well-being and enhancing patient care. Implementing strategies to build resilience and promote self-care is essential for healthcare professionals to manage stress effectively and sustain long-term career success. Below are three key strategies to increase resilience and self-care that will positively influence professional practice.

Mindfulness Practices

Mindfulness involves being present in the moment and cultivating awareness without judgment. Engaging in mindfulness techniques such as meditation, deep breathing exercises, and guided imagery can help healthcare professionals manage stress, improve focus, and enhance emotional regulation. Research suggests that mindfulness-based interventions significantly reduce stress and burnout among healthcare workers (Goodman & Schorling, 2012). For example, a nurse practicing mindfulness before a shift can improve attentiveness, enhance patient interactions, and reduce feelings of burnout.

Healthy Eating Habits

A well-balanced diet contributes to overall health and resilience by providing essential nutrients that support cognitive function, energy levels, and immune system strength. Healthcare professionals who prioritize nutritious meals can improve their physical and mental well-being. For instance, preparing balanced meals with lean proteins, whole grains, and vegetables can help maintain steady energy levels throughout a demanding work schedule. Studies show that healthy dietary habits reduce stress and improve job performance in healthcare settings (Foster & Hawkins, 2020).

Regular Physical Exercise

Engaging in regular physical activity is a fundamental self-care strategy that enhances physical and mental resilience. Exercise releases endorphins, reduces stress hormones, and improves overall well-being. For example, a nurse who incorporates a 30-minute daily walk or yoga session can experience increased stamina, improved mood, and better stress management, leading to enhanced professional performance. According to Smith et al. (2019), physical exercise is strongly linked to reduced occupational stress and improved cognitive function in healthcare professionals.

Personal Development Plan

B1. Goals

To integrate the above resilience and self-care strategies effectively, the following SMART goals are established:

Mindfulness Practice Goal

SMART Goal: Implement a 10-minute mindfulness meditation practice every morning before work for the next three months to enhance focus and reduce stress.

Healthy Eating Goal

SMART Goal: Prepare and consume at least four balanced, home-cooked meals per week for the next three months to improve energy levels and overall well-being.

Physical Exercise Goal

SMART Goal: Engage in 30 minutes of moderate physical activity at least five days a week for the next three months to enhance physical health and stress management.

B1a. Actionable Items

Each goal requires specific steps to ensure successful implementation:

Mindfulness Practice Actionable Step

Set a daily reminder and use a guided meditation app to establish consistency in mindfulness practice.

Healthy Eating Actionable Step

Plan weekly meals and prepare a grocery list to ensure the availability of nutritious ingredients for home-cooked meals.

Physical Exercise Actionable Step

Schedule designated workout times and participate in activities such as walking, yoga, or strength training to maintain commitment.

B1b. Foster Professional Engagement

Implementing these goals will contribute to professional development in multiple ways:

Mindfulness Practice and Professional Growth

Practicing mindfulness enhances emotional intelligence, allowing healthcare professionals to respond to challenges with greater composure. Improved focus and reduced stress levels contribute to better patient care and team collaboration (Kabat-Zinn, 2013).

Healthy Eating and Professional Performance

Proper nutrition supports cognitive function, stamina, and overall health, leading to increased efficiency in clinical decision-making and patient interactions. A well-nourished professional is less prone to fatigue and burnout (Foster & Hawkins, 2020).

Physical Exercise and Career Longevity

Engaging in regular physical activity helps prevent occupational health issues such as chronic fatigue and musculoskeletal disorders. This ensures long-term career sustainability and enhances overall job performance (Smith et al., 2019).

Importance of a Personal Development Plan

A personal development plan (PDP) is essential for fostering professional engagement and personal growth. A PDP serves as a structured roadmap for achieving both short-term and long-term goals. Having a PDP is vital for career progression, personal growth, and maintaining professional excellence. A well-structured PDP provides a clear roadmap for setting and achieving goals, fostering resilience, and ensuring continuous improvement.

A personal development plan promotes self-awareness, allowing individuals to identify strengths, weaknesses, and areas for improvement. By outlining specific goals and strategies, professionals can stay motivated and accountable in their pursuit of excellence. Furthermore, a PDP encourages proactive problem-solving, which is essential in dynamic healthcare environments where challenges frequently arise (Collins, 2018).

C1. Achievement of Academic and Career Goals

A personal development plan directly contributes to achieving academic and career aspirations. Below are two key examples:

Enhancing Academic Success

A structured PDP helps students and professionals set realistic academic objectives, such as improving time management skills or adopting effective study techniques. For instance, a nursing student who follows a PDP that includes dedicated study hours and self-care practices is more likely to achieve academic excellence and pass certification exams (Collins, 2018).

Advancing Career Growth

By setting clear career goals, healthcare professionals can identify opportunities for skill development, such as pursuing advanced certifications or leadership roles. A nurse aspiring to become a clinical educator can use a PDP to outline the necessary steps, such as enrolling in continuing education courses and gaining mentorship experience (Goodman & Schorling, 2012).

Conclusion

A personal development plan is a powerful tool for fostering resilience, self-care, and professional engagement. By implementing structured goals related to mindfulness, nutrition, and exercise, healthcare professionals can enhance their well-being and career longevity. The importance of a PDP extends beyond personal benefits; it directly impacts professional performance, academic success, and career advancement. By adopting and maintaining a PDP, healthcare professionals can navigate challenges effectively and contribute meaningfully to the healthcare industry.

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Detailed Assessment Instructions for the D218 NURS 3600 Intrapersonal Leadership and Professional Growth Assignment

Personal Development Plan

  1. Resilience and Self-Care

Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

  1. Personal Development Plan

B1. Goals

List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals). Note: The SMART goals should be specific, measurable, attainable, relevant, and time bound.

B1a. Actionable Items

               List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

B1b. Foster Professional Engagement

               Discuss how each of the goals from part B1 will foster your professional development.

  1. Importance of a Personal Development Plan

Explain the importance of having a personal development plan.

C1. Achievement of Academic and Career Goals

Provide two examples of how a personal development plan can help you achieve your academic and career goals.

Heat maps

WGU Performance Assessment

MXM2 MXM2 TASK 1: PERSONAL DEVELOPMENT PLAN

INTRAPERSONAL LEADERSHIP AND PROFESSIONAL GROWTH – D218

PRFA MXM2

Task Overview

Submissions

Evaluation Report

COMPETENCIES

738.1.1 : Create a Personal Plan

The learner creates a personal development plan that fosters professional engagement and personal growth.

738.1.2 : Evaluate Quality Nursing Self-Care

The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

INTRODUCTION

The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

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 similarity 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).

Note: The suggested length of your response for each prompt is 2–3 paragraphs.

  1.  Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

https://tasks.wgu.edu/student/008089113/course/28780012/task/3722/overview

  1.  Create a personal development plan by doing the following:
  2.  List a SMART personal growth goal for eachof the threestrategies from part A (for a total of three SMART goals).

Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

  1.  List oneactionable step foreach goal to achieve the goals for part B1, for a total of three steps.
  2.  Discuss howeachof the goals from part B1 will foster your professional development.
  3.  Explain the importance of having a personal development plan.
  4.  Provide two examples of how a personal development plan can help you achieve your academic and career goals.
  5.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  6.  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
RUBRIC

A:RESILIENCE AND SELF-CARE

NOT EVIDENT

The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

APPROACHING COMPETENCE

The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

COMPETENT

The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

B1:

GOALS

NOT EVIDENT

The submission does not list any goals.

APPROACHING COMPETENCE

The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

COMPETENT

The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

B1A:

ACTIONABLE ITEMS

NOT EVIDENT

The submission does not list any actionable steps.

APPROACHING COMPETENCE

The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

COMPETENT

The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

B1B:

FOSTER PROFESSIONAL DEVELOPMENT

NOT EVIDENT

The submission does not discuss the goals from part B1.

APPROACHING COMPETENCE

The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

COMPETENT

The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

C:

IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation is provided but is not relevant to the importance of personal development plans.

COMPETENT

The explanation of the importance of having a personal development plan is detailed.

C1:

ACADEMIC AND CAREER GOALS

NOT EVIDENT

The submission does not provide any examples.

APPROACHING COMPETENCE

The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

COMPETENT

The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

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NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II Example

NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II ExampleNRNP 6552 Week 4 Case Study Discussion: Common Gynecologic Conditions Part I & Part II

NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II Assignment Brief

Assignment Instructions Overview:

This assignment involves engaging with case studies to simulate realistic patient scenarios, enabling students to apply theoretical knowledge to practical situations. The focus is on interviewing, screening, diagnostic processes, and the development of tailored treatment and management plans for gynecologic conditions.

Students will select or develop case scenarios, critically analyze the cases, and present findings through a structured approach. Utilizing a Focused SOAP Note template, participants will systematically assess the patient, generate differential diagnoses, and recommend evidence-based interventions.

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Understanding Assignment Objectives:

The primary aim of this assignment is to:

  • Enhance critical thinking and clinical reasoning skills.
  • Foster the ability to integrate academic knowledge with clinical practice.
  • Cultivate a systematic approach to patient care through structured documentation.
  • Encourage evidence-based decision-making in the diagnosis and treatment of gynecologic conditions.

The Student’s Role:

Students will act as healthcare providers tasked with diagnosing and managing patient cases. This involves:

  • Collecting and synthesizing subjective and objective patient data.
  • Identifying key diagnostic tests and interpreting their significance.
  • Developing a prioritized differential diagnosis list.
  • Recommending appropriate treatments, interventions, and referrals.
  • Considering social determinants of health (SDoH) and their impact on patient outcomes.

Competencies Measured:

This assignment evaluates:

  • Clinical Decision-Making: The ability to identify and prioritize diagnostic and treatment options based on patient presentations.
  • Analytical Thinking: Application of evidence-based resources to support clinical decisions.
  • Communication Skills: Clear and concise presentation of findings through a structured SOAP note format.
  • Interdisciplinary Collaboration: Identification of necessary referrals and patient education strategies to support comprehensive care.
  • Cultural Competency: Sensitivity to sociocultural factors influencing patient care decisions.

 

You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:

NRNP 6552 Building a Health History Discussion Post Assignment Example

NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment Example

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Example

NRNP 6552 Common Gynecologic Conditions Case Study Discussion Part I & Part II Example

Case Study Discussion: Common Gynecologic Conditions, Part I

Introduction

Case studies provide valuable insights into real-world clinical scenarios and allow for the application of critical thinking to patient care. This discussion involves Case 2, focusing on Susan Lang, a 24-year-old female presenting with postcoital bleeding and other symptoms suggestive of a sexually transmitted infection (STI) or other gynecological conditions. This case study evaluates subjective and objective findings, diagnostic tests, differential diagnoses, treatment plans, and collaborative care strategies.

Subjective Data

Susan Lang is a 24-year-old Caucasian female presenting for a routine visit but reports postcoital bleeding for six weeks and a sore throat lasting three weeks. She denies significant fever beyond two days managed with Tylenol. Relevant history includes:

  • Menstrual History: Menarche at 13, regular cycles every 28-32 days, lasting 4-6 days with mild cramping managed by OTC Pamprin.
  • Sexual History: Details regarding sexual partners, condom use, history of STIs, or high-risk behaviors were not documented but are critical to this case.
  • Social History: Cigarette smoking (½ PPD since age 14), alcohol intake (6-8 hard liquor drinks on weekends), and marijuana use.
  • Medical and Family History: No significant history reported.

Additional Questions:

  • Sexual Practices: “How many sexual partners have you had in the past six months?” “Do you use condoms or other barrier methods?”
  • Duration and Characteristics of Symptoms: “Have you noticed any changes in discharge, pain, or itching?” “Does the bleeding occur after every sexual encounter?”
  • Sociocultural Considerations: “Do you have access to healthcare services?” “What are your thoughts or concerns about STIs?”

Objective Findings

Vital Signs:

  • Temperature: 97.8°F
  • Pulse: 68 bpm
  • BP: 112/64 mmHg
  • Height: 5’6″
  • Weight: 118 lbs
  • BMI: 19.04 (normal range)

Physical Exam:

  • HEENT: Bilateral anterior cervical adenopathy, erythematous throat.
  • Lungs and Cardiovascular: Normal findings.
  • Abdomen: Non-tender, normal liver.
  • Breasts: Fibrocystic changes, no masses or adenopathy.

Pelvic Exam:

  • Vaginal discharge: Slight, frothy, yellow.
  • Cervix: Friable with petechiae, no cervical motion tenderness.
  • Uterus and adnexa: Normal.
  • Neurological and Extremities: Unremarkable findings.

Diagnostic Tests and Rationale

  1. Nucleic Acid Amplification Test (NAAT)

Rationale: Detects Chlamydia trachomatis and Neisseria gonorrhoeae, common causes of postcoital bleeding and friable cervix.

  1. Wet Mount and KOH Test

Rationale: Evaluates for Trichomonas vaginalis (frothy yellow discharge) and other causes of vaginitis.

  1. Pap Smear and HPV Testing

Rationale: Identifies cervical dysplasia or high-risk HPV strains linked to cervical cancer.

  1. Rapid Plasma Reagin (RPR) Test

Rationale: Screens for syphilis, as STI testing is indicated.

  1. HIV and Hepatitis Panel

Rationale: Assesses overall STI risk and comorbid conditions.

  1. Throat Culture or NAAT

Rationale: Investigates pharyngeal gonococcal infection due to sore throat and high-risk behaviors.

Differential Diagnoses

Chlamydia Cervicitis

Rationale: Common cause of postcoital bleeding, friable cervix, and discharge. Supported by history and exam findings.

Trichomoniasis

Rationale: Frothy yellow discharge and cervical petechiae are hallmark findings.

Cervical Dysplasia/HPV-Related Changes

Rationale: Friable cervix and postcoital bleeding necessitate evaluation for precancerous lesions.

Gonococcal Infection

Rationale: Pharyngeal symptoms and cervicitis are consistent with gonorrhea.

Treatment Plan

Chlamydia Cervicitis

Medication: Azithromycin 1g orally in a single dose.

Rationale: First-line treatment per CDC guidelines.

Trichomoniasis

Medication: Metronidazole 2g orally in a single dose.

Rationale: Effective against Trichomonas vaginalis.

Cervical Dysplasia

Intervention: Follow-up colposcopy if Pap smear indicates abnormal cytology.

Rationale: Identifies and manages precancerous changes.

Supportive Care:

Throat Symptoms: Gargle with warm salt water and administer analgesics if needed.

Education: Abstain from sexual activity until treatment completion and partner notification.

Social Determinants of Health (SDoH)

  1. Access to Healthcare

Ensure affordable STI testing and treatment.

  1. Health Literacy

Provide culturally sensitive education on STIs, prevention, and risk reduction.

  1. Behavioral Risk Factors

Address smoking, alcohol, and substance use through counseling or referral.

Collaborative Care and Patient Education

Partner Notification and Treatment:

Encourage patient to notify sexual partners to prevent reinfection.

Counseling Services:

Refer to mental health or addiction specialists for smoking and substance use.

Follow-Up Appointments:

Reassess symptoms and confirm treatment efficacy.

Preventive Care:

Recommend HPV vaccination if not previously administered.

Provide contraceptive counseling if needed.

Detailed Assessment Instructions for the NRNP 6552 Common Gynecologic Conditions Case Study Discussion Part I & Part II

Case Study Discussion: Common Gynecologic Conditions, Part 1

Description

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.

For this Case Study Assignment, you will once again choose 1 of 4 case study scenarios and review the case study scenario to obtain information related to a gynecologic exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning.

Chapter 10, “Women’s Health After Bariatric Surgery” (pp. 165 – 171)

Curry, S. J., & U.S. Prevent Services Task Force. (2018). Screening for intimate partner violence, elder abuse, and abuse of vulnerable adults US preventive services task force final recommendation statement. JAMA320(16), 1678–1687. https://doi.org/10.1001/jama.2018.14741

Fanslow, J., Wise, M. R., & Marriott, J. (2019). Intimate partner violence and women’s reproductive health. Obstetrics, Gynaecology & Reproductive Medicine, 29(12), 342–350. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003

Lockwood, C. J. (2019). Key points for today’s ‘well-woman’ exam: A guide for ob/gynsContemporary OB/GYN, 64(1), 23–29. https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=134229869&site=ehost-live&scope=site&authtype=shib&custid=s6527200

Case # (1, 2, 3 or 4) and Description of the Case Chosen:

  • Case 1:  Cindy
  • Case 2:  Maxine
  • Case 3:  Lucy
  • Case 4:  Nadine
Outline Subjective data.

 

Identify data provided in your chosen case and any additional data needed.

Outline

Objective findings.

 

Identify findings provided in your chosen case and any additional data needed.

Identify diagnostic tests, procedures, laboratory work indicated.

 

Describe the rationalefor each test or intervention with supporting references.

Distinguish at least three differential diagnoses.

 

Describethe rationales for your choice of each diagnosis with supporting references.

Identify appropriate medications, treatments or other interventions associated with each differential diagnosis.

 

Describe rationales and supporting references for each.

 

Explain key

Social Determinants of Heath (SDoH) for your chosen case.

Describe collaborative care referrals and patient education needs for your chosen case.

 

Describe rationales and supporting references for each.

 

 

Case Study Discussion: Common Gynecologic Conditions, Part 2

Description

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as to the development of treatment plans.

Photo Credit: Erica Smit / Adobe Stock

For this Case Study Discussion, you will develop a case study that demonstrates a gynecological disease process from your practicum experience or your professional practice that would be quite challenging for you as a clinician. You will then explore this case study to determine the diagnosis, diagnostic tests, and treatment options for the patient.

To prepare:

  • Consider a case study related to a patient that demonstrates a gynecological disease process in your practicum experience or professional practice that would be your biggest challenge as a clinician. Note: Possibly use your “FNP or AGPCNP Skills and Procedures Self-Assessment” in your practicum experience to guide your case study selection.
  • Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your proposed case study.
  • Use the Focused SOAP Note Template found in the Learning Resources to support your discussion. Complete a Focused SOAP note and critically analyze this and focus your attention on the diagnostic tests. 

By Day 3

Based on your case study, post the following:

  • POST A Focused SOAP NOTE only and describe your case study.  
  • Provide a differential diagnosis (dx) with a minimum of 3 possible conditions or diseases.
  • Define what you believe is the most important diagnosis. Be sure to include the priority in conducting your assessment.
  • Explain which diagnostic tests and treatment options you would recommend for your patient and explain your reasoning.
  • Also, share with your colleagues your experiences as well as what you learned from these experiences.

Use your Learning Resources and/or evidence from the literature to support your thinking and perspectives.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of tests or treatment options that your colleagues suggested and why. Use your learning resources and/or evidence from the literature to support your position.

 

Description

Case Study 2

Case Study: STI Investigation

Susan Lang is a 24-year-old Caucasian female presenting to the clinic for regular care. She works full-time as an administrative assistant, and relates she loves her job. She has no medical or surgical history, takes no medication, and has no allergies. Family history is non-contributary. Social history is remarkable for cigarette smoking at a rate of ½ packs per day (PPD) since age 14, / ETOH only on weekends, 6-8 hard liquor/ daily, and marijuana smoking. Gyn history is onset of menses age 13, menses every 28-32 days, lasting 4-6 day and using 3 tampons daily. She has some cramping during her menses for which she takes otc Pamprin. She jogs 3-4 times a week, wears seatbelts when in the car, and “occasionally” uses sunscreen. Susan relates she has been having some postcoital bleeding for the past 6 weeks and has had a sore throat for past 3 weeks. She did have a fever for a day or two, but Tylenol took care of it and she thought it was allergies. 

Susan’s vital signs are taken and were temperature 97.8, pulse 68, BP 112/64, height 5’6” and weight 118 lbs. (which was the same as last year). BMI 19.04 

HEENT: WNL except some anterior cervical adenopathy bilaterally, and throat appears reddened. 

Lung: clear to auscultation 

CV:  regular sinus rhythms without murmur or gallop 

  • Abd:  soft, non-tender, liver normal,  

Breasts:  fibrocystic changes bilaterally, no masses, dimpling, redness or discharge, no adenopathy, and bilateral nipple piercings. 

VVBSU: wnl, slight frothy yellow discharge by cervix, clitoral piercing noted 

  • Cervix:  friable, some petechia no cervical motion tenderness. 

Uterus: mid mobile, non-tender 

Adnexa: without masses or tenderness 

  • Perineum: wnl 

Rectum: wnl 

Extremities:  full rom, skin clear, no edema, reflexes 1+. 

  • Neurological:  CN II-12 grossly intact. Case Study Discussion: Common Gynecologic Conditions, Part 1

Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.

Photo Credit: Teodor Lazarev / Adobe Stock

  • For this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

  • Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.

Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a FOCUSED SOAP note and critically analyze this and focus your attention on the diagnostic tests. Please post your FOCUSED SOAP note. This information will help you develop your differential diagnosis and additional questions

By Day 3

  • Please POST your FOCUSED SOAP NOTE and post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)

Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.

Read a selection of your colleagues’ responses.

  • By Day 6

Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position.

Learning Resources

Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning. Chapter 17, “Breast Conditions” (pp. 337-349)
Chapter 18, “Alterations in Sexual Function” (pp. 353-364)
Chapter 20, “Infertility” (pp. 383-398)
Chapter 21, “Gynecologic Infections” (pp. 401-432)
Chapter 22, “Sexually Transmitted Infections” (pp. 437-466)

Reproductive Health Access Project (2020). Your birth control choiceshttps://www.reproductiveaccess.org/wp-content/uplo…

Clinical Guideline Resources 

As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; for CDC – zika in pregnancy).

American College of Obstetricians and Gynecologists (ACOG). (2020).  https://www.acog.org/ 

American Nurses Association (ANA). (n.d.). Lead the profession to shape the future of nursing and health care. https://www.nursingworld.org/ 

HealthyPeople 2030. (2020). Healthy People 2030 Framework.  https://www.healthypeople.gov/2020/About-Healthy-P…

The American Association of Nurse Practitioners (AANP). (2020). https://www.aanp.org/

POST

Case Study Discussion: Common Gynecologic Conditions, Part 1Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.Photo Credit: Teodor Lazarev / Adobe StockFor this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.To prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a FOCUSED SOAP note and critically analyze this and focus your attention on the diagnostic tests. Please post your FOCUSED SOAP note. This information will help you develop your differential diagnosis and additional questionsBY DAY 3Please POST your FOCUSED SOAP NOTE and post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.Read a selection of your colleagues’ responses.BY DAY 6Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position.Case Study 2Case Study: STI InvestigationSusan Lang is a 24-year-old Caucasian female presenting to the clinic for regular care. She works full-time as an administrative assistant, and relates she loves her job. She has no medical or surgical history, takes no medication, and has no allergies. Family history is non-contributary. Social history is remarkable for cigarette smoking at a rate of ½ packs per day (PPD) since age 14, / ETOH only on weekends, 6-8 hard liquor/ daily, and marijuana smoking. Gyn history is onset of menses age 13, menses every 28-32 days, lasting 4-6 day and using 3 tampons daily. She has some cramping during her menses for which she takes otc Pamprin. She jogs 3-4 times a week, wears seatbelts when in the car, and “occasionally” uses sunscreen. Susan relates she has been having some postcoital bleeding for the past 6 weeks and has had a sore throat for past 3 weeks. She did have a fever for a day or two, but Tylenol took care of it and she thought it was allergies.Susan’s vital signs are taken and were temperature 97.8, pulse 68, BP 112/64, height 5’6” and weight 118 lbs. (which was the same as last year). BMI 19.04HEENT: WNL except some anterior cervical adenopathy bilaterally, and throat appears reddened.Lung: clear to auscultationCV: regular sinus rhythms without murmur or gallopAbd: soft, non-tender, liver normal,Breasts: fibrocystic changes bilaterally, no masses, dimpling, redness or discharge, no adenopathy, and bilateral nipple piercings.VVBSU: wnl, slight frothy yellow discharge by cervix, clitoral piercing notedCervix: friable, some petechia no cervical motion tenderness.Uterus: mid mobile, non-tenderAdnexa: without masses or tendernessPerineum: wnlRectum: wnlExtremities: full rom, skin clear, no edema, reflexes 1+.Neurological: CN II-12 grossly intact.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6552_Week5_Case_Study_Discussion_Rubric

Show Descriptions

Main Posting:
Response to the case study discussion questions includes appropriate diagnoses with explanations of appropriate diagnostic tests and treatment options as directed, is based on evidence-based research where appropriate, and is incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources.–

Excellent
Point range: 90–100

 40 (40%) – 44 (44%)

Thoroughly responds to the discussion question(s).

Post includes approprite diagnoses including explanations of appropriate diagnostic tests and treatment options.

Incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources, with no less than 75% of post the post having exceptional depth and breadth.

Supported by at least 3 current credible sources.

Good
Point range: 80–89

 35 (35%) – 39 (39%)

Responds to most of the discussion question(s)

Post includes approprite diagnoses with explanations of appropriate diagnostic tests and treatment options.

Somewhat incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources with no less than 50% of the post having exceptional depth and breadth.

Supported by at least 3 credible references.

Fair
Point range: 70–79

 31 (31%) – 34 (34%)

Responds to some of the discussion question(s).

Post contains incomplete or vague diagnoses or explanations of appropriate diagnostic tests and treatment options.

Is somewhat lacking in synthesis of knowledge gained from the course readings for the module and current credible sources.

Post is cited with fewer than 2 credible references.

Poor
Point range: 0–69

 0 (0%) – 30 (30%)

Does not respond to the discussion question(s).

Post contains incomplete diagnoses or explanations of appropriate diagnostic tests and treatment options, or diagnoses and/or explanations are missing.

Lacks synthesis gained from the course readings for the module and current credible sources.

Contains only 1 or no credible references.

Main Posting:

Writing–

Excellent
Point range: 90–100

 6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Further adheres to current APA manual writing rules and style.

Good
Point range: 80–89

 5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

Fair
Point range: 70–79

 4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Poor
Point range: 0–69

 0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation–

Excellent
Point range: 90–100

 9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main discussion by due date.

Good
Point range: 80–89

 8 (8%) – 8 (8%)

Posts main discussion by due date.

Meets requirements for full participation.

Fair
Point range: 70–79

 7 (7%) – 7 (7%)

Posts main discussion by due date.

Poor
Point range: 0–69

 0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.–

Excellent
Point range: 90–100

 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

Good
Point range: 80–89

 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

Fair
Point range: 70–79

 7 (7%) – 7 (7%)

Response is on topic, may have some depth.

Poor
Point range: 0–69

 0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

First Response:
Writing–

Excellent
Point range: 90–100

 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

Good
Point range: 80–89

 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

Fair
Point range: 70–79

 4 (4%) – 4 (4%)

Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

Poor
Point range: 0–69

 0 (0%) – 3 (3%)

Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:
Timely and full participation–

Excellent
Point range: 90–100

 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

Good
Point range: 80–89

 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

Fair
Point range: 70–79

 3 (3%) – 3 (3%)

Posts by due date.

Poor
Point range: 0–69

 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.–

Excellent
Point range: 90–100

 9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

Good
Point range: 80–89

 8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

Fair
Point range: 70–79

 7 (7%) – 7 (7%)

Response is on topic, may have some depth.

Poor
Point range: 0–69

 0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

Second Response:
Writing–

Excellent
Point range: 90–100

 6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.

Good
Point range: 80–89

 5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.

Fair
Point range: 70–79

 4 (4%) – 4 (4%)

Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

Poor
Point range: 0–69

 0 (0%) – 3 (3%)

Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation–

Excellent
Point range: 90–100

 5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

Good
Point range: 80–89

 4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

Fair
Point range: 70–79

 3 (3%) – 3 (3%)

Posts by due date.

Poor
Point range: 0–69

 0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

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NRNP 6565 Assessing Diagnosing and Treating Patients with HEENT Conditions Assignment Example

NRNP 6565 Assessing Diagnosing and Treating Patients with HEENT Conditions Assignment ExampleAssignment 2: Assessing, Diagnosing, and Treating Patients with HEENT Conditions

NRNP 6565 Assessing Diagnosing and Treating Patients with HEENT Conditions Assignment Brief

Assignment Instructions Overview

This assignment focuses on assessing, diagnosing, and treating conditions related to the Head, Eyes, Ears, Nose, and Throat (HEENT). HEENT conditions range from common minor complaints, such as seasonal allergies, to more severe or life-threatening conditions like epistaxis or obstructive pathologies. The primary goal is to simulate clinical scenarios to enhance diagnostic and treatment skills while utilizing evidence-based guidelines.

The assignment requires students to complete a Focused SOAP Note using an assigned case study, incorporating subjective and objective data, differential diagnoses, a treatment plan, and reflective insights. The task emphasizes clinical reasoning, patient-centered care, and adherence to best practices.

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Understanding Assignment Objectives

  • Clinical Application: Develop competency in collecting comprehensive patient histories, performing physical assessments, and interpreting findings to guide diagnostic decision-making.
  • Diagnostic Accuracy: Apply critical thinking to establish differential diagnoses, prioritize conditions, and justify the primary diagnosis using evidence-based guidelines.
  • Treatment Planning: Formulate tailored treatment plans, including pharmacological and non-pharmacological interventions, and patient education strategies.
  • Health Promotion: Emphasize preventive care and patient education to reduce the risk of recurrent or severe conditions.
  • Professional Reflection: Analyze clinical scenarios for lessons learned, enhancing both diagnostic acumen and therapeutic approach.

The Student’s Role

Students are tasked with stepping into the role of a healthcare provider, utilizing the Focused SOAP Note framework to:

  • Gather Comprehensive Data: Document relevant subjective and objective findings.
  • Analyze and Diagnose: Propose a differential diagnosis, justify a primary diagnosis, and correlate findings to current clinical guidelines.
  • Develop a Management Plan: Design a treatment and follow-up strategy that includes education, preventive care, and culturally sensitive interventions.
  • Reflect and Integrate Knowledge: Share insights gained during case analysis to improve future clinical practice.

Competencies Measured

This assignment evaluates the following key competencies:

  1. Assessment and Diagnosis: Accurately identify HEENT conditions through comprehensive assessment techniques.
  2. Critical Thinking: Apply reasoning skills to analyze clinical data and prioritize diagnoses effectively.
  3. Evidence-Based Practice: Integrate current peer-reviewed evidence into diagnostics, treatment plans, and patient education.
  4. Communication Skills: Document findings clearly and concisely, ensuring all sections of the SOAP note are professionally written.
  5. Patient-Centered Care: Develop individualized management strategies that consider patient history, preferences, and preventive care needs.

You can also read these assignment examples for the NRNP 6565 – Synthesis in Advanced Nursing Practice Care of Patients in Primary Care Settings Course:

NRNP

Expectations for Completion

Students should ensure their documentation in the SOAP Note template includes:

  • Subjective Data: Chief complaint, history of present illness, medical history, medication use, allergies, and a system review relevant to the complaint.
  • Objective Data: Physical examination findings, pertinent diagnostic tests, and observations related to the case.
  • Assessment: At least three differential diagnoses, including ICD-10 and CPT codes, with supporting evidence for each.
  • Plan: Comprehensive management, including diagnostics, therapies, referrals, patient education, and follow-up care.
  • Reflection: Insights on the case’s challenges, “aha!” moments, and lessons to enhance future clinical skills.

Deliverables

Students are to submit a detailed Focused SOAP Note along with a reference list of at least three current, peer-reviewed, evidence-based articles to substantiate their approach. Proper academic formatting and adherence to APA guidelines are required.

This assignment not only measures students’ ability to manage HEENT conditions but also prepares them for real-world application of advanced nursing practice.

NRNP 6565 Assessing Diagnosing and Treating Patients with HEENT Conditions Assignment Example

Focused SOAP Note

Patient Information:

Name: Branch

Age: 11 years old

Sex: Male

Subjective

Chief Complaint:

Continuous nosebleed from the left nostril since waking up this morning, unresponsive to pressure.

History of Present Illness (HPI):

Branch is an 11-year-old male brought in by his mother due to a persistent nosebleed from the left nostril. The bleeding began spontaneously upon waking and has not resolved despite applying pressure as instructed at home. There is no reported trauma, and Branch denies nasal pain or previous episodes of epistaxis. He describes no other associated symptoms, including congestion, fever, or respiratory distress. His mother expresses concern as this is his first episode, and no identifiable triggers are apparent.

Current Medications:

None.

Allergies:

No known drug, environmental, or food allergies.

Past Medical History (PMHx):

No significant medical history reported.

Family History:

No history of bleeding disorders, clotting abnormalities, or frequent epistaxis in the family.

Social History:

Branch is a school-aged child with no reported exposure to irritants, allergens, or recent illnesses. He is active, attends school regularly, and has no history of tobacco or alcohol exposure.

Review of Systems (ROS):

  • General: No fever, fatigue, or recent weight changes.
  • HEENT: Continuous nasal bleeding from the left nostril, denies nasal pain or obstruction. No headache, facial pain, sore throat, or visual changes.
  • Respiratory: No shortness of breath, wheezing, or cough.
  • Cardiovascular: No chest pain or palpitations.
  • Skin: No bruising or rashes reported.
  • Neurological: No dizziness, confusion, or weakness.

Objective

Vital Signs:

BP: 110/70 mmHg | P: 84 bpm | R: 14/min | T: 97.8°F (oral) | SpO₂: 99%

Physical Examination:

  • General: Alert, cooperative, and in no acute distress.
  • HEENT:
    • Head: Normocephalic, atraumatic.
    • Eyes: Conjunctiva and sclera clear, no discharge or jaundice.
    • Ears: Tympanic membranes intact, no erythema or effusion noted.
    • Nose: Bleeding observed from the left nostril; no septal deviation or trauma noted. Inspection with nasal speculum revealed bleeding localized to the anterior septum (Kiesselbach’s plexus).
    • Throat: Mucosa moist, no erythema or exudate.
  • Cardiovascular: Regular rate and rhythm, no murmurs or extra heart sounds.
  • Respiratory: Clear to auscultation bilaterally, no wheezes or crackles.
  • Skin: No petechiae, bruising, or rashes.

Diagnostic Results:

Hemoglobin: Normal (if ordered, pending results).

Platelet count: Normal (if ordered, pending results).

PT/INR: Normal (if ordered, pending results).

No imaging required at this time.

Assessment

Differential Diagnoses:

  • Anterior Epistaxis (Primary Diagnosis):
    • ICD-10 Code: R04.0 (Epistaxis)
    • Rationale: Bleeding localized to Kiesselbach’s plexus, which is the most common site for nosebleeds. No trauma, systemic symptoms, or history of coagulopathy to suggest posterior epistaxis or systemic causes.
    • Pertinent positives: Continuous unilateral nasal bleeding, normal vital signs, absence of systemic or traumatic indicators.
    • Pertinent negatives: No signs of posterior bleeding, trauma, or infection.
  • Allergic Rhinitis:
    • ICD-10 Code: J30.9 (Allergic Rhinitis, Unspecified)
    • Rationale: Possible irritation of nasal mucosa due to environmental allergens, though the absence of other symptoms like sneezing, itching, or nasal congestion makes this less likely.
  • Foreign Body in the Nasal Passage:
    • ICD-10 Code: T17.1XXA (Foreign Body in Nasal Cavity)
    • Rationale: Common in children; however, denied by the patient and not observed during nasal inspection.

Plan

Diagnostics:

 

  • Hemoglobin and platelet levels to rule out anemia or coagulopathy (if bleeding persists or if indicated).
  • PT/INR if there is any suspicion of clotting disorders.

Treatment and Management:

Intervention for Bleeding Control:

    • Position the patient at a 45-degree angle and inspect the nasal cavity.
    • Apply vasoconstrictive solution (oxymetazoline spray) via cotton swab or soaked gauze.
    • Cauterize the bleeding site with a silver nitrate stick for 5–10 seconds, ensuring minimal application time to avoid tissue damage.
    • Protect the cauterized site with antibiotic ointment applied lightly to prevent infection.

Medications:

    • Prescribe mupirocin nasal ointment to be applied twice daily for 5 days to promote healing.
    • Recommend acetaminophen 10–15 mg/kg for pain relief if needed, avoiding NSAIDs to prevent further bleeding.

Health Promotion and Education:

    • Advise the mother and Branch to avoid nose-picking, strenuous activities, or blowing the nose for 48 hours.
    • Educate on maintaining humidified air to prevent mucosal dryness.
    • Discuss the importance of proper hydration and avoiding irritants like smoke or strong odors.

Follow-Up:

    • Reassess in 7–10 days to ensure resolution and healing.
    • Advise immediate return to the clinic or emergency care if bleeding recurs or does not respond to home interventions.

Reflection Notes

This case underscores the importance of a systematic approach in managing pediatric epistaxis. The observation that anterior epistaxis accounts for most nosebleeds simplified the diagnostic process. An “aha!” moment occurred when reviewing the significance of proper nasal speculum use, as vertical application risks trauma to delicate nasal tissues. Effective patient education remains crucial in preventing recurrence and complications.

References

Smith, M. L., & Rosenfeld, R. M. (2018). Epistaxis: Evidence-based management. Otolaryngology Clinics of North America, 51(5), 727–737.

Schlosser, R. J. (2020). Epistaxis management in children. Journal of Pediatric Otorhinolaryngology, 130, 109801.

National Institute for Health and Care Excellence (NICE). (2021). Management of epistaxis in children. NICE Guidelines.

Detailed Assessment Instructions for the NRNP 6565 Assessing Diagnosing and Treating Patients With HEENT Conditions Assignment Example

Week 3 Assignment 1

Assignment 2: Assessing, Diagnosing, and Treating Patients With HEENT Conditions

Most everyone has at some point experienced minor HEENT conditions, such as a head cold or seasonal allergies, and symptoms, such as a runny nose, watery eyes, or a sore throat. While they are relatively minor and short-lived, they nevertheless impair many of the simple pleasures so many enjoy.

HEENT symptoms can represent a wide variety of issues, some of which suggest problems that extend well beyond their temporary impact on life’s simple pleasures. HEENT conditions can result in dangerous respiratory impairment or be symptoms of life-threatening conditions or disease.

For this Assignment, your instructor will assign a case study, which will give you the opportunity to practice assessing, diagnosing, and treating patients with HEENT conditions.

Photo Credit: Getty Images/iStockphoto

To Prepare:

  • Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with conditions of the head, eyes, ears, nose, and throat.
  • Review the case study provided by your Instructor. Based on the provided patient information, think about the health history you would need to collect from the patient.
  • Consider what physical exams and diagnostic tests would be appropriate in order to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
  • Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.
  • Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
  • Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with HEENT conditions.

The Assignment

Use the Focused SOAP Note Template to address the following:

  • Subjective: What details are provided regarding the patient’s personal and medical history?
  • Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any morbidities or psychosocial issues.
  • Assessment: Explain your differential diagnoses, providing a minimum of three. List them from highest priority to lowest priority and include their CPT and ICD-10 codes for the diagnosis. What would your primary diagnosis be and why?
  • Plan: Explain your plan for diagnostics and primary diagnosis. What would your plan be for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan.
  • Reflection notes: Describe your “aha!” moments from analyzing this case.

To Prepare:

  • Consider what physical assessments and diagnostic tests would be appropriate in order to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis. 
  • Identify three to five possible conditions that may be considered in a differential diagnosis for the patient. 
  • Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis. 
  • Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with HEENT conditions. 

The Assignment

Case study

A mother brings in her 11 year old son, Branch, because he has had a nosebleed.  She is concerned about it because they have been applying pressure by pinching it and the nosebleed won’t stop.  He has no history of nosebleeds.  He has no significant medical history and no known allergies.  He is on no medications.  Mom and Branch deny trauma to the nose.  He says he just woke up with a nosebleed and it won’t stop.  He tells you that the left side is the side that is bleeding.

Vital signs:  BP 110/70 P 84 R 14 T 97.8 oral Pulse ox 99%

You recognize that simple pressure is not going to stop the nosebleed so you know that you will not have to intervene. 

Prior to any      type of procedure, you have the mother sign an informed consent for a      procedures.  What are the three major areas you must discuss      when doing any type of procedure?

Nosebleeds can      be divided into three groups.  What are they? 

90% of      nosebleeds fall into which group? 

Name 4 indications      for intervention by a provider for a nosebleed. 

You place      Branch on the assessment table at approximately 45 degrees.  You      drape him appropriately.  You have him blow his nose gently to      remove clots.  You then inspect the right side to familiarize      yourself with his anatomy.  You then inspect the left side using      a nasal speculum.  When using the nasal speculum, it      is important to use it ______________ (HORIZONTALLY/VERTICALLY).

Why is it      important to use the nasal speculum a certain way?

You note that the      bleeding is coming from an area on the septum.  You know that      the next step is to apply a vasconstrictive solution to the      nose.  What are two ways you can deliver      the vasoconstrictive solution? 

You note that      the area that is the source of the bleeding is about 3 mm in      diameter.  You make the decision to use a silver nitrate      stick.    How long should you apply pressure with the      stick?

Why it is it      important not to use the silver nitrate for over that time frame? 

After hemostasis is      obtained, what are three types of treatment methods that can be used to      protect the cauterization site? 

If that had not      stopped the bleeding and you had to make the decision to use a nasal      sponge or nasal tampon, the sponge/tampon should be coated in      _____________ and left in place for __________ hours. 

After putting in the      nasal sponge/tampon, approximately 2 ml of ________ or _______ should be      dripped onto the tip to help the sponge expand. 

After placing the      nasal sponge/tampon, the patient should be closely monitored for 3-5      minutes.  Why is that?

After the close      monitoring, the patient should be kept in observation status for ______      minutes. 

If a sponge/tampon      is used, it is not necessary to use antibiotics. 

If it is      necessary to pack the nose, it may be advisable to give the patient a      narcotic or sedative medication (unless a contraindication      exists).  Why? 

Name 5 complications      of the above procedures. 

After the procedure,      you tell the pt and his mother that he can take acetaminophen for any      pain/discomfort.  Why is it important not to have him take      ibuprofen? 

What is the leading      cause of nosebleeds in adolescents? 

What CPT code would      you use for the above procedure? 

What is the      definition of the above code?

Address the following:

Create documentation in the Focused SOAP Note Template about the patient in the case study to which you were assigned.

In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Current medications
• Allergies
• Patient medical history (PMHx)
• Review of systems

In the Objective section, provide:
• Physical assessment documentation of systems pertinent to the chief complaint, HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses

In the Assessment section, provide:
• At least three differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case.

In the Plan section, provide:
• A detailed treatment plan for the patient that addresses each diagnosis, as applicable. Includes documentation of diagnostic studies that will be obtained, referrals to other healthcare providers, therapeutic interventions, education, disposition of the patient, and any planned follow up visits.
• A discussion related to health promotion and disease prevention taking into consideration patient factors, PMH, and other risk factors.
• Reflections on the case describing insights or lessons learned.

Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differentials diagnoses. Be sure they are current (no more than 5 years old) and support the treatment plan in following current standards of care.

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How to Write a Good Argumentative Essay: Full Guide

How to Write a Good Argumentative Essay Full GuideAn argumentative essay is a form of essay in which the author makes an argument about any subject using evidence and proof. It is a component of an academic writing assignment, so you cannot avoid writing one if you are a student.

Are you stumped as to how to develop an outline for an argumentative essay? We’re here to assist you! Check read this blog post to get critical advice on how to effectively write an argumentative essay according to the argumentative essay format.

To demonstrate your writing abilities to your instructor, you must be well-versed in the art of argumentative essay writing. From topic selection to drafting an error-free draft, the essay writing procedure entails numerous processes. The quality of your essay is mainly dependent on the topic you choose and how well you plan and structure it.

A strong argumentative essay should, in general,

  • Engage your readers by providing them with an intriguing topic.
  • Consider all sides of an issue fairly.
  • Construct counter-arguments from the writer’s standpoint.
  • Convince the reader to embrace a new point of view.

Keeping these factors in mind, you should compose a great argumentative essay that includes a solid thesis statement and logical supporting points. Most essential, you should back up your logical arguments with appropriate proof or instances.

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How to write an argumentative essay?

Following the steps outlined below as a part of your argumentative essay writing process will help you to write an outline for your argumentative essay before you begin writing it.

  1. Decide on an engaging argumentative essay topic that is broad enough to allow for the development of a compelling argument.
  2. Investigate the subject and compile the most important elements for debate.
  3. Prepare an outline for your argumentative essay and compose it.
  4. Proofread and revise your work.

Steps for Writing a Good Argumentative Essay

To produce a persuasive argumentative essay, you should first develop a solid outline for your essay topic. The most critical step is to create an outline for your essay, which should be given the utmost care.

So, what is an outline for an argumentative essay? It is a strategy for working with and organizing raw data. Simply put, the plan establishes a course of action for your essays and research papers. Outlines for argumentative essays are comparable to those for other types of essays, such as persuasive essays, comparative essays, and informative essays.

If you create an argumentative essay outline in advance, you can simply cover all of the critical parts of the issue when composing the essay’s content. In general, a normal argumentative essay outline should include the three sections listed below.

  • Introduction
  • Body Paragraphs
  • Conclusion

One of the most important criteria of the essay plan is the development of material for these sections. Learn how to write an argumentative essay outline using the five-paragraph structure in this section of the tutorial!

Introduction to an Argumentative Essay

When your readers begin reading your essay, the first thing they will notice is the beginning section of your essay. Provide background information about your issue in this area to help your readers become more knowledgeable about your subject matter.

If the start is too direct, most people will not read the rest of the essay. As a result, you should produce an engaging beginning that will keep the attention of your readers for more than one paragraph.

When writing an argumentative essay, how can you compose an effective introduction? In order to hold your readers’ attention throughout your essay, you should keep the following suggestions in mind when writing your introduction.

Begin with a hook

Beginning with a hook sentence will help you write the start of your argumentative essay. Your audience will only be able to engage with your essay and remain focused on it if you begin the essay with a compelling hook.

Keep in mind that you should not use the entire introduction paragraph as a hook. It is sufficient to have a single intriguing hook sentence. More than likely, you will begin the essay with an anecdote, an interesting fact, data, a provocative opinion, or a humorous story to draw the reader’s attention.

When selecting a hook for your essay, take into consideration the topic of your article as well as your intended audience. Always begin your paragraph with a hook sentence to draw the reader’s attention.

Describe your point of view

After you have introduced your essay with a hook line, you should gradually shift your focus and explain the significance of your essay topic to your audience in the introduction paragraph, drawing on your own personal experience and knowledge. In addition, you should clarify your prior knowledge of the subject matter.

Make sure you don’t overload your reader’s brain with too much information. In a couple of sentences, tell your readers what topic you are going to explore in your essay. Be particular and clear in your communication.

Write the thesis statement

A thesis statement serves as the central argument of a research paper or essay. At the conclusion of the introduction paragraph, you should have a compelling thesis statement that is supported by at least one piece of supporting evidence.

If you want to write an essay, your thesis statement should clarify the objective of your essay as well as the essential elements of your essay topic. Each of your essay’s body paragraphs will be devoted entirely to supporting your thesis statement. As a result, make sure to present a compelling thesis statement that is pertinent to your topic.

After you have written an engaging introductory paragraph that includes a strong thesis statement, you should turn your attention to writing the body paragraphs.

Examples of the Introduction to an Argumentative Essay

  • Most students these days get out of bed, quickly read through their phones, get dressed, and race out to school or college without having eaten anything for the previous few hours. Many students, in fact, believe that breakfast is not necessary to get their day started on the right foot. It has been proven in studies that breakfast is the most important meal of the day, especially for students.
  • Employees of the government are typically denied the right to freedom of expression in practically every country in the world. Their ability to function well at work is diminished due to a lack of freedom of speech. The fact that they have the right to strike and speak out against human rights violations will encourage them. As a result, governments all around the world should urge their public employees to go on strike and speak up for their rights.

You can also check more on writing introductiond from another post by our paper writing experts aimed at assisting students on How to Write an Essay Introduction

Argumentative Essay Body Paragraphs

The body paragraphs of an argumentative essay are the heart of the paper, and they are where you will need to support your claims with evidence. This should be reflected in the content of your essay, which should be in line with the thesis statement in the introduction paragraph.

You should have a maximum of two or three paragraphs to either refute or defend the thesis statement in order to present a compelling argument. Each paragraph should be focused on a single topic statement and provide supporting facts to that sentence.

Furthermore, the claim of your argumentative essay should be supported by evidence and counterevidence, which should be included in the body paragraphs of your argumentative essay.

  • Claim

If you are writing an argumentative essay, it is critical that you state your claim because it serves as the foundation of your essay. You should express your claim in the topic sentence and then inform your readers of the purpose of every single paragraph in your body paragraph, starting with the first.

In order to make an argument, you must have a claim since it is utilized to define the scope, goal, and direction of the argument.

If you want to produce a high-quality argumentative essay, you must first develop a compelling thesis statement.

  • Evidence

To be successful in an argumentative essay, having a strong claim statement is not enough. It is essential that you provide facts and evidence to support your argument in order to persuade your audience.

The evidence you present should be legitimate and accurate because the reality of your argumentative essay is entirely dependent on the credibility of the facts that you provide in support of your assertions. If the evidence you provide is invalid or inaccurate, your argumentative essay will be rejected.

Real-life examples, experts, statistics, analogies, and hypothetical questions are among the five categories of evidence that can be used to support a claim. To support your preliminary thesis statement, you can utilize any form of evidence you want.

  • Counterargument

Many authors overlook the need of focusing on opposing viewpoints when obtaining information about the essay topic. An argumentative essay should give arguments on both sides of a certain issue in order to be effective. As a result, when writing an argumentative essay, don’t limit yourself to writing from a single point of view.

Following the presentation of evidence in support of your statements, you must provide competing viewpoints and counterarguments. Remember to back up your counterarguments with evidence to show that they are unfounded.

Argumentative Essay Conclusion

The conclusion portion of the argumentative essay outline is the final section of the outline. You have learned how to structure the introduction and the body of the essay up to this point in the course. Continue reading to learn how to finish an argumentative essay outline in your own words.

The conclusion part, like the introduction, should be interesting and informative. In the event that you end the essay abruptly and without providing a valid ending statement, the aim of writing the entire essay will have been for naught.

As a result, when writing an argumentative essay conclusion, make sure to keep the following points in mind.

  • Your thesis statement should be estate.
  • Concisely summarize your primary ideas.
  • Make a recommendation to your readers.

Make certain that your conclusion paragraph is comparable in length to your introduction paragraph. If the subject of the debate is brief and straightforward, an introduction and conclusion can be written in a single paragraph.

Never offer new ideas or facts in the last paragraph. The paragraph as a whole should be succinct, precise, and effective.

Argumentative Essay Conclusion Examples

  • We can’t say that youngsters aren’t better learners than adults because they aren’t. The ability to learn often fluctuates based on an individual’s level of motivation and excitement for the subject matter. As a result, it is impossible to generalize about a person’s learning ability based on his or her age.
  • Sports are quite important in sustaining a healthy lifestyle. Sports participation will lead to a more healthful society if more individuals take part in them. However, we should make certain that the sports we participate in do not pose harm to our lives. As a result, always choose sports that are both demanding and interesting to participate in.

Final Words on How to Write a Good Argumentative Essay

The outline you create for your argumentative essay will be the most important part of your paper. In order to construct a solid argumentative essay outline that covers all of the important arguments and is compelling, you should follow the guidelines provided in this blog post and use them.

Search and select the greatest argumentative essay topics available online before creating an outline that is well-structured and includes the three components of the essay – introduction, body, and conclusion. This will help you get started on your essay writing process in the right direction.

If you are still having trouble writing an outline for an argumentative essay, you can reach out to us for assistance. Assignment assistance for all types of academic-related projects and problems will be provided by our experienced team, who will deliver high-quality, custom writing services to meet your needs.

How to Write an Essay Introduction: Structure and Tips

How to Write an Essay Introduction

The introduction is the most important part of any academic essay or paper, which is why it comes first. The writer/author might communicate the concepts of a document to the readers or audience using an introduction or introductory paragraph. It just establishes your thesis and notifies the audience of the greatest to follow.

The “introduction” to your essay has three primary objectives:

  • Capturing or grabbing your readers’ attention.
  • Providing context for your chosen topic or issue.
  • Presenting your thesis, which is the essay’s central idea.

As a result, it is critical that you learn how to craft an engaging introduction that will hook your audience from the onset. In this article, we aim at expounding on the following:

  • Definition of an introduction paragraph
  • Parts of an introduction that are extremely important
  • How to write a captivating essay or paper introduction
  • Mistakes to avoid while writing an introduction
  • Examples of outstanding introduction paragraphs

Definition of an introduction paragraph

The introductory paragraph, alternatively referred to as the opening paragraph, is the first paragraph of your essay or paper. It consists of the following elements: the hook, the context/background, the topic phrase, the facts, and the thesis statement. It introduces the essay’s central argument. A strong introductory paragraph captivates the reader’s interest and informs them of the importance of the chosen topic.

The following is an illustration of an opening paragraph or introduction to a brief essay:

Hockey has been an integral part of Canadian culture for over a decade (Attention Grabber). It has historically evolved into a popular sport that millions of Canadians participate in and watch (Background/context). The game had increased in popularity tremendously since it was introduced in the country (Thesis Statement).

You can also check out another post by our paper writing experts aimed at assisting students on How to Write a Strong Thesis Statement

Parts of an introduction that are extremely important

To write an outstanding introduction, ensure that it has the following fundamental parts:

  • Hook/Attention grabber/opening sentence/ wow facts/
  • Topic sentence
  • Background information/reference sentence
  • Essay structure or map (optional)
  • Thesis statement

Let’s take a closer look at each of these fundamental parts of an essay or academic paper’s introductory paragraph.

Hook/Attention grabber/opening sentence/ wow facts/

Your opening sentence is always the most important because it establishes the tone and direction of your essay. Therefore, you should invest much time in developing a fascinating hook that can attract and maintain your readers.

It is preferable to avoid writing complex and extended sentences. Instead, make it basic, agile, clear, concise, and catchy. It is a statement aimed to stir the curiosity of the readers.

The hook is the first thing your readers see when they look at your writing, and it serves to stir their curiosity and arouse their desire to read the remainder of it. As such, avoid making sweeping generalizations of basic statements that end up boring your readers. Additionally, keep dry facts out of your writing.

Here are some examples of perfect essay hooks:

  • During the COVID-19 global pandemic, technological innovation had a significant impact on education.
  • The invention of the wheel marked a watershed moment in the development of automobiles.
  • According to the World Bank, it is projected that the global population today stands at 7.64 billion, which represents a 43.2 percent growth compared to the global population in 1960.

As noted in our article on how to write the greatest hooks for essays, you can capture your readers’ interest utilizing hooks like statistics, assertions, facts, rhetorical questions, literary quotes, scenes or locations, definitions, metaphors, analogies, or personal anecdotes.
The hooks are your opening sentence. If poorly written, they fail to stir the readers’ emotions or ignite their curiosity, which makes them hurriedly skim through it.

A well-written opening statement serves as the reader’s initial impression of you. It influences whether they will read. Whether you choose to utilize a question, statement, data, or any other hook, make sure to keep it intriguing. Additionally, keep your essay within the confines of its purpose and objectives.

Topic Sentence

After you’ve aroused your readers’ interest, it’s time to introduce them to your chosen topic. You must inform your reader about the topic you intend to discuss in your essay without wasting any words. It also establishes the tone of your essay, which defines the type of essay you will be writing.

It comes after the attention grabber or essay hook to ensure that the reader interacts with the issue while they are still interested. Some people refer to it as the transition portion of the introduction paragraph, which is correct because it emphasizes the goal of choosing the topic and writing the essay.

It helps readers understand why you choose the topic, contextualize it, and anticipate what to expect in the body paragraphs.
For a smooth transition to the major ideas of your paper, make sure you have appropriate background information about the topic of the essay or paper.

Background information/reference sentence

After introducing the topic to your audience, the reference sentence assists to define the topic’s importance to them. It comes between the thesis statement and the first sentence.

The introduction’s background information portion provides readers with the context necessary to comprehend the topic or argument. The background portion of an assigned essay can include the following:

  • An outline of the issue you are attempting to address
  • A summary of the topic’s relevant facts, ideas, or studies
  • Definitions of major terms
  • The topic’s geographical, historical, or social context

This part takes the reader from a state of interest to one of eagerness to learn more about the subject. A keen reader would skip right to the body paragraphs.

As you present data about the topic, try to illustrate its relevance to the audience in light of the problem or issue. It maintains the reader’s attention, allowing them to go to the end with ease. It also establishes a link between the grabber and the topic. Because you’ll be going back to these issues later, try not to give away too much information up first. The body paragraphs are the place where you present your evidence, facts, and presumptions.

Your background’s space and breadth will vary depending on the topic you’ve chosen. Because it is merely a sketch, it can only be one or two sentences long.

This section should be followed by a concise summary of your essay’s main ideas, which should summarize the body of your essay.

Essay structure or map

Outline the main points before creating the thesis statement. While this is optional for short essays of 100 words or less, longer writings, such as extended essays, require anticipation of what is to come.

Create a plan or roadmap for your essay to provide your readers with a clear sense of your argument’s development. Some people refer to it as an essay’s purpose statement.

Here’s an example:

This essay begins by examining the issues that elderly persons encounter while in nursing facilities. It then expands on how in-home aging is now a preferred option for the elderly. Following that, it examines the benefits and drawbacks of aging in place from several perspectives.

We need to add this if you’re writing a short essay because our word count is already limited.

Thesis Statement

A thesis statement serves as a road map for your essay; it identifies the fundamental idea around which you will concentrate your efforts. In this regard, it specifies your response to the essay prompt question and summarizes the major points for each of the body paragraphs.

  • A truly strong thesis statement should include the following attributes:
  • Have the main idea of the essay
  • Outline the essay’s key idea for each body paragraph
  • As one or two last sentences in your introduction
  • Be concise, straightforward, and coherent
  • The hub around which everything revolves
  • Outlines the roadmap of everything to follow in the paper
  • Integrates the topic and position of the paper

Keep in mind that a strong thesis statement is more than just a series of facts. Instead, it’s a claim that needs to be backed up with solid proof. The purpose of a thesis statement is to communicate your ideas clearly and persuasively, to persuade your audience, to educate them, or to clarify a key concept in your field of study.

How to write a captivating essay or paper introduction

Along with understanding the components of an introduction, you must also grasp how to write an introduction paragraph that fascinates readers or earns you better grades.

Essentially, comprehending the introduction’s major components is insufficient. If you want to write an outstanding essay introduction, you must first entice your reader to read the full document or essay.

Additionally, you must explain the topic, justify its relevance/contextualize it, and expound on everything that will be discussed in the body paragraphs.

The introduction should establish your reputation and authority as the essay’s author. If there are novel viewpoints on a topic, make a point of elaborating on them. Additionally, ensure that your sentences are precise, concise, and innovative, devoid of filler words.

Your introduction should include a brief description of your topic. As you do so, ensure that your writing style corresponds to the audience’s expectations. For instance, a work submitted to an instructor for marking should have a professional or academic tone. On the other hand, a paper written for a group of peers should be official but with a more toned-down academic tone.

Once you’ve established and grounded your essay’s main points, apply the funnel strategy to build and ground your introduction paragraph.

Finally, after drafting the introduction, review and rewrite it to ensure that the thesis statement appropriately summarizes the information or arguments presented in the body paragraphs. If your essay takes a different position, adjust the thesis statement to correspond with the body. Utilize this checklist to verify that your start has all of the components of an effective essay introduction.

Checklist for an Excellent Essay Introduction

  • The introductory line, often known as the hook, is interesting, relevant, and unique
  • The topic sentence is excellent and well-written
  • The introduction contains practical background information
  • The introduction progresses from general to specific
  • The primary idea of the essay or argument is presented in the thesis statement
  • The introduction lays out the essay’s overall structure clearly
  • The introduction of your essay is strongly linked to the rest of the essay’s content
  • The introduction sentence has been edited, proofread, and polished

Avoid these Common Mistakes when Writing an Introduction

You may not be able to create an introduction that is flawless but there are a few things to keep in mind, as we’ve just discussed. Additionally, there are a few things to avoid, such as:

  1. It should be brief: No matter what, keep the start of your essay concise. In general, it should make up 10% of the overall word count.
  2. Avoid squandering words: Avoid filler words and phrases like “to, basically, virtually, fully, completely, literally, actually, extremely, and really.” As the objective of the introductory paragraph is to attract your reader’s interest, make sure your writing is agile, sharp, and clean.
  3. Don’t exaggerate the introduction: If you realize that your beginning writes a check that your essay cannot cash, it is time to modify it and make it more logical. Your essay’s body paragraphs must deliver on whatever promises you made in the opening paragraph.
  4. Creating the essay’s draft body before the introduction: The head follows the body for a reason. If your introduction doesn’t flow from the start, write an introductory paragraph placeholder and improve it afterward.
  5. If possible, omit the first sentence: Even if your first sentence is vital, if you have the option to replace it, do so. After all, it’s a writer’s warm-up, and things may change as you study and write your essay. If it needs improvement, reduce, rewrite, and rework it to strengthen your introduction.

Examples of Excellent Sample Introductions

Let’s take a look at some well-written essay introduction examples to assist us in better integrating the information in this article.

Remember that with a good opening, you’ve already won half the battle in your essay writing adventure. As a result, put extra thought and care into the opening while also making sure the body of the essay counts.

Example 1 on How to Write an Essay Introduction

The question of stem cell research has sparked heated debate among healthcare professionals, policymakers, scientists, and the general public (Hook). The ethical dilemma first surfaced in the 1980s, when stem cell research made its way into the popular media. Scientists then learned how to extract stem cells from human embryos and cultivate the cells in a laboratory setting. It makes no difference whether or not stem cell research is ethical; what matters is the promise that stem cell research has for medical advancement (Background). However, scientists will almost certainly address the drawbacks of stem cell research in a positive way (relevance/topic phrase). Replacing stem cell research with induced pluripotent cells is a viable way to overcome the ethical questions that have hindered the development of stem cell therapies (Thesis Statement).

Example 2 on How to Write an Essay Introduction

As evidenced in the realms of primary and higher education, the emergence and subsequent advancement of technology and the internet have had a world-changing effect (Hook). Although institutions were already utilizing internet technology for educational purposes prior to the pandemic, technology became critical during the COVID-19 pandemic. When the pandemic struck, a series of lockdowns occurred; schools abandoned offline or onsite studies in favor of online learning, and many students relocated. Adopting online learning was a practical way for administrators to preserve learning (topic/relevance sentence). It was a way to ensure that no time was squandered in the midst of the pandemic, which brought with it unanticipated risks for learners. With the strengths demonstrated during blended learning, embracing online learning was not difficult (Background). Eventually, it became clear that online learning benefited students, teachers, and other stakeholders during the COVID-19 pandemic as learning progressed smoothly, students graduated, and policymakers understood the importance of shifting their focus for the future (Thesis Statement).

Example 3 on How to Write an Essay Introduction

Do you use any social networking platforms, apps, or YouTube? (Hook) Nowadays, young people in the United States have a plethora of options for finding and enjoying diverse forms of media at their fingertips. While many of these technological outlets carry the negative connotation of “wasted brain space,” not all technology and screen time should be dismissed as worthless or used just for mindless enjoyment (Background). Indeed, due to the general appeal and accessibility of technology, it may be easily exploited to incorporate academic or educational purposes into daily routines (topic/relevance sentence). The ability of technology to fascinate and engage a specific audience may be harnessed and diverted from mindless entertainment into powerful instruments that are not restricted to amusement only. Games, television, and apps can be used to appeal to a child’s intelligence while developing technical abilities, creating a plethora of options to promote an adolescent’s behavioral and scholastic development. Technology and screen time can be beneficial to children because they allow them to excel academically by experiencing the expanding definitions of classrooms and literacy as a whole, improve low-performing developmental skills, and supplement in-class education for more academically advanced students (Thesis Statement).

Example 4 on How to Write an Essay Introduction

The development of the internet has had a world-changing impact, not least on the realm of education (Hook). The internet’s use in educational circles is increasing, and its position in education is a source of debate. Many teachers who did not grow up with modern technology find its implications concerning and perhaps dangerous (Background). While understandable, this anxiety is misplaced (topic/relevance sentence). The disadvantages of internet users are surpassed by its important benefits for students and educators, including its use as a notably comprehensive and accessible knowledge source, a means of exposure to and engagement with diverse viewpoints, and a highly flexible learning environment (Thesis Statement).

FAQs on How to Write an Essay Introduction

What should be the length of an introductory paragraph be?

According to our study, analysis of preferences, and discussions with leading academics, the introduction accounts for 10% of the total word count. A 1000-word essay, for example, will have a 100-word introduction. A 200-word introductory paragraph will be included in a 2000-word essay.

An essay introduction is made of how many paragraphs?

According to a recent internal study by our top essay writers, the most recommended strategy is to create an introduction in a single paragraph. However, depending on the length of the essay, two paragraphs may be acceptable as an introduction.

A one-paragraph opening is all that is required for a brief essay, based on the information presented above. As for how many paragraphs a long document should have, the writer has the final say.

Final Remarks on How to Write an Essay Introduction

Research and term papers necessitate longer introductions than shorter ones. As a result, the first paragraph will grab the reader’s interest and provide some background for the issue at hand. In the second and possibly third paragraphs, the key points of the work can be laid out, an overview of the overarching argument is shown, and the thesis statement is presented.

If you require a reliable writing service, our experienced custom paper writers are always available to assist you.