Nursing

Discussion 2: Preparing for a Strengths, Weaknesses, Opportunities, and Threats Analysis
The SWOT analysis is a major component of the strategic planning process. It provides leadership with an evaluation of organizational performance in relation to competitors and external forces. This evaluation helps leaders capitalize on organizational strengths and improve their weaknesses in order to differentiate themselves from competitors.
It is important for a nurse executive to consider how the setting in which it is conducted, and the stakeholders involved, may affect the results of a SWOT analysis. When conducting a SWOT analysis, it is also vital to have a comprehensive and objective assessment of each element of the analysis in order to get an accurate understanding of the issues surrounding the strategic plan issue.
To prepare:
Review the Learning Resources, including this week’s media presentation, focusing on the elements of a SWOT analysis.
Think about your Strategic Plan and the data sources you could analyze to conduct a SWOT analysis at your selected location.
Reflect on who else, besides yourself, should be involved in conducting the SWOT analysis related to the identified strategic plan issue.
Consider how values and experiences may influence perceptions related to SWOT analysis. Think about the specific group or organization that is the focus of your Strategic Plan. How would conducting a SWOT analysis in this setting affect the investigation? How would the involvement of certain individuals—and the lack of involvement by others—affect the analysis?
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Solution
Preparing for SWOT Analysis
The most effective method to carry analysis in healthcare is by conducting a SWOT analysis. Kolesnyk et al. (2021) states that SWOT analysis refers to a planning process that enables organizations to realize and overcome their challenges and identify new leads that they can pursue. Hence, SWOT analysis will be essential to ensure that the strategic plan is successful since it will help the organization realize its strengths, weaknesses, available opportunities, and threats. As a result, it will become easier to work on the organization’s strengths in funding and management and address the areas lacking and minimize risks. In that case, Albert and Rahmat (2019) postulate that there will always be a need to evaluate the organization’s position before taking any initiative to launch new strategies. The primary sources that can help with the SWOT analysis include peer-reviewed literature, surveys, medical and administrative records, surveillance, claim and vital data. According to Maher et al. (2019), the author indicates that healthcare organizations should always be careful with the individual who handles medical data to ensure that organizational and patient information is well-handled to avoid breaches. The organization will scrutinize all individuals responsible for conducting the SWOT analysis to prevent future problems.
During a SWOT analysis, setting factors are also essential to consider, such as the company. Company culture is essential, especially on matters concerning communication flow culture (Paramalingam et al., 2020). Hence, the organization should have flexibility in resource allocation to ensure a smooth flow of events. However, too much flexibility can lead to miscommunication and misallocation of resources necessary for SWOT analysis. There will need to create strategies that will lead to SWOT analysis success to avoid compromising the whole situation like identifying leaders who will collaborate with the analysis expert.
References
Albert, A., & Rahmat, S. T. Y. (2019). Implementation of swot analysis in hospital management using the jkn-kis service concept. Russian Journal of Agricultural and Socio-Economic Sciences, 86(2).
Kolesnyk, P., Frese, T., Vinker, S., Shushman, I., Zharkova, A., Messaadi, N., … & Bayen, S. (2021). Steps towards implementing evidence-based screening in family medicine in Ukraine: SWOT-analysis of an approach of multidimensional empowerment. BMC Family Practice, 22(1), 1-11.
Maher, A., Ayoubian, A., Rafiei, S., Tehrani, D. S., Mostofian, F., & Mazyar, P. (2019). Developing strategies for patient safety implementation: a national study in Iran. International journal of health care quality assurance.
Paramalingam, R., England, R., Mollura, D., & Koff, D. (2020). Expanding the reach of global health radiology via the world’s first medical hybrid airship: A SWOT analysis. Journal of Global Health, 10(1).
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Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research
Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.
In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.
To Prepare:
Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high-level evidence) you selected in Module 3.
Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.
The Assignment (Evidence-Based Project)
Part 3A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.
Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.
Part 3B: Critical Appraisal of Research
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.
By Day 7 of Week 7
Submit Part 3A and 3B of your Evidence-Based Project.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 7 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment Draft for Authenticity
Submit your Week 7 Assignment Draft and review the originality report
Submit Your Assignment by Day 7 of Week 7
To participate in this Assignment:
Week 7 Assignment
Module 4: Critical Appraisal, Evaluation/Summary, and Synthesis of Evidence (Weeks 6-7)
Laureate Education (Producer). (2018). Critical Appraisal [Video file]. Baltimore, MD: Author.
Accessible player
Due By Assignment
Week 6, Days 1-4 Read the Learning Resources.
Begin to compose Part A of your Assignment..
Week 6, Days 5-7 Continue to compose Part B of your Assignment.
Begin to compose Part B of your Assignment.
Week 7, Days 1-6 Continue to compose Part A and B of your Assignment.
Week 7, Day 7 Deadline to submit Part A and B of your Assignment.
Learning Objectives
Students will:
Evaluate peer-reviewed articles using critical appraisal tools
Analyze best practices based on critical appraisal of evidence-based research
Learning Resources
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 5, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 124–188)
Chapter 6, “Critically Appraising Qualitative Evidence for Clinical Decision Making” (pp. 189–218)
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c
Fineout-Overhold, E., Melnyk, B.M., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice step-by-step: Critical appraisal of the evidence: Part II. American Journal of Nursing, 110(7), 47-52
Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43-51. doi:10.1097/01.NAJ.0000390523.99066.b5
Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207. doi:10.1177/1078390309338733
Document: Critical Appraisal Tool Worksheet Template (Word document)
Required Media
Laureate Education (Producer). (2018). Appraising the Research [Video file]. Baltimore, MD: Author.
Accessible player
Laureate Education (Producer). (2018). Interpreting Statistics [Video file]. Baltimore, MD: Author.
Accessible player
Laureate Education (Producer). (2018). Review of research: Hierarchy of evidence pyramid [Mutlimedia file]. Baltimore, MD: Author.
Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg
Name: NURS_6052_Module04_Week07_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tool Worksheet Template. Be sure to include: · An Evaluation Table 45 (45%) – 50 (50%)
The critical appraisal accurately and clearly provides a detailed evaluation table. The responses provide a detailed, specific, and accurate evaluation of each of the peer-reviewed articles selected.
40 (40%) – 44 (44%)
The critical appraisal accurately provides an evaluation table. The responses provide an accurate evaluation of each of the peer-reviewed articles selected with some specificity.
35 (35%) – 39 (39%)
The critical appraisal provides an evaluation table that is inaccurate or vague. The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected.
0 (0%) – 34 (34%)
The critical appraisal provides an evaluation table that is inaccurate and vague or is missing.
Part 3B: Evidence-Based Best Practices Based on your appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research. 32 (32%) – 35 (35%)
The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed.
The responses accurately and clearly explain in detail the best practice, with sufficient justification of why this represents a best practice in the field. The responses provide a complete, detailed, and specific synthesis of two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided.
Accurate, complete, and full APA citations are provided for the research reviewed.
28 (28%) – 31 (31%)
The responses accurately suggest a best practice that is adequately aligned to the research reviewed.
The responses accurately explain the best practice, with adequately justification of why this represents a best practice in the field. The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided.
Accurate and complete APA citations are provided for the research reviewed.
25 (25%) – 27 (27%)
The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed.
The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justification for why this represents a best practice in the field. The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. The response minimally integrates resources that may support the responses provided.
Inaccurate and incomplete APA citations are provided for the research reviewed.
0 (0%) – 24 (24%)
The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing.
The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justification for why this represents a best practice in the field, or are missing. A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. The response fails to integrate any resources to support the responses provided.
Inaccurate and incomplete APA citations are provided for the research reviewed or is missing.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) APA format errors.
0 (0%) – 3 (3%)
Contains many (five or more) APA format errors.
Total Points: 100
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Solution
Part 1: Evaluation Table
Full APA formatted citation of the selected article. Article #1 Article #2 Article #3
Shi, Y., Guo, H., Zhang, S., Xie, F., Wang, J., Sun, Z., … & Fan, L. (2018). Impact of workplace incivility against new nurses on job burn-out: A cross-sectional study in China. BMJ Open, 8(4), e020461. doi:10.1136/ bmjopen-2017-020461
Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106 Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, (2), 157-163. https://doi.org/10.4103/1735-9066.205966
Evidence Level *
(I, II, or III)
III I III
Conceptual Framework
Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**
The study is based on the premise that anxiety predicts workplace incivility, which generates job burnout among nurses. Resilience moderates the incivility-burnout connection.
No exact framework has been mentioned. No theory has been mentioned.
Design/Method
Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).
The study was a cross-sectional survey through anonymous questionnaires. Participants included nurses with a maximum of three years in service. Irregular nurses, those who had served for more than three years, and unwilling participants were excluded. Armstrong (2018) critiqued and summarized relevant evidence on workplace incivility and management. Only English articles were reviewed. Articles published before 2010 were excluded. The descriptive study design was used to describe nurses’ perspective on workplace incivility. Nurses selected had at least one year practice experience and a bachelor’s degree in nursing.
Sample/Setting
The number and characteristics of
patients, attrition rate, etc.
696 nurses completed the questionnaire. The study took place in a hospital in China.
The final sample had 10 articles for systematic review and analysis. Sampling was continuous as the analysis of interviews continued.
The pilot study was conducted at educational hospitals of Tabriz University of Medical Sciences.
Major Variables Studied
List and define dependent and independent variables
The dependent variable was workplace incivility.
Independent variables included anxiety, burnout, and resilience.
The dependent variable was workplace incivility whose levels can be reduced through education training, awareness training, and active learning behaviors (independent variables). The structured interviews concentrated on nurses’ views on workplace incivility prevention.
Measurement
Identify primary statistics used to answer clinical questions (You need to list the actual tests done).
Shi et al. (2018) explored the relationship between variables using descriptive statistical analysis. In particular, Pearson’s correlation coefficient and multiple linear regression analysis were used. Intervention research about managing workplace incivility was the primary focus. Evidence strength was scored to determine information inclusion. The MAXQDA software version 10 was used to analyze data on 36 interviews and 8 field notes.
Data Analysis Statistical or
Qualitative findings
(You need to enter the actual numbers determined by the statistical tests or qualitative data).
Workplace incivility was found to be positively correlated with anxiety and job burnout.
Anxiety (r=0.371, p<0.01) Burnout ((r=0.238, p<0.01) Resilience moderated (?=?0.564, p<0.01) the workplace incivility-job burnout connection. Education programs were ranked the highest followed by effective communication and active learning programs in workplace incivility prevention. 3 subthemes and 1 core theme emerged from the analysis. Subthemes- nurse, organization, and public. Core theme- a need for comprehensive attempt. Findings and Recommendations General findings and recommendations of the research Due to the prevalence nature of workplace incivility in nursing, administrators should consider resilience training to reduce incivility, particularly among new nurses. Workplace incivility can be prevented by combining educational, awareness, and training programs. The emphasis should be civil behaviors. Workplace incivility in nursing is complex and requires nurses, health care organizations, and the general public’s commitment to address effectively. It is an issue requiring concerted effort to minimize. Appraisal and Study Quality Describe the general worth of this research to practice. What are the strengths and limitations of study? What are the risks associated with implementation of the suggested practices or processes detailed in the research? What is the feasibility of use in your practice? The study is a useful and detailed resource for understanding workplace incivility from a cause-and-prevention viewpoint. The main strength includes the study innovatively examining the relationship between incivility and burnout and the moderating role of resilience. However, self-reports from participants were potential source of response bias. On risks associated with resilience training, it can lead to physical and mental exhaustion of some nurses. The approach can also lead to the normalization of workplace incivility. Overall, it is feasible for use in practice since it addresses a major problem in the current practice and practical solutions. The study expands literature on workplace incivility by illustrating how it can be prevented in nursing practice. Majority of the studies used in the systematic review used psychometrically tested instruments. However, which was a main limitation, low research quality characterized majority of the studies. No major risk is associated with implementing the suggested practices. They would be fairly convenient to reproduce without any risks to participants. It is crucial to address workplace incivility by improving communication and nurses’ self-efficacy regarding the same. Thus, the study is feasible for use in practice. The study illustrates the need for concerted effort in workplace incivility management, which health care organizations should emulate. The study showed how workplace incivility can be prevented from a broadened perspective. Randomization of participants’ selection could have led to selection bias. No significant risk is associated with implementing the proposed intervention programs. The study explains the diverse nature of workplace incivility prevention strategies; thus, feasible in practice. Key findings Workplace incivility is prevalent among new nurses. Anxiety is a reliable predictor, leading to workplace burnout. The adverse outcomes of incivility can be moderated through resilience-based interventions, such as resilience training. Education training on workplace incivility is among the most effective strategies in combating the prevalent nursing problem. However, it should be supplemented with other strategies to enhance outcomes. Nursing administrators and nursing staff cannot succeed while working alone to address workplace incivility. A broadened focus is vital to address the problem successfully. Outcomes Highly resilient nurses could buffer the negative influence of workplace incivility regardless of their experience. Therefore, resilience should be adopted in health care settings as a coping style. Improving nurses’ ability to recognize and manage workplace incivility should be the guiding principle in education programs on workplace incivility. Workplace incivility is preventable through a comprehensive and systematic attempt. Nurses should improve their skills as the health care managers work on other strategies such as improving the image of the profession and position of nurses in organizations. General Notes/Comments The study is highly informative on workplace incivility, predictors, outcomes, and feasible solutions. It will be pivotal in developing the PICOT by illustrating the importance of resilient training as part of awareness programs for reducing workplace incivility. The article is a useful resource to expand literature on workplace incivility management. The study is highly informative on the need for a more comprehensive and systematic approach in workplace incivility management. Part B: Best Practice Research on workplace incivility is expansive and explores many strategies that can be used to prevent or buffer the prevalent nursing problem. Among the many practices suggested in the studies, enabling nurses to recognize and confront the problem through cognitive rehearsal is a highly effective strategy in incivility management. From a practice viewpoint, cognitive rehearsal involves imagining a situation that produces self-defeating behavior and applying the necessary coping mechanism (Clark, 2019). It is a strategy that admits a problem and its adverse impacts and prepares the affected group to adopt appropriate behavior when they face the problem. In nursing, cognitive rehearsal can help nurses cope with workplace incivility to a considerable extent. According to Clark and Gorton (2019), cognitive rehearsal involves equipping nurses with the relevant skills to respond to situations that can be emotionally and mentally harming such as workplace incivility. It is a practical intervention in preventing workplace problems since it prepares nurses mentally to face everyday issues dominating the nursing practice. To justify its relevance in practice, cognitive rehearsal enables nurses to protect themselves and the patients. However, nurses need to implement cognitive rehearsal with other strategies to enhance outcomes. Overall, workplace incivility is prevalent among nurses and cannot be overlooked. New nurses are more vulnerable to the devastating effects of workplace incivility since they are not used to the problem, and their resilience is low (Mohamed & MahdyAttia, 2020; Muliira et al., 2017). To avoid frustration and possible turnover, nurses should be helped to recognize incivility and respond to it effectively. Awareness and educational programs are highly effective. Training nurses through cognitive rehearsal programs is also an effective intervention to prepare them to cope with the prevalent nursing problem mentally. References Abdollahzadeh, F., Asghari, E., Ebrahimi, H., Rahmani, A., & Vahidi, M. (2017). How to prevent workplace incivility?: Nurses’ perspective. Iranian Journal of Nursing and Midwifery Research, 22(2), 157-163. https://doi.org/10.4103/1735-9066.205966 Armstrong, N. (2018). Management of nursing workplace incivility in the health care settings: A systematic review. Workplace Health & Safety, 66(8), 403-410. https://doi.org/10.1177%2F2165079918771106 Clark, C. M. (2019). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator, 44(2), 64-68. doi: 10.1097/NNE.0000000000000563 Clark, C. M., & Gorton, K. L. (2019). Cognitive rehearsal, HeartMath, and simulation: An intervention to build resilience and address incivility. Journal of Nursing Education, 58(12), 690-697. https://doi.org/10.3928/01484834-20191120-03 Mohamed, A., & MahdyAttia, N. (2020). Factors associated with incivility behaviors, coping strategies and level of engagement among post graduate nursing students. IOSR Journal of Nursing and Health Science (IOSR-JNHS), 9(01), 2020. doi: 10.9790/1959-0901141727 Kile, D., Eaton, M., deValpine, M., & Gilbert, R. (2019). The effectiveness of education and cognitive rehearsal in managing nurse?to?nurse incivility: A pilot study. Journal of Nursing Management, 27(3), 543-552. https://doi.org/10.1111/jonm.12709 Muliira, J. K., Natarajan, J., & Van Der Colff, J. (2017). Nursing faculty academic incivility: perceptions of nursing students and faculty. BMC Medical Education, 17(1), 1-10. doi: 10.1186/s12909-017-1096-8 Shi, Y., Guo, H., Zhang, S., Xie, F., Wang, J., Sun, Z., … & Fan, L. (2018). Impact of workplace incivility against new nurses on job burn-out: A cross-sectional study in China. BMJ Open, 8(4), e020461. doi:10.1136/ bmjopen-2017-020461

Chi-Square and Correlation-Topic 4 DQ 2 Response- see upload for question
What are additional downsides to using a non-parametric test?
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Solution
What are additional downsides to using a non-parametric test?
Non-parametric tests refer to mathematical methods utilized in the testing hypothesis in statistics, and they are distribution-free; that is, they do not make any assumptions about the frequency distribution of the variables being tested. These types of tests are commonly utilized where the data is skewed and include techniques not dependent on data with a particular distribution. Some of the downsides of a non-parametric test are that; they are less efficient and powerful than parametric tests. Parametric tests rely on an underlying statistical distribution of data, and thus several validity conditions have to be met making the results more reliable; however for the non-parametric tests, they do not rely on any distribution and thus can be applied even when the validity conditions are not met, and thus the results are less reliable. Since non-parametric tests are distribution-free, they may or may not provide accurate results (Asmare & Begashaw, 2018).
Most non-parametric tests utilize data inefficiently/inadequately as they transform observed values into ranks and groups; this can lead to a lack of precision, leading to erroneous acceptance or rejection of the null hypothesis giving misleading information. The tests are also only suitable for smaller sample sizes since the sampling distribution for the non-parametric test is numerous and can be cumbersome. There also exists a threat of violation of the assumptions, which can render the results inaccurate; non-parametric tests are based on two assumptions. Data in each comparison group exhibits similar homogeneity of variance; such assumptions can be easily violated, rendering the results inaccurate. The tests are also only suitable for ratio and interval data (Asmare & Begashaw, 2018).
References
Asmare, E., & Begashaw, A. (2018). Review on parametric and nonparametric methods of efficiency analysis. Biostatistics and Bioinformatics, 2(2), 1-7. https://www.researchgate.net/profile/ErkieAsmare/publication/327670168_Review_on_Parametric_and_Nonparametric_Methods_of_Efficiency_Analysis/links/5b9d445792851ca9ed0d596d/Review-on-Parametric-and-Nonparametric-Methods-of-Efficiency-Analysis.pdf

Pharmology for Sx the GI system
Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.
Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.
To Prepare
Review the case study assigned by your Instructor for this Assignment
Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.
Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.
Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
By Day 7 of Week 4
Write a 1-page paper that addresses the following:
Explain your diagnosis for the patient, including your rationale for the diagnosis.
Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.
Week 4 Case Assignment
Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and
diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is
currently taking the following prescription drugs:
Synthroid 100 mcg daily
Nifedipine 30 mg daily
Prednisone 10 mg daily
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Solution
Explain your diagnosis for the patient, including your rationale for the diagnosis.
From the symptoms provided, the patient is likely suffering from gastroenteritis. Gastroenteritis is a GIT condition characterized by the inflammation of the stomach and intestines caused by bacterial and viral infections, medications such as corticosteroids, excessive alcohol and tobacco use, and food allergies (Kim et al., 2019). The rationale for this diagnosis is that the patients possess some of the risk factors that can cause gastroenteritis; he is currently taking Prednisone 10 mg daily, a corticosteroid, increasing the risk of developing gastroenteritis. HL has a history of drug abuse which could include alcohol and tobacco use, suggesting the possibility of developing gastroenteritis. The patient also has a possible hepatitis C infection, which is likely to cause symptoms associated with gastroenteritis, and being a viral condition, it increases the risk and possibility of the patient suffering from gastroenteritis (Evon et al., 2018).
Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
The goal of drug therapy among patients with gastroenteritis is to curb the symptoms and prevent complications. More laboratory tests have to be conducted to determine the actual cause, viral or bacterial cause to determine the best treatment therapy for this patient (Kim et al., 2019). Only supportive treatment can be provided in case of a viral cause, as the illness usually resolves itself with time. In case of bacterial causes, the prescription for this patient should include metronidazole 400mg, used to treat bacterial infections, or ciprofloxacin 500mg, which can control both bacterial growth and diarrhea symptom. Bismuth subsalicylate (Pepto-Bismol) 262mg oral tablets to manage vomiting and diarrhea (Schierenberg et al., 2019). The patient should continue with the current prescriptions Synthroid 100 mcg daily to manage hypothyroidism, Nifedipine 30 mg daily to manage hypertension, and Prednisone 10 mg daily to manage inflammation, including gastroenteritis.
References
Evon, D. M., Stewart, P. W., Amador, J., Serper, M., Lok, A. S., Sterling, R. K., … & Fried, M. W. (2018). A comprehensive assessment of patient reported symptom burden, medical comorbidities, and functional well being in patients initiating direct acting antiviral therapy for chronic hepatitis C: Results from a large US multi-center observational study. PloS one, 13(8), e0196908. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6070182/
Kim, Y. J., Park, K. H., Park, D. A., Park, J., Bang, B. W., Lee, S. S., … & Kim, Y. R. (2019). Guideline for the antibiotic use in acute gastroenteritis. Infection & chemotherapy, 51(2), 217-243. https://synapse.koreamed.org/articles/1128974
Schierenberg, A., Bruijning-Verhagen, P. C., van Delft, S., Bonten, M. J., & de Wit, N. J. (2019). Antibiotic treatment of gastroenteritis in primary care. Journal of Antimicrobial Chemotherapy, 74(1), 207-213. https://academic.oup.com/jac/article/74/1/207/5115421

DC: Author.”

Write a clinical CASE STUDY PRESENTATION on ACUTE RESPIRATORY DISTRESS SYNDROME (ARDS).
Edyth T. James Department of Nursing
NURS 489 – Group Project Presentation
Course: ______________________________________________________________
Professor: ____________________________________________________________
Students Names: _________________________________________________________
This is to be a group project which will involve both oral presentation (20 minutes) and a written outline.
Topics:
• Acute respiratory distress syndrome (ARDS)
Expected areas to address in the presentation and written outline are:
* Create a case study with demographics appropriate to the case type
* Pathophysiology
* Assessment of the case study patient
– Include: History
Physical Assessment
Diagnostics (e.g. Lab. tests, X-rays, Nuclear Medicine
studies, etc., as appropriate)
* Plan of Care
– Include: Nursing interventions
Expected medical interventions (e.g. meds, treatments, critical care monitoring equipment, etc.)
Collaborative interventions (e.g. Respiratory Care, Dietitian,
Social Work, etc.)
Family/ S.O. needs and involvement
Family/ S.O. appropriate education
* Patient Response
– Include your expected outcomes on a daily basis in Critical Care and on
discharge from Critical Care.
* Continuum of Care:
– Focus on Critical Care Phase, but mention outcomes that should be
achieved at a lower level of care
– Discharge Plan from the hospital: describe the appropriate level of care
(e.g. Home Health, Skilled Nursing, Sub-acute, etc.), and state expected outcomes
*Consumer Resources
-Length of Stay and charge issues: State the expected LOS and address costs/ cost containment: issues
• Remember, this is a Critical Care focus and your work should emphasize this level of care.
• Your presentation MUST show evidence of collaboration.
• Outline/References
• Professional References (need to be current with 3 years)
• Research (at least 2 nursing journal articles)
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Solution
NURS 489 – Group Project Presentation: Acute Respiratory Distress Syndrome (ARDS)
Acute respiratory distress syndrome (ARDS) is a life-threatening disorder that causes inflammation of the lungs, damaging them severely. This condition is associated with poor oxygenation, acuity of onset, and pulmonary infiltrates. ARDS is attributed to damage of the alveolar and injury in capillary endothelial at the microscopic level (Huang et al., 2018). In most cases, ARDS patients develop hypoxemia and acute dyspnea within some hours or days after an inciting incident, including trauma, drug overdose, sepsis, massive transfusion, aspiration, or acute pancreatitis (Rawal et al., 2018). This paper presents a case study of M.A, a 60 years old male who presented to the emergency department with persistent right-sided chest pain and cough. The paper includes history, physical assessment, diagnostics, and plan of care.
History
M.A is a 60-year-old African-American man accompanied by his wife to the emergency unit. He complains of persistent cough and pain in the right side chest, which is pleuritic. The client was presented with a similar pain in the previous month. The cough was accompanied by yellow sputum with no hemoptysis. His weight had dropped by about 30 pounds in the past 6 months, although he did not intend to lose weight. He also complained of night sweats. Nonetheless, he denied chills, fevers, nausea, vomiting, or myalgias. Additionally, he denied a recent travel history or getting into contact with a sick contact or a recent travel history. However, the client reported being exposed to an individual diagnosed with tuberculosis during his childhood.
During the interview, the patient added that he had been smoking a pack of cigarettes in a single day for the last 45 years but denied using recreational drugs. The client added that he ingests 15 beers daily. The high alcohol consumption rate resulted in a wrist fracture and right-sided rib fractures. He was an employee of the steel mills, but he had stopped working in the company some years previously. His primary duty in the company involved collecting coins and using mercury to clean them.
The presented medical history indicates a high possibility of upper extremities’ chronic “shakes” that had not been treated previously. The client denies any regular medication apart from daily multivitamin tablets.
Physical Assessment
Upon arriving at the critical care unit, M.A appeared dyspneic and cachectic. He could not complete words or sentences. The client’s vitals were collected to aid in the diagnosis and treatment processes. His BP and heart rate were 125/71 mm Hg and 122/min, respectively. His temperature was 100 °F, oxygen saturation was 77%, 92% on room air, and 40% on venti-mask. Additionally, his respiratory rate was 33/min. His oxygen saturation at the time he was presented to the hospital was 92% on room air. Tachycardia but regular rhythm, gallops, a normal S1 and S2 with no murmurs were revealed by heart examination findings. Diminished breath sounds on the right lung were revealed at auscultation. The abdomen was benign. Additionally, normal findings were reported on his extremities with the absence of clubbing upon assessment. The client was only oriented to one person and could not remember immediate incidents or pay attention. All his four extremities were moving slightly. He had a supple neck, and his pupils were brisk in response to light.
Diagnostics
Diagnostics were conducted to rule out the client’s condition. First, laboratory tests, particularly a complete blood count was conducted. According to the lab findings, white blood cell count was 11,000/mm3, neutrophils were 38%, monocytes 18%, lymphocytes 8%, and bands 35%. Additionally, hematocrit 33% and platelet count was about 187,000/mm3. No acid-fast bacilli (AFB) was detected in sputum samples.
Plan of Care
Nursing Intervention
The nursing interventions for this client constituted of medical interventions, including non-pharmacological treatments and critical care monitoring equipment. No pharmacological treatment for Acute Respiratory Distress Syndrome (ARDS). This disorder is mainly treated through supportive care, including sedation, ventilation, and intubation, and appropriate nutrition (Rawal et al., 2018). Thus, the client received supportive care, was closely monitored, and was given a balanced diet with all food components in the recommended proportions. Additionally, the patient was mechanically ventilated, and diuretics were administered to prevent fluid overload. Additionally, a lung-protective ventilator strategy was applied to prevent lung injury.
Collaborative Interventions
Various professionals were involved in the treatment of this patient. First, critical care nurses provided the patient with respiratory care, such as ventilator weaning. According to Cherian et al. (2018), therapies play a significant role in treating ARDS patients. Dietitians ensured that the patient was received an appropriate diet with all food components in their recommended amounts to enhance faster recovery. A social worker was also involved during the care delivery to educate the patient about the dangers of smoking and excessive alcohol consumption. The social worker emphasized the significance of quitting smoking to prevent recurrence of Acute Respiratory Distress Syndrome (ARDS) in the future. Finally, family members were involved during the treatment process to provide the client with the required psychological support.
Patient Response
The client was expected to respond to the treatment intervention. Similarly, improvement was reported daily for the 2 weeks that the client was in the critical care unit. The client was discharged from the critical care unit upon reporting respiratory rate (RR) and SpO2 of 35 bpm and 95%, respectively. At this point, the client could breathe without ventilation; hence he was out of danger (Chen et al., 2018).
Continuum of Care
The client should be closely monitored at the Critical Care Phase until he attains a minimum SpO2 of approximately 95%. The client was admitted to the hospital ward for two weeks after being discharged from the ICU, where he indicated substantial improvement leading to discharge. However, the client was to continue receiving home care to monitor any danger signs and ensure he was receiving a balanced diet. Additionally, he was scheduled for check-ups after every four weeks for further monitoring.
References
Chen WL, Lin WT, Kung SC, Lai CC, & Chao CM. (2018). The Value of Oxygenation Saturation Index in Predicting the Outcomes of Patients with Acute Respiratory Distress Syndrome. J Clin Med; 7(8):1-8
Cherian SV, Kumar A, Akasapu K, Ashton RW, Aparnath M, & Malhotra A. (2018). Salvage therapies for refractory hypoxemia in ARDS. Respir Med; 141:150-158.
Huang D, Ma H, Xiao Z, Blaivas M, Chen Y, Wen J, Guo W, Liang J, Liao X, Wang Z, Li H, Li J, Chao Y, Wang XT, Wu Y, Qin T, Su K, Wang S, & Tan, N. (2018). Diagnostic value of cardiopulmonary ultrasound in elderly patients with acute respiratory distress syndrome. BMC Pulm Med; 18(1):136.
Rawal G, Yadav S, & Kumar R. (2018). Acute Respiratory Distress Syndrome: An Update and Review. J Transl Int Med; 6(2):74-77.

Public health-655- Topic 6 DQ 1 Human Migration
-The question will be uploaded (see upload)
– Sources must be published within the last 5 years. It must be from 2017 and after and appropriate for the paper criteria and public health content.
– Please do not use blogs as references
-References should be in APA 7th ed.
-Please make sure you add the in text citations
NO PLAGARISM
-Add references to reference page
-Add the hyperlink/DOI for each reference in APA 7th edition format.
Thank you
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Solution
Core Humanitarian Standards
The core humanitarian standards entail a sovereign system. The standards are well-structured to help communities and people affected by the natural crisis, wars, and violence cope with the situation and manage their lives accordingly (Jarrett et al., 2021). The crisis victims disclose to the organizations and individuals offering humanitarian support the kind of aid they would like to receive and how the process should be handled. This study discusses sphere core humanitarian standards, most neglected during natural disasters and other humanitarian emergencies, and characteristics of humanitarian crises.
Spheres Core Humanitarian Standards
Some of the core humanitarian standards include; humanitarian responses as appropriate and relevant, humanitarian responses are effective and timely, and humanitarian actors continuously learn and improve (Alliance, 2019). Several humanitarian non-governmental organizations and other relief agencies have applied the humanitarian standards to support those affected by crises. This is done by ensuring that the crisis’ victims are psychologically and physically prepared during natural disasters, violence and relief emergencies. The humanitarian response is appropriate and relevant complies with the fact that humanitarian aid is provided to those affected with crisis; accordingly, by getting the appropriate and relevant needs only.
Humanitarian response is timely and effective standard ensures that affected individuals receive humanitarian assistance at the appropriate time, as contacts can be easily reached to facilitate quick responses. Humanitarian actors deliberately learn continuously and improve through humanitarian organizations that strengthen their responsive mechanisms through past experiences, thus enabling them to learn and enhance new humanitarian interventions.
Most Neglected
The most neglected humanitarian standard is: human response is based on communication, participation, and feedback. This is because most crisis victims have no idea about their rights and the formal process to follow in case of natural disasters and other humanitarian emergencies. Most of the victims have no compliances to ensure that their needs are fully taken care of.
Characteristics of Humanitarian Emergencies
The following features characterize humanitarian emergencies; population displacement, whereby affected individuals are likely to be displaced, thus the majority become homeless, hence reside in refugee camps (Anderson & Gerber, 2018). Extensive violence and highly increased mortality rates. Humanitarian emergencies are influenced by wars and frequent violence from cultural practices and politics, leading to deaths. The most vulnerable population, such as women and girls, are at a greater risk of suffering the consequences of the crisis, like being homeless and hungry.
Examples of Application of the Standards
The Afghanistan conflict has consistently called for humanitarian assistance since 1978. The war crisis got worst in 2021, with many families being displaced and foodless. The country has been in dire need of humanitarian aid to reduce food insecurity issues and other crisis emergencies. Despite the political indifferences causing the conflicts, the humanitarian actors have focused their attention on ensuring that the vulnerable group receives the appropriate and relevant aid that matches their needs. This implicates the actual act of humanitarian assistance, one that assists communities and individuals without discrimination (Age and Disability Consortium, 2018).
References
Age and Disability Consortium. (2018). Humanitarian inclusion standards for older people and people with disabilities. CBM International: Bleinham, Germany .https://reliefweb.int/sites/reliefweb.int/files/resources/Humanitarian_inclusion_standards_for_older_people_and_people_with_disabi….pdf
Alliance, C. H. S. (2019). Core humanitarian standards. https://d1h79zlghft2zs.cloudfront.net/uploads/2020/06/Core_Humanitarian_Standard-English.pdf
Anderson, M., & Gerber, M. (2018). Introduction to humanitarian emergencies. Health in Humanitarian Emergencies, 1-8. https://doi.org/10.1017/9781107477261.002
Jarrett, P., Fozdar, Y., Abdelmagid, N., & Checchi, F. (2021). Healthcare governance during humanitarian responses: a survey of current practice among international humanitarian actors. Conflict and health, 15(1), 1-13. https://conflictandhealth.biomedcentral.com/articles/10.1186/s13031-021-00355-8

Write a short paper (1-2 pages) presenting your philosophy of teaching. Include your beliefs about the goals of education, the nature of teaching and learning, and the roles of learners and teachers. In addition, comment on your beliefs regarding student responsibilities/expectations related to the acquisition of learning outcomes.
Incorporate cultural considerations and diversity concepts as well as a student-centered approach to teaching and learning into your philosophy.
The philosophy should be about your personal beliefs and values. You can reference within this paper if something really provided relevance to help spur or change your beliefs, but this is not a research-type paper. Many academic institutions will ask that you write or present your philosophy of teaching as part of an initial employment application, so consider the creation of a succinct but meaningful paper.
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Solution
Philosophy of Teaching in Nursing Education
I believe that various essential qualities characterize an excellent teacher. First, good teachers must have a strong faith in their learners’ potential and their success in the future. Although teachers may not see the fruits of their labor, they should be committed to nurturing seeds, which will grow and shape tomorrow. Secondly, I believe that a good teacher should understand students, including their development and learning process. Understanding the learners enable the teachers to plan learning activities and experiences that will change individual students and allow them to think and grow.
Additionally, I believe that the goal of education is to actively construct and transform learners’ knowledge based on their previous learning and past experiences. Although students have different learning rates, a teacher should focus on diagnosing students’ interests, previous knowledge, and interests to enhance the learning capacity of every individual student. A teacher should plan learning experiences, which will challenge and trigger every student to think and grow. Therefore, the nature of teaching and learning depends on students’ learning rate. A teacher will utilize a teaching technique that will enhance students’ learning and understanding capacity. Additionally, I believe that teaching and learning involve peer interaction between teachers and students to improve knowledge sharing between the two parties.
I also believe that both learners and teachers have significant roles during the teaching and learning processes. The teacher must understand students’ learning needs, desires, and interests and focus on achieving them. Additionally, a teacher is responsible for encouraging and motivating the students to meet their learning goals. On the other hand, the students are mandated to strive to understand what they are being taught. Thus, students are responsible for understanding what they have been taught and overall learning outcomes.
Finally, I believe that teachers should consider cultural values and traditions while teaching their students. A teacher should strive to meet the cultural needs of diverse and ethnic groups by avoiding teaching them concepts that contradict their cultural beliefs and traditions. Additionally, a student-centered approach should be incorporated into teaching and learning processes to meet the educational needs of individual learners.

Nine Tenets Essay
Reviewing Appendix B in Butts, choose two of the Nine Tenets of the Code of Ethics for Nurses ( PROVISION 2 AND PROVISION 3—-provision 2, it is the primary role for the nurses to be committed to the
patient despite interventions from the group, family, community, or even the population. The
nurses ought to demonstrate an adequate commitment to their patients, which should be reflected
in their dignity, worthy, and uniqueness on how they handle the clients (Hamdan & Saleem,
2018)— (In regards to provision 3 of the Code, the nurses are required to promote, advocate, and
protect the rights, safety, and health of their patients at all times. The primary purpose of
provision 3 includes offering protection to the rights of privacy and confidentiality and also to
the human participants in research. Besides, the provision seeks to ensure that there is adequate
performance standards and review mechanisms alongside professional responsibility necessary
when it comes to promoting a culture of safety within a healthcare work environment. The tenant
is significant in supporting patients’ safety and calls for the nurses to conduct themselves in an
ethical manner that does not conflict with the privacy and safety standards. For instance, nurses
should ethically use social media platforms by avoiding to reveal sensitive information about
their patients. At the same time, they are required to advocate for the safety of patients and have
the responsibility of promoting a culture of safety (Nacioglu, 2016) and describe how you will personally apply each tenet in the practice setting with your patients. Describe in detail the purpose of the tenet and provide examples of the tenet applied in practice. Explain why it is important to uphold the tenet in maximizing the quality of patient care, and identify how it enhances your own practice as a nurse.
Your paper should be 1-2 pages.
Include a title page and a reference page to cite your text. Adhere to APA formatting throughout, and cite any outside sources you may use.
Review the rubric for further information on how your assignment will be graded.
Rubric
NURS_521_DE – Paper/Essay Rubric 50pts
NURS_521_DE – Paper/Essay Rubric 50pts
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Content
18 to >15.48 pts
Proficient
The writer clearly and effectively responds to the assignment.
15.48 to >13.5 pts
Approaches Proficiency
The response to the assignment is generally adequate, but may not be thorough.
13.5 to >0 pts
Does Not Meet Expectations
The writer does not respond to the assignment.
18 pts
This criterion is linked to a Learning Outcome Focus and Detail
14 to >12.04 pts
Proficient
There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
12.04 to >10.5 pts
Approaches Proficiency
There is one clear, well-focused topic. Main ideas are clear but are not well supported by detailed information.
10.5 to >0 pts
Does Not Meet Expectations
The topic and main ideas are not clear.
14 pts
This criterion is linked to a Learning Outcome Organization
12 to >10.32 pts
Proficient
The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.
10.32 to >9.0 pts
Approaches Proficiency
The introduction states the main topic and provides an overview of the paper. A conclusion is included.
9 to >0 pts
Does Not Meet Expectations
There is no clear introduction, structure, or conclusion.
12 pts
This criterion is linked to a Learning Outcome Mechanics and APA
6 to >5.16 pts
Proficient
The assignment consistently follows current APA format and is free from errors in formatting, citation, and references. No grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly.
5.16 to >4.5 pts
Approaches Proficiency
The assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.
4.5 to >0 pts
Does Not Meet Expectations
The assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing.
6 pts
Total Points: 50
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Solution
Tenets of the Code of Ethics for Nurses
The two of the nine tenets of the code of ethics for nurses include the first tenet, which highlights that nurses have to always practice with respect and compassion for the inherent worth, dignity, and unique attributes of every person (Olson & Stokes, 2016). The second tenant of the nursing code of ethics highlights that the primary commitment of all nurses should be to their patients, whether they are families, groups, individuals, communities, or populations (Epstein & Turner, 2019). Through the first tenet of the nursing code of ethics, nurses are expected to have ultimate respect for human dignity and therefore consider the value of each person, including patients and co-workers in healthcare environments. Nurses are also required to cultivate relationships with patients that are based on trust and free of any prejudice and bias (Epstein & Turner, 2019). Through the first tenet code of ethics, nurses are also required to respect the rights of all patients irrespective of the factors that contribute to the health status of an individual and realize that the worth of a person will not be affected by different factors such as their functional, socioeconomic status, illness or even proximity to death (Olson & Stokes, 2016). Nurses are also required to respect the right of self-determination among patients. In this regard, nurses should realize specific patient rights such as the right to self-determination and autonomy. On the other hand, considering the second tenet of the nurse’s code of ethics, the nurse’s main duty should be to the interest of their patients. Nurses should therefore seek to serve patients at all times and ensure that the patient needs are met effectively (Toumová et al., 2021). On the other hand, nurses are required to avoid conflict of interest in providing healthcare services to patients. Nurses are also required to always collaborate effectively with other healthcare practitioners to assure patients of the best outcomes while establishing professional boundaries with patients to avoid interfering with the professional relationships because nursing is inherently personal(Toumová et al., 2021).
In my nursing practice, I will apply the tenant of practicing with compassion and respect for the inherent worth and dignity and the unique attributes of every person by always seeking to serve my patients irrespective of their cultural or social backgrounds. I will also respect patients’ autonomy and also seek to foster effective nurse-patient relationships to assure my patients of the best outcomes. On the other hand, I will apply the second tenet of having a primary commitment to my patients by being the main advocate for all my patients and protecting their interests to achieve the best outcomes.
The purpose of the first tenet of the nursing code of ethics that calls on nurses to practice with compassion and respect the inherent dignity and unique attributes of every individual is to ensure that nurses serve the general population with no discrimination. This tenet is therefore applied in practice settings to prevent the discrimination of patients based on different characteristics such as social class and physical appearance. Upholding the standard of practice is important in enhancing quality care to patients of diverse backgrounds and allowing access to practice in marginalized populations. On the other hand, the second tenet highlights that the primary commitment of nurses should be to their patients. This tenet helps nurses to understand their role in the healthcare setting, such as by being the main advocate for their patients. By relying on this tenet, nurses can advocate for the provision of quality healthcare services, for example, by advocating for the availability of resources in healthcare facilities.
References
Epstein, B., & Turner, M. (2019). The Nursing Code of Ethics: Its Value, Its History. OJIN: The Online Journal of Issues in Nursing, 20(2). https://doi.org/10.3912/ojin.vol20no02man04
Olson, L. L., & Stokes, F. (2016). The ANA Code of Ethics for Nurses With Interpretive Statements: Resource for Nursing Regulation. Journal of Nursing Regulation, 7(2), 9–20. https://doi.org/10.1016/s2155-8256(16)31073-0
Toumová, K., Havierniková, L., Kimmerová, J., Hellerová, V., Tóthová, V., & Chloubová, I. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89. https://doi.org/10.32725/kont.2021.021

NRS 410V Grand Canyon All Week Discussions
NRS 410 Grand Canyon Week 1 Discussion
The case scenario provided will be used to answer the discussion questions that follow. Case Scenario
Ms. G., a 23-year-old diabetic, is admitted to the hospital with a cellulitis of her left lower leg. She has been applying heating pads to the leg for the last 48 hours, but the leg has become more painful and she has developed chilling.
Subjective Data
Complains of pain and heaviness in her leg.
States she cannot bear weight on her leg and has been in bed for 3 days.
Lives alone and has not had anyone to help her with meals.
Objective Data
Round, yellow-red, 2 cm diameter, 1 cm deep, open wound above medial malleolus with moderate amount of thick yellow drainage
Left leg red from knee to ankle
Calf measurement on left 3 in > than right
Temperature: 38.9 degrees C
Height: 160 cm; Weight: 83.7 kg
Laboratory Results
WBC 18.3 x 10? / L; 80% neutrophils, 12% bands
Wound culture: Staphylococcus aureus
Critical Thinking Questions
What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment? Provide rationale for your recommendations.
Identify the muscle groups likely to be affected by Ms. G’s condition by referring to “ARC: Anatomy Resource Center.”
What is the significance of the subjective and objective data provided with regard to follow-up diagnostic/laboratory testing, education, and future preventative care? Provide rationale for your answer.
What factors are present in this situation that could delay wound healing, and what precautions are required to prevent delayed wound healing? Explain.
NRS 410 Grand Canyon Week 2 Discussion
NRS 410 Grand Canyon All Week Assignments
The American Cancer Society (ACS) is a nationwide, community-based, voluntary health organization dedicated to eliminating cancer as a major health problem. Together with its supporters, ACS is committed to helping people stay well and get well by finding cures and by fighting back. Critical Thinking Questions:
Imagine that a family friend or colleague has just been diagnosed with cancer. Explain how the American Cancer Society might provide education and support. What ACS services would you recommend and why?
According to statistics published by the American Cancer Society, there will be an estimated 1.5 million new cancer cases diagnosed each year over the next decade. What factors contribute to the yearly incidence and mortality rates of various cancers in Americans? What changes in policy and practice are most likely to affect these figures over time
Select a research program from among those funded by the American Cancer Society. Describe the program and discuss what impact the research will have on the prevention or treatment of cancer.
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NRS 410 Grand Canyon Week 3 Discussion
Use the following Case Scenario, Subjective Data, and Objective Data to answer the Critical Thinking Questions. Case Scenario
Mrs. 3. is a 63-year-old woman who has a history of hypertension, chronic heart failure, and sleep apnea. She has been smoking two packs of cigarettes a day for 40 years and has refused to quit. Three days ago, she had an onset of flu with fever, pharyngitis, and malaise. She has not taken her antihypertensive medications or her medications to control her heart failure for 4 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure.
Subjective Data
Is very anxious and asks whether she is going to die.
Denies pain but says she feels like she cannot get enough air.
Says her heart feels like it is “running away.”
Reports that she is so exhausted she cannot eat or drink by herself. Objective Data
Height 175 cm; Weight 95.5 kg
Vital signs: T 37.6 C, HR 118 and irregular, RR 34, BP 90/58
Cardiovascular: Distant S1, 52, 53, 54 present; PMI at sixth ICS and faint; all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation
Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; 5p02 82%
Gastrointestinal: BS present: hepatomegaly 4 cm below costal margin
Critical Thinking Questions
What nursing interventions are appropriate for Mrs.]. at the time of her admission? Drug therapy is started for Mrs. 3. to control her symptoms. What is the rationale for the administration of each of the following medications?
IV furosemide (Lasix)
Enalapril (Vasotec)
Metoprolol (Lopressor)
IV morphine sulphate (Morphine)
Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.
NRS 410 Grand Canyon Week 4 Discussion
Use the image in “Discussion Question Resource: Chest X-Ray” to answer the following Critical Thinking Questions.
NRS 410V Grand Canyon All Week Assignments
Examine the x-ray of a patient diagnosed with pneumonia due to infection with Mucor. Refer to the “Module 4 DQ Chest Xray” resource in order to complete the following questions.
Critical Thinking Questions
Explain what Mucor is and how a patient is likely to become infected with Mucor. Describe the pathophysiologic progression of the infection into pneumonia and at least two medical/nursing interventions that would be helpful in treating the patient.
Examine the laboratory blood test results and arterial blood gases provided in “Discussion Question Resource: Laboratory Blood Test Results.” What laboratory values are considered abnormal? Explain each abnormality and discuss the probable causes from a pathophysiologic perspective.
What medications and medical treatments are likely to be prescribed by the attending physician on this case? List at least three medications and three treatments. Provide rationale for each of the medications and treatments you suggest.
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NRS 410 Grand Canyon Week 5 Discussion
The case scenario provided will be used to answer the discussion questions that follow. Case Scenario
Mr. C., a 32-year-old single man, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He reports that he has always been heavy, even as a small child, but he has gained about 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has high blood pressure, which he tries to control with sodium restriction and sleep apnea. He current works at a catalog telephone center.
Objective Data
Height: 68 inches; Weight 134.5 kg
BP: 172/96, HR 88, RR 26
Fasting Blood Glucose: 146/mg/dL
Total Cholesterol: 250mg/dL
Triglycerides: 312 mg/dL
HDL: 30 mg/dL
Critical Thinking Questions
What health risks associated with obesity does Mr. C. have? Is bariatric surgery an appropriate intervention? Why or why not?
Mr. C. has been diagnosed with peptic ulcer disease and the following medications have been ordered: (a) Magnesium hydroxide/aluminum hydroxide (Mylanta) 15 mL PO 1 hour before bedtime and 3 hours after mealtime and at bedtime; (b) Ranitidine (Zantac) 300 mg PO at bedtime; and (c) Sucralfate / Carafate 1 g or 10m1 suspension (500mg / 5mL) 1 hour before meals and at bedtime.
The patient reports eating meals at 7 a.m., noon, and 6 p.m., and a bedtime snack at 10 p.m. Plan an administration schedule that will be most therapeutic and acceptable to the patient.
Assess each of Mr. C.’s functional health patterns using the information given (Hint: Functional health patterns include health-perception – health management, nutritional – metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception – self-concept, role-relationship, sexuality – reproductive, coping – stress tolerance).
What actual or potential problems can you identify? Describe at least five problems and provide the rationale for each.