Nursing

Scholarly Paper Phase Assignment
Scholarly Paper Phase Assignment
PURPOSE
The purpose of this assignment is to allow the learner to demonstrate good organization, appropriate resources, and correct APA formatting for preparing a scholarly paper.
COURSE OUTCOMES
This assignment enables the student to meet the following Course Outcomes (COs).
· CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)
· CO4: Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)
· CO5: Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)
· CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)
DUE DATE
Submit the assignment by Sunday end of Week 6, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 225 points.
PREPARING THE SCHOLARLY PAPER PHASE 2
1. Carefully read these instructions and the Rubric.
2. Download the . Use of the assigned template is required. Rename that document as Your Last Name Scholarly Paper Phase 1.docx, for example Smith Scholarly Paper Phase 2. Save it to your own computer or drive in a location where you will be able to retrieve it later.
3. Type your assignment directly on the saved template using Microsoft Word. The document must be saved as a .docx. Save frequently to prevent loss of your work.
The only resource for your paper is the following assigned article: https://www.americannursetoday.com/wp-content/uploads/2018/09/ant9-Resiliency-831.pdf
Note: Logging in to the Chamberlain Library is needed to access this article. Use of the assigned article is required.
5. Follow the instructions and specifics on the assigned required template and the rubric. You will demonstrate your scholarly writing abilities as well as APA abilities in references, citations, quotations, and paraphrasing.
6. See rubric for length limitations for each section and other criteria.
7. For the Introduction section (see rubric for details),
a. introduce the assigned paper topic;
b. explain that the purpose of this paper is to provide a summary of the assigned article;
c. explain that that the impact of the article contents on your own future practice will be included; and
d. length must be 50–75 words.
8. For the Article Summary section (see rubric for details),
a. clearly summarize the major content of the assigned article using 175–200 words;
b. content must include main ideas from across the entire article;
c. specifics should be excellent;
d. content must be attributed to the correct source; and
e. instructor feedback from Week 4 Scholarly Paper Phase 1 must be used to revise and improve this section.
9. For the Impact section,
a. clearly state how learning from the assigned article will impact your future practice;
b. length must be 125–150 words;
c. writing must be concise and clearly relate the assigned article contents to practice;
d. use first person in this section; and
e. instructor feedback from Week 4 Scholarly Paper Phase 1 must be used to revise and improve this section.
10. For the Conclusion,

Assignment: Work Breakdown Structure
Assignment: Work Breakdown Structure
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Within reason, is there such a thing as a project that is too complex to complete? Consider the Space Shuttle. One of the most complex machines ever built, the Space Shuttle had over 2.5 million parts, each of which had to be accounted for by someone. How did anyone manage to track and properly assemble these parts? The answer is through the application of a work breakdown structure (WBS). A WBS is a fundamental tool that project managers use to organize and divide the work of a project. A WBS focuses on breaking down a project’s scope into individual deliverables that may be created by assigned team members.
There are multiple work breakdown structure formats and each has its own advantages and disadvantages. Project managers select a type of WBS based upon the specifics of the project they are managing. Each WBS format emphasizes different aspects of a project. These varied perspectives may each be appropriate, depending upon what information a project manager needs.
In this Discussion, you analyze different WBS formats and evaluate whether they meet basic criteria for clarity.
To prepare:
Explore the Work Breakdown Structure Formats document included in this week’s Learning Resources. The document presents a scenario and three corresponding WBS formats that pertain to the scenario. (SEE ATTACHED PDF FILE)
Consider the advantages and disadvantages of each WBS format included in the document.
Think about the level of detail dedicated to task information in each WBS format. Evaluate the formats based on the following criteria for clarity:
The task has a measurable status or completion.
The task has defined start and end events.
The task has a deliverable.
The task’s time and cost are easily estimated.
The task can be completed without interruption and additional input after its start.
Post by tomorrow 10/04/16 a minimum of 550 words essay in APA format with 3 references. Based on the Work Breakdown Structure Formats document attached in the file area, address the level one headings as numbered below:
1) An analysis of the advantages and disadvantages of each work breakdown structure format.
2) Provide an analysis of whether (and how) the work breakdown structures meet the assigned criteria for clarity.
3) Provide a rationale for your response.

Discussion: Social Justice
Discussion: Social Justice
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As a social worker, you will often work with clients that are perceived as “others.” This “otherness” often leads to marginalization and barriers or limitations promoted by society and social institutions. Marginalization is arguably the most dangerous form of oppression (Adams, 2013) because it eventually leads to social expulsion and material deprivation. Social work is a unique profession because it empowers those who are affected by the socially constructed barriers and biases that have perpetuated long-standing inequalities. As you begin your work with clients both as an intern and social worker, it is imperative to consider not only the individual (micro) concerns the client brings to the session but the environmental or macro factors that may have either created or perpetuated the concern. You can empower your clients by helping them identify and define the oppression they experienced throughout their lifetime. Social work’s commitment to social justice includes a hyperawareness of the social constructions that are used to limit some groups’ autonomy and viability while supporting others. Discussion: Social Justice
As a social worker, you will often work with clients that are perceived as “others.” This “otherness” often leads to marginalization and barriers or limitations promoted by society and social institutions. Discussion: Social Justice Marginalization is arguably the most dangerous form of oppression (Adams, 2013) because it eventually leads to social expulsion and material deprivation. Social work is a unique profession because it empowers those who are affected by the socially constructed barriers and biases that have perpetuated long-standing inequalities.Discussion: Social Justice As you begin your work with clients both as an intern and social worker, it is imperative to consider not only the individual (micro) concerns the client brings to the session but the environmental or macro factors that may have either created or perpetuated the concern. Discussion: Social Justice You can empower your clients by helping them identify and define the oppression they experienced throughout their lifetime. Social work’s commitment to social justice includes a hyperawareness of the social constructions that are used to limit some groups’ autonomy and viability while supporting others. Discussion: Social Justice
1. Post an analysis of the dimensions of oppression and marginalization that might impact your future clients.
2. Be specific in identifying the types of clients with whom you might work.
3. In your analysis, explain how the concepts of multiculturalism, power, and privilege are relevant to social work practice.
****Use a minimum of 2 references****
References
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.
Chapter 3, (pp. 15–20)
Chapter 4, (pp. 21–35)
Chapter 5, (pp. 35–45)

Nursing Care Models Worksheet
Nursing Care Models Worksheet
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Purpose: The purpose of this assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction.
Directions: Use the form attached to complete the Nursing Care Models Assignment.
1. Read your text, Finkelman (2016), pp- 111-116.
2. You are required to complete the assignment using the template.
3. Observe staff in delivery of nursing care provided. Practice settings may vary depending on availability.
4. Identify the model of nursing care that you observed. Be specific about what you observed, who was doing what, when, how and what led you to identify the particular model
5. Review and summarize one scholarly resource (not your textbook) related to the nursing care model you observed in the practice setting.
6. Review and summarize one scholarly resource (not including your text) related to a nursing care model that is different from the one you observed in the practice setting.
7. Discuss a different nursing care model from step #3, and how it could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.
8. Summarize this experience/assignment and what you learned about the two nursing care models
Textbook: Finkelman, A. (2015). Leadership and Management for Nurses: Core Competencies for Quality Care (3rd ed.). Pearson

Assignment: Function of gluconeogenesis
Assignment: Function of gluconeogenesis
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Chemistry
What is the physiological function of gluconeogenesis?
A. Gluconeogenesis is production of glucose from noncarbohydrate molecules in times when blood glucose levels are low. This ensures proper function of brain and red blood cells, which only use glucose as fuel.
B. Gluconeogenesis is production of glucose from noncarbohydrate molecules in times when blood glucose levels are high. This ensures proper function of brain and white blood cells, which only use glucose as fuel.
C. Gluconeogenesis is production of glucose from carbohydrate molecules in times when blood glucose levels are low. This ensures proper function of brain and red blood cells, which only use glucose as fuel.
D. None of the above
Chemistry
What effect does glycogen metabolism have on glucose levels?
A. Glycogen metabolism traps glucose within liver cells and increases storage of glucose in the form of glycogen. These processes decrease blood glucose levels.
B. Glycogen metabolism traps glucose within liver cells and increases storage of glucose in the form of glycogen. These processes increase blood glucose levels.
C. Glycogen metabolism releases glucose within liver cells and increases storage of glucose in the form of glycogen. These processes decrease blood glucose levels.
D. None of the above
Chemistry
Carbon monoxide binds tightly to the heme groups of hemoglobin and myoglobin. How does this affinity reflect the toxicity of carbon monoxide?
A. Since carbon monoxide binds the heme groups of hemoglobin, it is easily removed or replaced by oxygen. As a result, the effects of oxygen enhancement result in what divers call the “bends.”
B. Because carbon monoxide binds the heme groups of hemoglobin, it is easily removed or replaced by oxygen. As a result, the effects of oxygen deprivation result in suffocation.
C. Because carbon monoxide binds tightly to the heme groups of hemoglobin, it is not easily removed or replaced by oxygen. As a result, the effects of oxygen deprivation result in suffocation.
D. None of the above
Pathophysiology
Which of the following may be a reason to order an ABG on a patient?
A. The patient suddenly develops shortness of breath
B. An asthmatic is starting to show signs of tiring
C. A diabetic has developed Kussmaul’s respirations
D. All of the above
Pharmacology
How do sulfa drugs selectively kill bacteria while causing no harm to humans?
A. Folic acid is a vitamin required for the synthesis of a coenzyme needed to make the amino acid methionine and the purine and pyrimidine nitrogenious bases for DNA and RNA and folic acid is produced by humans.
B. Sulfa drug binds to the enzyme, no product is formed, folic acid is made and the biosynthesis of methionine and nitrogenous bases increases.
C. Humans are not harmed because they do not synthesize their own folic acid. It is obtained in the diet.
D. None of the above

Assignment: effective communication techniques
Assignment: effective communication techniques
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Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values.
Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Incorporate how system needs and the culture of health may influence the outcomes. How does this relate to health promotion and disease prevention in the larger picture?
Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.
While APA style format is not required,solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment.
Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values.
Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Incorporate how system needs and the culture of health may influence the outcomes. How does this relate to health promotion and disease prevention in the larger picture?
Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes.
While APA style format is not required,solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment.

Assignment: Alcohol and Breast Cancer
Assignment: Alcohol and Breast Cancer
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Chen, C., Han, C., Kan, C., Chen, S., & Hung, P. W. (2012). Effect of surgical site infections with waterless and traditional hand scrubbing protocols on bacterial growth. American Journal of Infection Control, 40(4), e15. doi:10.1016/j.ajic.2011.09.008
Liu, Y., Nguyen, N., & Colditz, G. A. (2015). Links between alcohol consumption and breast cancer: A look at the evidence. Women’s Health (London, England), 11(1), 65­77. doi:10.2217/whe.14.62
discussion question
Review the following research questions.
Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections?
How effective are anti-depressive medications on anxiety and depression?
For patients of 70 years and older, how effective is the use of the influenza vaccine at preventing flu as compared to patients who have not received the vaccine?
What is the relationship between alcohol and breast cancer?
What is the difference between self-efficacy scores in older adults who exercise and the scores of those who do not?
What is the difference in attitudes of male and female college students toward condoms?
Next, select 3 of the above questions and address the following:
Identify an appropriate research design.
Discuss the strengths and weaknesses of the design.
Provide a rationale for the design you selectedUse of Soap and Water Versus Alcohol-Based Rubs to Prevent Nosocomial InfectionsThe study chosen for this topic researched the effects of waterless hand rubs versus the traditional hand scrubbing method to prevent infections in surgical rooms. One hundred operating room staff members from different medical centers were divided into two groups of fifty participants (Chen, Han, Kan, Chen & Hung, 2012). One group used waterless hand rubs and the other group of workers used traditional hand washing techniques as part of the scrubbing process for surgeries. The hands of the participants were scrubbed and a bacterial culture was done on the two groups of participants (Chen et al., 2012). After a forty-eight hour period of bacterial growth of both samples, the results demonstrated bacteria growth was equal among the two groups (Chen et al., 2012). There were no statistical significance found. The study concluded that alcohol-based rubs and water provide the same level of protection among operating room staff (Chen et al., 2012).
Strengths and Weaknesses
One of the strengths of the study was the method of conducting the study was the same among the two participant groups (Chen et al., 2012). The time the participants took in applying the alcohol-based rub and washing hands were the same. The weakness of the study was the participant sample was rather small (Chen et al., 2012). A larger study conducted at different facilities provides better evidence of the findings. Also, a study with a larger sample population may have also resulted in different findings (Chen et al., 2012).
Rationale for the Design
The study selected is a quantitative research that attempted to estimate the required scrubbing times using alcohol-based scrubs and traditional handwashing technique for operating room staff (Chen et al., 2012). Also the study focused on comparing the use of alcohol-based hand rubs versus the traditional handwashing techniques in prevention of nosocomial infections in the operating room (Chen et al., 2012).
Relationship Between Alcohol and Breast Cancer
The article reviewed focused on possible pathways of alcohol into the breast tissue and possible consequences. The study also reviewed the women’s age in relations to drinking habits, in an attempt to identify a possible connection between early alcohol consumption among women and breast cancer (Liu, Nguyen, & Colditz, 2015). The study concluded that moderate alcohol consumption is associated with higher risk of breast cancer (Liu, Nguyen, & Colditz, 2015).
Strengths and Weaknesses
A strength of the study is there was significant evidence to suggest that the risk of cancer increases by thirty-four percent for those women who had an alcohol intake greater than fifteen drinks per day (Liu, Nguyen, & Colditz, 2015). A weakness identified in the study was that other lifestyle components that may increase the risk of breast cancer were not taken into consideration when conducting the study (Liu, Nguyen, & Colditz, 2015).
Rationale for the Design
This research was focused on the possible influence of timing and patterns of alcohol consumption and the possible mechanisms underlying alcohol and breast cancer association. The possible pathways of alcohol into the breast tissue were studied (Liu, Nguyen, & Colditz, 2015). The women’s age in relation to drinking habits for possible connection between early alcohol consumption in women and breast cancer were also studied (Liu, Nguyen, & Colditz, 2015).

Discussion: Practicum Project Methodology
Discussion: Practicum Project Methodology
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Consider the following scenario:
With a clear conception of her Practicum Project goal and objectives, Sandra was optimistic that she was on the right track. Then she started to consider the methodology for her project and realized how much she still needed to figure out. She began to think about the theories and concepts she had examined in her program of study and how they might inform her methodology. The biggest challenge, she discovered, was in mapping the strategies that would help her achieve each objective. How would she decide what would be most effective? What barriers were likely to arise? She also realized that she needed to think about evaluation early in order to establish appropriate criteria and make sure she could assess the evidence related to the process, impact, and outcomes of her project. She wondered how she might use formative evaluation to develop and improve the project, as well as how she could use summative evaluation following the implementation of the project to determine if it had been successful.
Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. Which of these can be applied to the development of methodology to help you achieve the project objectives? Which ones can be used to help you establish criteria and methods of evaluation for your project?
In this Discussion, you examine and propose the methodology for your Practicum Project, as well as evaluation methods. The insights you gain through this Discussion should be integrated into your Practicum Project Plan, which is due in Week 5.
To prepare:
Reflect on the Practicum Project goal and objectives you developed in Week 3.
Refer to the Practicum Project Plan (PPP) Overview document as needed for information related to the assignment.
Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. How can this information be applied to the development of the methodology and evaluation for your project?
Review the information on methodology in the Learning Resources, and conduct additional research to facilitate your analysis for your project. Evaluate the who, what, how, where, and when associated with each objective: Who will make what change, by how much, where, and by when? Consider the methods you could use to meet each objective. Devise your methodology in as much detail as possible to identify how you could meet each objective. For example, identify which professional organizations or regulatory bodies you would consult (by viewing their websites or contacting them directly) to gather evidence.
Review the information on formative and summative evaluation in this week’s Learning Resources, and conduct additional research to facilitate your analysis for your project. How could you evaluate achievement of your Practicum Project objectives using formative and/or summative evaluation? Begin to develop an evaluation plan for your Practicum Project.
Post a brief summary of your Practicum Project focus, including the goal and objectives of your Practicum Project (to serve as a reminder for your colleagues). Explain your selected methodology, and justify your selection. Include a detailed explanation of how you could meet each objective using this methodology. Also explain your evaluation plan, noting at which points during your Practicum Project formative and/or summative evaluation will occur.
Respond to at least two of your colleagues on two different days, using one or more of the following approaches:
Comment on your colleague’s methodology, offering suggestions for improvement as appropriate.
Suggest an alternative evaluation method for your colleague’s project.
Required Readings
Reminder: Review resources from previous courses as necessary.
Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.
Note: Retrieved from the Walden Library databases.
This article outlines the history of formative assessment and its application and use as an evaluation tool.
Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.
Note: Retrieved from the Walden Library databases.
This article compares formative and summative assessment and presents examples of the application of formative assessment in nursing education.
Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.
Note: Retrieved from the Walden Library databases.
This article provides an example of how formative and summative evaluation is used in a nursing simulation lab. The article discusses strategies for improving nurses’ performance on summative evaluations and explores the use of formative evaluation as a strategy for improving performance on summative evaluations.
Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier.
Note: Retrieved from the Walden Library databases.

Discussion: Importance of Alignment
Discussion: Importance of Alignment
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When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.
One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.
To prepare:
· Review Chapter 9, “Components of the Curriculum,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
· Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
· Examine the chapter titles and overviews of Chapters 10-15 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
· Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.
Questions to be addressed:
1. Post at least two strategies nurse educators can implement to achieve alignment and congruence between curriculum components.
2. Justify your response by providing authentic examples of how and why you would employ these strategies specific to your team’s selected setting and proposed curriculum.
3. Conclusion/Summary of the strategies that could help to align the components of your curriculum or program to the components of your team’s selected setting.
References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 118–143)
Chapter 7 uses a concept model to illustrate how the alignment and congruence of curriculum components. The importance of aligning philosophy statements with these components is discussed. Many examples of philosophy statements are also provided.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 9, “The Components of the Curriculum” (pp. 185–228)
Chapter 9 begins with a brief introduction of the types of institutions and programmatic levels nursing curricula can be developed for. Then an in-depth exploration of curriculum components is provided.
Note: For the purposes of this course, you are only required to select and read the chapters below that will help you and your team to complete your Course Project.
Fontaine, K. E. (2011). Curriculum planning for associate degree nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 195–208). New York, NY: Springer.
This chapter describes the curriculum process for AA nursing programs. According to the author, all of these programs follow a similar process that is affected by external factors such as social and political climates, the health care industry, and accreditation and regulatory standards.
Wros, P., Wheeler, P., & Jones, M. (2011). Curriculum planning for baccalaureate nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 209–240). New York, NY: Springer.
Chapter 9 examines the development process of BSN nursing programs. AACN Essentials, pros and cons to residency and externship programs, and other internal and external factors are explored.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 10, “Curriculum Planning for Associate Degree Nursing Programs” (pp. 229–243)
The process of curriculum development for master’s programs is discussed in this chapter. Recommendations and issues associated with master’s programs are discussed.
Chapter 13, “The Doctor of Nursing Practice (DNP) (pp. 299–307)
The essentials for creating a doctorate program are highlighted in Chapter 13. The role of nurse educators is discussed, as well as the impact doctorate-prepared nurses have on the nursing profession, education, and the health care system.
Stotts, N. A. (2011). Curriculum planning for doctor of philosophy and other research-focused doctoral nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 261–268). New York, NY: Springer.
Chapter 12 introduces the rationale behind researched-focused doctoral programs in nursing.
Richards, J. (2011). Curriculum development and evaluation in staff development. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 269–295). New York, NY: Springer.
Review Chapter 13 to explore the role of nurse educators who specialize in staff development. Key responsibilities such as conducting needs assessment on the external and internal frame factors influencing staff programs and educational needs, the preparation and maintenance of budgets, and adult learning theories are discussed.
Required Media
Optional Resources

Structure and Function of the Skin
Structure and Function of the Skin
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Case Study 4
Disorders of Musculoskeletal Function: Rheumatic Disorders
Rick is a 27-year-old who works in an accounting firm. He had started to experience lower back pain and stiffness that he thought were a result of the long hours he spent at his desk. More recently, however, he began to have sleep difficulties. He found that he often woke up during the night feeling hot and sometimes sweaty. Furthermore, his back pain disrupted his sleep, particularly when it radiated around his pelvis and into his thighs. When his lack of sleep began to interfere with his work, he went to an osteopath to see what was wrong. She listened to his case history carefully. Upon physical examination, she noted a slight decrease in his lumbar lordosis and a reduced range of movement in his lumbar spine. His blood tests revealed the presence of HLA-B27, an elevated ESR, and absence of RH. His radiograph showed evidence of sacroiliitis.
What is the likely diagnosis Rick received? What are the common clinical presentation and manifestations of the disease?
Why is osteoarthritis of the hips a potential secondary complication of this disease? What are the structural changes that occur in the articular cartilage of an osteoarthritic joint?
What is the effect of advanced ankylosing spondylitis on lung function?Case Study 5 Structure and Function of the Skin
Yael is an 18-year-old college student who is bothered by excessive perspiration. She knew she sweat a lot under her arms and kept antiperspirant in her schoolbag to use throughout the day. Yael’s problem was not limited to under her arms, however. Her hands and feet also perspired heavily, and it embarrassed her. She did not like holding her boyfriend’s hand if her hands were particularly sweaty, and she had problems grasping her pen while in class because her palm became slippery. Yael suffered from a condition called primary focal hyperhidrosis, a condition involving hyperactive sweat glands in certain areas of the body.
What are the anatomical and functional differences between eccrine and apocrine glands?
What autonomic nervous system controls the function of thermoregulation of the skin? How do goosebumpsgoose bumps contribute to heat conservation?
Describe the location of the blood plexuses in the skin. How is blood circulation to the skin involved in thermoregulation?