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Healthcare Delivery and Quality Case Study Essay
Healthcare Delivery and Quality Case Study Essay Healthcare Delivery and Quality Case Study Essay Healthcare Delivery and Quality Case Study Landmark studies To Err is Human (1999) and Crossing the Quality Chasm (2001) from the Institute of Medicine (IOM) identified medical errors are causing harm and death to almost 45,000 Americans and costing over $29 billion every year. Other studies have indicated preventable healthcare associated conditions (HACs) such as infections, sepsis, CHF, and pneumonia are main contributors for increasing the length of patient stays, the cost of care, and the likelihood of mortality (death). Consider the below case study: Margret Spinner-Ramirez is a 66 y/o female Hispanic-American who speaks both Spanish and English fluently. She is retired, lives alone, and has Medicaid as her primary insurance. Ms. Spinner-Ramirez was scratched by a stray cat that she feeds on her back porch daily. She has been cleaning the wound daily; however, after 2 days she went to her local ER for increased pain, redness, and swelling in her left lower leg wound where she was scratched by the stray cat. Ms. Spinner- Permalink: https://nursingpaperessays.com/ healthcare-deliv case-study-essay / ?Ramirez explained she recently had her left knee replaced about 6 months ago and verbalized new difficulty with baring weight on that extremity to the point that she was having to use her cane again. Her vital signs at the ER visit were stable. Her left leg wound was cleaned and redressed. After 5 hours in the ER, Ms. Spinner-Ramirez was discharged to home on oral Keflex for her left lower leg infection and was instructed to call her primary care physician for a follow-up appointment. Five days later Ms. Spinner-Ramirez was taken back to the same ER via ambulance. Her neighbor found her lethargic, short of breath, and was experiencing difficulty being able to move. A CT scan and blood work revealed that Ms. Spinner-Ramirezs knee replacement in her left leg was infected secondary to the cat scratch. She was admitted as an inpatient for sepsis. She needed to have a second left knee replacement surgery with wound irrigation and debridement, which extended her inpatient stay to 3 weeks. Once she was discharged to home, she required six weeks of IV antibiotics, extensive rehab, and home health. If you were in charge of a healthcare insurance company: Explain why insurance companies (which are considered payers) should or should not pay (reimburse) for injuries, extended costs, readmissions, or death (mortality) from a hospital-acquired infection or medical error.Healthcare Delivery and Quality Case Study Essay Support your why or why not? Describe two ways (initiatives) healthcare quality can be improved to help reduce errors and improve patient safety. Discuss how creating incentives for providers (healthcare organizations) can improve quality and reimbursements (payments) for services/care. Resources: Understanding Health Insurance Whats Behind the Health Insurance Rankings Hospitals will have to Pay for their Mistakes Medical Errors: Focusing More on What and Why, Less on Who National Business Coalition on Health: Health Care Purchaser Toolkit Agency for Healthcare Research and Quality Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 2 to 3-page paper. Include title and reference pages. Microsoft PowerPoint Presentation 4 to 8 slides. Add title and reference slides. Follow Rules of 7. Other media (Prezi, etc.) presentation 4 to 8 slides with speaker notes. Add title and reference slides. Follow Rules of 7. Video Presentation 5 to 6-minute video presentation. Attach reference page or include in video. Professional appearance and background. Video submissions must include a script in Word format, submitted through Turnitin for an Originality Report. Table Table with appropriate columns and headers. Include title and reference pages. Graphs or other illustrations Graphs or illustrations with appropriate labels. Include title and reference pages. Poster Poster utilizing any applicable poster template. Include visual graphics/images/other formats for visual appeal. Include appropriate title and references on poster. Note: Title and reference pages/slides do not count towards the count requirements. Healthcare Delivery and Quality Case Study Essay 1.0 Background To The Study The Client enters the health care delivery service with needs, concerns and expectations, requiring various interventions. Identifying and providing appropriate care to meet these needs in a cost effective way without compromising the standard of care is one of the challenges facing health care providers today. Other challenges facing them include consumers demands, professional demand for excellence, high cost of healthcare and demographic shifts. In order to provide quality care that meets the clients need and increase his satisfaction the clients views must be respected and his preferences taken into consideration. Studies to identify clients preferences have shown that providing physical comfort adequate and timely information, coordinated and integrated care, emotional support, respect for clients values and rights are powerful predictors of client satisfaction (Gerteis, 1993; Potter and Perry, 2001). Healthcare Delivery and Quality Case Study Essay Other studies also showed that irrespective of cultural background and beliefs, providers behavioural attributes such as showing respect, politeness, provision of privacy and reduction in clients waiting time influence clients satisfaction with care (Population Report, 1998). Clients satisfied with the care they received have been found to pay compliments, comply with instructions, keep clinic appointments and recommend the hospital to friends and family members (Larson and Ferketich, 1993; Kotler and Armatrong, 1997, in contrast, those not satisfied have been found to complain, take legal actions, change providers or even leave the orthodox health care services for complementary therapies or alternate medicine (Luthert, 1990; World Bank Report, 2000; Jegede, 2001). Healthcare Delivery and Quality Case Study Essay These activities have affected the health care delivery system. In recent times, several changes have also emerged. This includes a change in the stereotyped image of the patients. Historically the patient had been viewed as a passive recipient of healthcare in a paternalistic relationship with the caregiver. This is no longer the case, as today the client is a well-informed consumer with a strong negotiating power of choice, which he uses to his advantage (Melville, 1997, Alagba 2001). This position was strengthened by the Consumers Bill of Rights of 1965 and the Patients Bill of Rights of 1975 (smelther and Bare, 2000, Alagba, 2001). The Bills emphasized Client satisfaction with services provided more so as satisfaction has been accepted as a major indicator of quality care. Furthermore, as consumer of the services the client is in the best position to say if a service has met his needs or not. The clients perception of care is therefore of paramount importance to any provider. Healthcare Delivery and Quality Case Study Essay However, in spite of all these, healthcare workers care alone may be inadequate to meet all the clients needs. Client-centered care required that healthcare delivery system provide client-friendly hospital policies, adequate number of professionals, safe and clean environment, appropriate equipments and functional laboratories. These facilities provided at affordable prices are necessary to complement healthcare workers efforts and guarantee clients satisfaction. Unfortunately the major hindrance to the achievement of this goal is the high cost of healthcare services, for example, Stanhope and Lancaster (1996), Potter and Perry (2001) reported that there was a great hike in health care delivery system in United States of America. Healthcare Delivery and Quality Case Study Essay Then the health care costs inflation was said to have been higher and faster than the consumer price index between 1950 1980, and in 1993 it was said to have increased twice above the national inflation index. This hyper inflation, Stanhope and Lancaster (1996) further stated led to consumers outcry and great demands for cost effective healthcare services. Chapter Two Literature Review Concept of Satisfaction Several authors have defined the word satisfaction severally, for example Websters dictionary defines satisfaction as the fulfillment of a need or demand and the attainment of a desired end. The Oxford Advanced Learners Dictionary defines it as the feeling of contentment felt when one has or achieves what one needs or desires. Satisfaction can also be simply defined as a sense of contentment emanating from perceived needs met. Healthcare Delivery and Quality Case Study Essay These definitions suggest the need for needs identification and goal setting before satisfaction can be attained. It would also appear that satisfaction is subjective with only the individual attesting to his/her satisfaction. In todays provider-client relationship the onus lies on the providers to strive at client satisfaction. Studies to identify the antecedents of client satisfaction have shown that client satisfaction is one of the results of the provisions of good quality service; consequently it has become an important quality indicator (Filani, 2001; Vuori, 1987). The need to provide quality care is based on several factors including the principle of equity. Clients and consumers who pay for services are entitled to value for money paid. Healthcare Delivery and Quality Case Study Essay Satisfaction is also found to depend on clients expectations. Each individual has an expectation of the outcome of an interaction, a relationship or an exchange. Positive outcome engenders client satisfaction. This view is well articulated by Kotler and Armstrong (1997) who stated that when a clients expectations are not met, the client is dissatisfied, when it is met the client is satisfied and when it is exceeded, the client is delighted, and keeps coming back. Consequently service providers should assess clients expectation at the inception of a relationship in order to consciously plan to satisfy the client. Healthcare Delivery and Quality Case Study Essay Sometimes clients may not be sure of what to expect, it becomes necessary for service providers to develop an expectation of good quality in the client so that they can insist on it. Otherwise the client may be satisfied with relatively poor services (Shyer and Hossan, 1998). This is not in the interest of the client or the service providers. Therefore counseling the client and informing the public on what constitutes appropriate care or service should be seen as efforts to develop and sustain client satisfaction. This is especially important in the light of current reforms in the health care delivery system. Healthcare Delivery and Quality Case Study Essay Recently, certain forces have occasioned reforms in the healthcare delivery system; these forces include population demographics such as increasing number of the aging population, cultural diversity, changing patterns of disease, technology, economic changes and clients demand for quality care (Smeltzer and Bare, 2000). These forces demanded that care providers developed innovative ways to meet clients needs and increase clients satisfaction. Today healthcare is viewed as a product to be purchased and patients hitherto seen as passive recipients of healthcare have metamorphosed into empowered consumers. As consumers the clients command the attention of providers and healthcare managers who have a duty to ensure their satisfaction. This view was supported by the British Government when dealing with the National Health Service (NHS) inability to cope with problems increasing demand on it by the aging population, the advancements in medical technology and the rising expectations of healthcare users (Melville 1997). Healthcare Delivery and Quality Case Study Essay Also like consumers it has been noted that healthcare clients are getting increasingly associated with rights, power and empowerment. Their present status enables them to take control of their circumstances and achieve their own goals. Adams (1990) observed that it also enables them to work towards the maximization of the quality of their lives. Using their power, clients demand for good quality healthcare: their demand is supported by the World Health Organization, Alma Ata declaration of 1978, and the constitution of the World Health Organisation (1966). The latter, stated that, good health is a right of all people. This is interpreted to mean a right to availability, accessibility and affordability of good quality health care. It follows that healthcare should be provided in a way that is acceptable and satisfactory to the consumer, who also has the power of choice. Literatures abound on the clients power of choice (Rogers, 1993, Melville 1997). However, suffice it to note that the client as a consumer uses this power to select between alternatives and chooses what gives him/her best satisfaction. This fact was also noted by Alagbe (2001), who citing the Law of marginal utility stated that Consumers are rational and have the ability to measure the utility or satisfaction they derive from each commodity consumed, and given a total rationality consumers elect a combination of goods and services that will maximize their satisfaction. Healthcare Delivery and Quality Case Study Essay This stresses the fact that consumers choose what will give them maximum satisfaction. The power of choice has numerous benefits for clients, including the fact that the client is frequently consulted by the provider or producer (Melville 1997). This also creates a relationship of partnership rather than the paternalistic one that had characterized the healthcare delivery system. The goal before all healthcare providers is to develop and maintain a client-centered service in order to provide quality service and ensure client satisfaction, more so as clients are becoming more knowledgeable and health conscious (Smeltzer and Bare 2000). Healthcare Delivery and Quality Case Study Essay Their interest was stimulated and sustained by the television, internet, newspapers and magazines other communication media and by political debates. Their increasing demand for quality care based on this increase in knowledge was however catalyzed by the consumers awareness campaigns of the 1960s and 1970s, which subsequently led to the formulation of the Patients Bill of Right. This will be reviewed later following a review of the historical background of consumerism. Healthcare Delivery and Quality Case Study Essay Historical background of consumerism The early 1960s saw the American public agitating for quality service for every dollar spent. Most business executives regarded the agitation as transitory threats. The consumerists however continued and became extremely vocal in their criticisms and protests against escalating cost of services without corresponding improvement in the quality of goods. According to Alagbe (2001) in 1962, the American consumer movement received a major boost with a presentation to the congress of the consumers Bill of Rights; by President John F. Kennedy the bill contained four items namely, that the consumers should have: Healthcare Delivery and Quality Case Study Essay The right to safety: This refers to protection against products hazardous to health and life. The right to be informed: This refers to protection against fraudulent, deceitful or misleading information in advertising or elsewhere and by also providing people with facts necessary to make informed choices. The right to choose: This refers to assurance of reasonable access where possible to a variety of products and services at competitive prices with government regulations to assure satisfaction, quality and service at fair prices. Healthcare Delivery and Quality Case Study Essay The right to be heard: This refers to the right of redress with the assurance that the consumers interest will receive full and sympathetic consideration by governments expeditious actions. Based on this the American Hospital Association in 1972 published a list of rights for hospitalized patients. The patients bill of rights was devised to inform patients about what they should expect from a caregiver-patient, and a hospital-patient relationship. The patients bill rights The patients Bill of Rights have strong implications for the healthcare worker, who is involved in independent, dependent and interdependent care of the patient. The care giver (Doctor, Nurse, Physiotherapist etc) form the most central and important part of the patients stay in the hospital. The care giver respecting patients right will ensure his satisfaction with care. Every healthcare worker therefore has a responsibility to ensure that the clients right as enunciated by the Bill of Rights is always respected. Healthcare Delivery and Quality Case Study Essay The bill includes that, a patient has the right to considerate and respectful care. This implies that health services providers should consider such facts as individual preferences, developmental needs, cultural and religious practices and age differences in their care of the patient. S/he also has the responsibility of ensuring that their assistants offer the same level of care. The patient has the right to obtain from his physician, complete current information concerning his diagnosis, treatment and prognosis, in the terms that the patient can reasonably understand. When it is not medically advisable to give such information to the patient, the information should be made available to an appropriate and reliable person on his behalf. He has a right to know by name the physician, responsible for coordinating his care. The patient has the right to receive from his physician the information to give informed consent. Some patients may not want to know everything about them, so the care giver has the responsibility to explain to the client that it is their right to know all, as it is a legal requirement. This helps the patient appreciate his responsibility for his health. The average client also appreciates the honesty of these explanations in the long run, because he is being treated as a partner with decision power. Healthcare Delivery and Quality Case Study Essay The patient has the power to refuse treatment to the extent permitted by the law, and to be informed of the medical consequences of his action. It is difficult for healthcare workers to understand why clients refuse treatment that can benefit them, but this is a reality. Often, explaining in simple language the purpose solves the problem. If after the explanation of purpose and procedure, the patient still refuses, the care giver should remember that such action is the patients right. However, good planning of care that includes the patient in planning has tended to reduce the problem of refusing therapy. Healthcare Delivery and Quality Case Study Essay The patient has the right to consideration of his privacy. The patients right to privacy is readily violated on busy wards especially where there are no curtains as is the case in most government hospitals in many third-world nations because of the current economic crunch. Healthcare workers as patients advocates should ensure that their rights to privacy are respected. Efforts to ensure clients privacy should include having discussions with clients conducted in private areas not at their bedsides for all to hear. Also patients conditions should not be discussed in the hearing of other patients. Class assignments must not identify a patient by name or position. Healthcare Delivery and Quality Case Study Essay The patient has a right to expect all communications and records pertaining to his care to be treated as confidential. Patients charts should not be left to be read and discussed by unauthorized personnel. Laboratory result should be well documented and stored. Healthcare workers need to remind other aids that patients records are confidential and not to be discussed at home with friends and relatives. The patient has a right to expect that within its capacity, a hospital must make reasonable response to the request of a patient for services. Nurses are often in charge of coordinating services for the patient such as x-rays, appointments with specialists, such as physiotherapist, etc. these should be available and provided in the order that is convenient for the patient. Also in the event of a transfer, the nurse should emphasize this to the reference hospital. Healthcare Delivery and Quality Case Study Essay The client has the right to obtain information as to any relationship of his hospital to any other healthcare and educational institutions or hospital personnel. Sometimes hospitals are affiliated to or are owned by some religious organizations and universities; this has implications for the client care. He therefore has a right to be informed about it. The patient has the right to be advised if the hospital proposes to engage in, or perform human experimentation affecting his care or treatment. He has the right to refuse to participate in such research projects. Most clinical trials take place without the clients knowledge, or even when explained the language may be too technical for the client to understand. Healthcare Delivery and Quality Case Study Essay After explicit explanation, a client should be asked to sign a separate consent in addition to his consent for care if an experimental therapy is proposed to him. He can also withdraw at will without any reprisals. The patient has a right to refuse permission to any one to touch his body. His basic responsibility is to himself and not to the advancement of science or learning. A patient has a right to expect reasonable continuity of care. Healthcare must to continuous and of the same quality. A change in shift should not result in negligence. The patient has a right to examine and receive an explanation of his bill, regardless of the source of payment. In places where bills are paid by third parties and insurance, it is easy to assume that clients should not care about charges. The client has a right to receive explanations and demand for rational charges. Healthcare Delivery and Quality Case Study Essay The patient has a right to know what hospital rules and regulations apply to his conduct as a patient. Some hospital rules are very restrictive, however, if they are written down and given to patients, the patients are more likely to remember them. Patients have the right to be properly informed; having the booklets to review at his leisure time and reminding them of these rules will help compliance. It is important that a client has access to the bill of rights as the consumers access to the bill of rights ensures that he is able to demand for his rights. However as the patients advocate, the healthcare worker has a responsibility of ensuring that these rights are respected as provided. These rights ensure that the consumer/clients basic needs are met. To guarantee this, Haskel and Brown (1998) recommended that hospitals should create a culture that focuses on patients. Healthcare Delivery and Quality Case Study Essay This, they argued will allow health workers to respond to patients needs and even go beyond their expectations. The Health care system determines the quality or services provided. Unfortunately today, healthcare financing is more economy driven than patient-centered. (World Bank Report, 2000). This portends a danger for client care and needs to be examined. Healthcare systems This can be defined as the organ that organizes and funds health care services. Its goal is to provide an optional mix of access, quality and cost. Kielhorn and Schulenburg (2000) identified three basic models of health care system. These are the Beveridge model, the public-private mixed model and the private insurance model. The differentiating factor appears to be the funding and the coverage. Beveridge Model This is funded through taxation and usually covers everybody who wishes to participate in the state. Countries using this model include United Kingdom, Canada, Demark, Finland, Greece and Norway; Healthcare Delivery and Quality Case Study Essay In this model healthcare budgets compete with other government spending priorities such as education, housing and defence. Consequently budget cuts and run away inflation lead to high costs of healthcare services. One of the resultant effects is shortage of healthcare professionals, like doctors, nurses, physiotherapists etc. Regrettably this is feared to have affected the quality of healthcare. For example, Ferlman (2000), after a poll conducted on 2,000 adults for the British medical association reported that, the number of people satisfied with the health service dropped to 58% as compared with 72% percent in 1998. The population who were very dissatisfied or fairly dissatisfied rose from 17 percent to 28 percent This result may not be unconnected to the decline in the quality of healthcare services. Healthcare Delivery and Quality Case Study Essay Public Private Mix Mode This model is funded primarily by a premium-financed social mandatory insurance, it has a mix of private and public providers, which allows for more flexible spending on healthcare. (Kielhorn and Schulenburg, 2000). Participants are expected to pay insurance premium into competing non-profit funds and the physicians and hospital are paid through negotiated contracts. The funds can also be supplemented through additional voluntary payments. Countries that use this model according to Kielhorn and Schulenburg (2000) include France, Germany, Australia, Switzerland and Japan. Healthcare Delivery and Quality Case Study Essay Private Insurance Model This model exists exclusively in its pure form in the United State of America (USA). Healthcare there is funded through premium paid into private insurance companies. The health insurance is not mandatory, so most often people with low income and high-anticipated healthcare cost, like people with chronic diseases are often unable to afford insurance. This makes healthcare in this system selective and non-equitable. An estimated 15% of the population in USA where this model is practiced are said to be unable to have any insurance cover. (Kielhorn and Schulenburg, 2000). Any of these three basic healthcare funding models are utilized by most healthcare organizations to fund the healthcare delivery system. However due to the global changes occasioned by various factors healthcare organizational developments became necessary, in order to contain costs and ensure quality care. (Stanhope and Lancaster 1996: Yoderwise, 1999). Healthcare Delivery and Quality Case Study Essay The United Kingdom Health System In a bid to provide free healthcare services for all UK residents, National Health Service (NHS) was founded in 1948. Funds for running the NHS was got through general taxation and this fund is administered by the department of health. Essentially, consumers of healthcare services do not pay at the point of receiving the services. Apart from the NHS, Private healthcare providers also exist in the UK but the consumers of their services either pay at the point of service or through insurance. The NHS: Considerable changes have occurred in the structure of the NHS over time. There is however no considerable differences in the structure and functions of the NHS among the countries which make up the UK. In England for example, the department of health in collaboration with other regional bodies or agencies take charge of the overall strategy while the local branch of a particular NHS takes the key decisions about local healthcare. Healthcare Delivery and Quality Case Study Essay The secretary of state for health is the minister overseeing the NHS and he reports to or is accountable to the Parliament. The overall healthcare management is the duty of the department of health, which formulates and decides the direction of healthcare. England has about 28 strategic health authorities which are concerned with the healthcare of their regions. They are the intermediary between the NHS and Department of health. Types of trusts Local NHS are called Trusts and they provide primary and secondary healthcare. England has about 300 Primary care trusts and these altogether receive ¾ of the total NHS budget. Healthcare Delivery and Quality Case Study Essay NHS Trusts: these are responsible for specialized patient care and services. They run most hospitals in the UK. There are different types of NHS trust: Acute trusts providing short term care e.g. accident and emergency care, maternity, x-rays and surgeries etc; Care trusts; mental health trusts and ambulance trusts. Foundation trusts: ownership of these trusts is by the local community, employees, local residents. Patients here have more power to shape their healthcare based on their perceived health needs to their satisfaction. Healthcare Delivery and Quality Case Study Essay Private Healthcare This sub-sector of the UK healthcare system is not as big as the NHS and does not enjoy similar structure of accountability as the NHS. They may be similar to the NHS in service provision but are not bound to follow any national treatment guideline and are not saddled with responsibility of the healthcare of the larger community. Healthcare Delivery and Quality Case Study Essay Regulation and inspection of healthcare system in the UK are carried out by a number of designated bodies. Some of these are the national institute for clinical excellence; the healthcare commission; the commission for social care inspection and the national patients safety agency. Community Satisfaction with Healthcare System World Bank (2000) identified three basic types of healthcare organizations providers in the healthcare system. These are: the market or for profit co-operations, the government, and the not for-profit organizations. The last group includes the mission hospitals run by religious and non-governmental organizations. For them their main objective is to provide quality care for the citizens. Although scarce resources often limit their efforts, they are reported to be providing quality care to clients within their means. (World Report, 2000). Healthcare Delivery and Quality Case Study Essay In Government run systems especially in many resource-constrained nations, the main complaint is the failure of the Government run systems, which are supposed to be the most equitable and cheapest system for providing care, is being run down for ideological reasons in some countries, (World Bank, 2000). This jeopardizes the availability of healthcare services to the individual, resulting in the clients non-satisfaction with one. Lastly, are the for-profit co-operations. These, according to World Bank (2000) have problems of care and affordability, which parallel their profit. The affordability is noted to be most acute in the market-listed companies. This is because the prime objective of these groups entering the health market is to make profit from the sickness the most costly and least affordable healthcare providers. Unfortunately while share holders are getting profit the clients for whom health care is provided are receiving poor quality care. Healthcare Delivery and Quality Case Study Essay World Report (2000) documented declining care and increasing dissatisfaction with healthcare in most countries. The greatest dissatisfaction was reported in the market-based systems and when market placed systems replaced state funded ones. The market system in the USA, which was supposed to help the citizens, is criticized for deliberately exploiting them. Critics argued that the strong competitive measures encouraged, have destroyed the ethics of USAs hospitals Samaritan culture and the professionals of the healthcare providers. Patients were reported to have had to suffer as a result. Equity was also said to have become a problem, as healthcare is no more available
Positive Implications For Nursing Practice Essay
Positive Implications For Nursing Practice Essay Positive Implications For Nursing Practice Essay Assessment 3 Instructions: Improvement Plan In-Service Presentation Second Part of Assignment! For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speakers notes designed for a hypothetical in-service session related to the safe medication administration improvement plan you developed in Assessment 2.Positive Implications For Nursing Practice Essay Permalink: https://nursingpaperessays.com/ positive-implica g-practice-essay / ? As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audiences attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation. The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018). As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.Positive Implications For Nursing Practice Essay You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze the elements of a successful quality improvement initiative. Explain the need and process to improve safety outcomes related to medication administration. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration. Competency 4: Explain the nurses role in coordinating care to enhance quality and reduce costs. List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses. Explain audiences role in and importance of making the improvement plan focusing on medication administration successful.Positive Implications For Nursing Practice Essay Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement. Reference Patel, S., Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic, Neonatal Nursing, 47(3), s16-s17. Professional Context As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others. Scenario For this assessment it is suggested you take one of two approaches:Positive Implications For Nursing Practice Essay Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.Positive Implications For Nursing Practice Essay Instructions The final deliverable for this assessment will be a PowerPoint presentation with detailed presenters notes representing the material you would deliver at ;an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative. Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. List the purpose and goals of an in-service session focusing on safe medication administration for nurses. Explain the need for and process to improve safety outcomes related to medication administration.Positive Implications For Nursing Practice Essay Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful. Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration. Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement. There are various ways to structure an in-service session below is just one example: Part 1: Agenda and Outcomes. Explain to your audience what they are going to learn or do, and what they are expected to take away. Part 2: Safety Improvement Plan. Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address. Explain why it is important for the organization to address the current situation. Part 3: Audiences Role and Importance. Discuss how the staff audience will be expected to help implement and drive the improvement plan. Explain why they are critical to the success of the improvement plan focusing on medication administration. Describe how their work could benefit from embracing their role in the plan. Part 4: New Process and Skills Practice. Explain new processes or skills. Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills. In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.Positive Implications For Nursing Practice Essay Part 5: Soliciting Feedback. Describe how you would solicit feedback from the audience on the improvement plan and the in-service. Explain how you might integrate this feedback for future improvements. Remember to account for activity and discussion time. For tips on developing PowerPoint presentations, refer to: Capella University Library: PowerPoint Presentations. Guidelines for Effective PowerPoint Presentations [PPTX]. Additional Requirements Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenters notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 1015 slides. Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes. APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.Positive Implications For Nursing Practice Essay Nursing interventions and implications for nursing practice Nursing intervention of patients with valvular disease incorporates a number of nursing diagnoses. Nursing management interventions mainly focus on achieving adequate cardiac output, maintaining fluid balance and education on the patient and the family members. Cardiac output Patients suffering from cardiac valvular disease have low cardiac output. It occurs due to decrease in the forward flow of blood through a stenotic valve, bidirectional flow of blood across the already incompetent valves or any associated heart failure. There is assessment and documentation of the vital signs and the effect of positive inotropic and agents of offloading. In addition, there is need to measure and evaluate cardiac output and hemodynamic parameters if the patient is fitted with hemodynamic catheters. After this procedural recording, there is need to fully plan the patients care activities in a manner that will avoid fatigue to the patient through provision of adequate rest periods (Nishimura & Otto, 2014) Fluid balance The status of the fluid is evaluated through auscultation of breath sounds for crackles, the sounds of the heart for presence of S, daily weight trends and presence of peripheral edema. The presence of pulmonary crackles or the S heart sound confirms there is volume overload in the heart. After discovering overloading in the heart, it is important to take the necessary treatment measures to maintain fluid Positive Implications For Nursing Practice Essay Professional nursing holds a unique place in the American health care system. As members of the largest health care profession, the nations 3.1 million nurses work in diverse settings and fields and are frontline providers of health care services. While most nurses work in acute-care settings such as hospitals, nurses expertise and skills extend well beyond hospital walls. Working independently and with other health care professionals, nurses promote the health of individuals, families, and communities. Millions of Americans turn to nurses for delivery of primary health care services, health care education. and health advice and counseling. Nurses are critical links in maintaining a cutting-edge health care system.Nursing continues to be an indispensable service to the American public.Positive Implications For Nursing Practice Essay 21st century nurses preparing to care for a patient in a modern acute care hospital.21st century nurses preparing to care for a patient in a modern acute care hospital.While many may think of a nurse as someone who takes care of hospitalized patients, nurses also fill a wide variety of positions in health care in many varied settings, working both collaboratively and independently with other health care professionals. For example, most Americans are familiar with home care nurses who provide a plethora of nursing and health care services to patients in their homes. School nurses have a long history of providing health services to school children from kindergarten through high school. Nurses play a major role in delivering care to those residing in long-term-care facilities such as nursing homes. Workers with job-related health concerns often seek out nurses employed by business and industry. Many people visit a nurse practitioner as their primary caregiver. Expectant mothers often prefer nurse midwives as their health care providers during pregnancy and childbirth. And each day, in operating rooms across the country, nurse anesthetists insure that patients undergoing surgery receive safe anesthesia care. Today, schools of nursing compete for the brightest applicants, and nursing is highly regarded as an excellent career choice for both women and men.Positive Implications For Nursing Practice Essay Florence Nightingale Florence NightingaleFlorence NightingaleMost people think of the nursing profession as beginning with the work of Florence Nightingale, an upper class British woman who captured the public imagination when she led a group of female nurses to the Crimea in October of 1854 to deliver nursing service to British soldiers. Upon her return to England, Nightingale successfully established nurse education programs in a number of British hospitals. These schools were organized around a specific set of ideas about how nurses should be educated, developed by Nightingale often referred to as the Nightingale Principles. Actually, while Nightingales work was ground-breaking in that she confirmed that a corps of educated women, informed about health and the ways to promote it, could improve the care of patients based on a set of particular principles, she was the not the first to put these principles into action.Positive Implications For Nursing Practice Essay Nursing and Hospital Care in the United States The Philadelphia Almshouse, 1835The Philadelphia Almshouse, 1835Throughout history most sick care took place in the home and was the responsibility of family, friends, and neighbors with knowledge of healing practices. In the United States, family-centered sickness care remained traditional until the nineteenth century. Sick care delivered by other than family and close acquaintances was generally limited to epidemics and plagues that periodically swept through towns and cities. By the beginning of the nineteenth century, however, urbanization and industrialization changed the way in whichand in many cases the place in whichsick individuals received care. Hospitals began to proliferate to serve those who were without the resources to provide their own care, and as hospitals increased in numbers so did the demand for caregivers who would be able to deliver thoughtful care to the patients in them. Early nineteenth-century hospitals were built mainly in more populated sections of the country, generally in large cities. Nursing care in these institutions differed enormously. In hospitals operated by religious nursing orders, patients received high quality care. But, in other institutions, nursing care was more variable, ranging from good in some hospitals, to haphazard and poor in others.Positive Implications For Nursing Practice Essay The Beginnings of Nurse Education Click on the image to read a pdf of the full text.Click on the image to read a pdf of the full text.Recognizing the importance of good nursing care to a patients well-being, some physicians initiated courses for those interested in nursing. In 1798 Valentine Seaman, a New York physician, organized an early course of lectures for nurses who cared for maternity patients. An early nineteenth-century program, the Nurse Society of Philadelphia (also referred to as the Nurse Charity of Philadelphia) trained women in caring for mothers during childbirth and postpartum period. Its founder, Dr. Joseph Warrington, a strong advocate of providing instruction for women interested in pursuing nursing as an occupation, authored a 1839 book entitled The Nurses Guide Containing a Series of Instruction to Females who wish to Engage in the Important Business of Nursing Mother and Child in the Lying-In Chamber? . This publication, which each Nurse Society nurse received, represents an early example of a nursing practice text. Between 1839 and 1850 the Nurse Society employed about fifty nurses, establishing an early practice of engaging nurses for care of patients in the home. ?Positive Implications For Nursing Practice Essay The outbreak of the Civil War created an immediate need for capable nurses to care for the enormous number of sick and wounded. About 20,000 women and men served as nurses in both the North and the South. The commendable service rendered by Civil War nurses provided a rationale for future experiments in setting up training programs for nursing. One such program was initiated in Pennsylvania where the Womens Hospital of Philadelphia offered a six months nurse training course, which graduated its first class in 1869. Similar courses, such as that offered by the New England Hospital for Women and Children were begun in other locales. Professional Nurse Education Begins Philadelphia Hospital School of Nursing, first graduating class, 1886. Chief Nurse Alice Fisher i Philadelphia Hospital School of Nursing, first graduating class, 1886. Chief Nurse Alice Fisher is fourth from the right, second row from the bottom.The year 1873 was a watershed year in American professional nursing history. In that year, three nurse educational programsthe New York Training School at Bellevue Hospital, the Connecticut Training School at the State Hospital (later renamed New Haven Hospital) and the Boston Training School at Massachusetts General Hospitalbegan operations. These three programs, all based on ideas advanced by Florence Nightingale, are generally acknowledged to be the forerunners of organized, professional nurse education in the United States.Positive Implications For Nursing Practice Essay The success of these first three so-called Nightingale schools led to a proliferation of similar nursing schools, or as they were most commonly called, nurse training programs. By 1900, somewhere between 400 to 800 schools of nursing were in operation in the country. These programs followed a fairly typical pattern. The school was either affiliated with or owned by a hospital that provided the students with the clinical experience considered necessary for the education of a nurse. Students received two to three years of training. While in the program students carried out the majority of patient care activities offered in the hospital, receiving only a modicum of classroom education in the form of lectures on patient care and related subjects. At the end of the educational program, students received a diploma and were eligible to seek work as a trained nurse.Positive Implications For Nursing Practice Essay Two nurses in the J. William White private operating room, Hospital of the University of Pennsylv Two nurses in the J. William White private operating room, Hospital of the University of Pennsylvania, 1898These early nurse education programs were, in reality, little more than apprenticeship programs that used student nurses for their labor. Despite their significant shortcomings, however, they proved very popular with both hospitals and students and created a pattern of hospital-based nurse education that persisted until the mid-twentieth century. And, while many disparaged the exploitative nature of the nurse education system, the presence of trained nurses with their emphasis on cleanliness, orderliness and close observation of patients successfully transformed hospitals into scientific institutions of caring. Further, the popularity of the schools, as evidenced by their high student admission rates and the large numbers of nurses they graduated, testified to the professions appeal as an excellent occupation in which to carve out a career. Schools of nursing did improve over time. Better oversight of nursing educational programs by state licensing boards as well as the increasingly complex demands of patient care led the schools to increase the amount of theoretical instruction and decrease the amount of direct work performed by students.Positive Implications For Nursing Practice Essay The Profession of Nursing Organizes As the number of nurses grew in the late nineteenth century, nursing took on the rudimentary characteristics of a profession. In the 1890s, nurses organized two major professional associations: the American Society of Superintendents of Training Schools for Nurses, later renamed the National League of Nursing Education, and the Associated Alumnae of Students in class, Mercy Hospital School of Nursing, Philadelphia, PA, class of 1929Students in class, Mercy Hospital School of Nursing, Philadelphia, PA, class of 1929the United States, later renamed the American Nurses Association. Other major organizations, such as the National Association of Colored Graduate Nurses and the National Organization for Public Health Nursing formed in the early twentieth century. State nurses associations also organized and were instrumental in passing state nurse registration acts which regulated and provided a licensing system for nursing practice. The successful passage of nurse registration acts, considered a significant legislative accomplishment at a time when women held little political power, also provided nurses with their modern legal title, registered professional nurses (RN).Positive Implications For Nursing Practice Essay These changes improved and reformed many aspects of the nurse training system, but problems remained. Reflecting the social and legal status of African Americans at the time, American professional nursing maintained strict racial segregation until the mid-twentieth century. African American individuals wanting to become nurses had to train in a separate educational system and faced a divided employment field in which white and black nurses did not participate equally. Nursing also remained a predominantly female profession. While a few schools admitted men, most schools refused them admission. Challenges for Nursing Employment conditions for nurses also presented challenges. In the early part of the twentieth century, hospitals employed only a few graduate nurses, mainly in supervisory positions. They relied instead on student nurses for the majority of the bedside care provided to patients. Most nurses, once they graduated from their educational program, entered the field of private duty nursing. Private duty nurses were employed by individual patients primarily in their homes. As institutions became the more normative site for delivery of sick care, private duty nurses moved with their patients into the hospital, delivering care to hospitalized individuals who could afford to pay for their own nurse. But for nurses, private duty often did not provide regular and dependable employment; nurses were hired on an ad hoc basis by patients and were oftentimes without a regular source of income. The cost of private duty was also quite high, limiting the number of patients employing private duty nurses. It was not until the mid-twentieth century that hospitals hired nurses as regular staff on a permanent basis, providing full professional nursing services to all hospitalized patients.Positive Implications For Nursing Practice Essay Nursing Diversifies Despite the many difficulties within the profession, nursing continued to grow as an occupational field and became recognized as an essential health care service by the early twentieth century. Nurses fanned out into diverse fields delivering services to many people outside of hospitals. For example, Lillian Wald founded the Henry Street Settlement House in 1893, which provided nursing and other social services to impoverished populations on the Lower East Side of New York City. Replication of Walds work in other parts of the country led to the growth of the field of public health nursing, opening up new employment opportunities for nurses and expanding the type of services provided by nurses. July 4, 1918 celebration in Paris. A regiment of Red Cross nurses, the "Armys Guardian July 4, 1918 celebration in Paris. A regiment of Red Cross nurses, the Armys Guardian Angels French Pictorial ServiceThe onset of World War I created a critical demand for the special skills of nurses. About 23,000 American nurses served in the military, delivering care to the armed forces both in the United States and at the war front,. The success of military nurses in providing essential care during the war insured their participation in succeeding conflicts. At home, nurses continued to provide essential service to the civilian population.Positive Implications For Nursing Practice Essay The special skills possessed by nurses were easily transferred to different fields of health care. For example, nurses were educated to administer anesthesia during surgery, leading to the specialty field of nurse anesthetists. By the early twentieth century it was quite common to find nurse anesthetists delivering anesthesia in many of the nations hospitals. By the 1920s, in some parts of the country, nurse-midwives delivered babies, in many cases to the most impoverished populations. Nurse examining chest tube drainage bottles, Hospital of the University of Pennsylvania, 1972Nurse examining chest tube drainage bottles, Hospital of the University of Pennsylvania, 1972During the 1920s and 1930s, hospitals continued to expand adding more and more patient beds and delivering care that was rapidly becoming more complex. Nurses were the most essential ingredient in insuring that patients received competent care delivered in a safe manner. Hospitals continued to rely heavily on student nurses for patient care, but a trend emerged in which hospitals hired more nurses who had completed their education and graduated. These nurses, initially called general duty nurses but later referred to as staff nurses, assumed greater and greater importance in insuring that the nations hospitals operated efficiently. By the 1950s, staff nursing was nursings main occupational field.Positive Implications For Nursing Practice Essay Mid-twentieth Century Nursing Eileen Daffy, Jeanne Simpson, Eleanor Snoke, and Jean Gerhard, Student Nurse Cadet Corps, Philade Eileen Daffy, Jeanne Simpson, Eleanor Snoke, and Jean Gerhard, Student Nurse Cadet Corps, Philadelphia General Hospital students, class of 1965When the United States entered World War II, nurses duplicated the excellent work they had performed in World War I, taking critical positions in the armed services and insuring that the military received appropriate care. About 78,000 nurses served in World War II, their contributions acknowledged as essential to victory. The post-World-War-II era posed new challenges for the profession. While the modern intensive health care system that emerged after the war demanded larger numbers of nurses to handle the increasingly complex and technical care needs of patients, there seemed to be fewer young women (the major population from which nursing drew its recruits) willing to choose nursing as a career. Nursings image took on an heroic cast during the war, but the reality for most nurses, was that the work was incredibly demanding with few financial rewards and poor working conditions. Nursing failed to keep up economically with other occupations. Severe shortages of nurses characterized the immediate post war period, threatening the delivery of health services to the public.Positive Implications For Nursing Practice Essay At the same time, internal debates within the profession over the type of work in which nurses should engage and the proper way to educate a nurse divided nurses into different camps. Some educators and other health care Professional Adjustments class for senior students, Philadelphia General Hospital School of Nursi Professional Adjustments class for senior students, Philadelphia General Hospital School of Nursing, 1949analysts promoted removing nursing education from its base within hospital training schools and placing it in institutions of higher education. By 1960, approximately 172 college-based nursing education programs awarded Bachelors of Science in Nursing degrees. These experts believed baccalaureate educated nurses would be better prepared to care for the complex needs of late-twentieth-century patients and would be able to take on more advanced roles in the delivery of health care. Proponents of the traditional hospital-based diploma programs disagreed, arguing that nurses trained in hospital programs excelled at delivering bedside care, the major area in which nurses worked. Before the debate was settled one way or the other, a new nurse educational program centered in two-year community colleges emerged. Community-college-based programs (also known as Associate Degree programs) seemed to offer the best of both worlds. Education took place in institutions of higher education, and the demands of patient care did not intrude on the learning process as often occurred in diploma programs. Graduates of community college programs seemed well suited to assume employment as hospital bedside nurses. Further, the ability of community college programs to graduate large numbers of nurses offered potential respite from repeated nurse shortages.Positive Implications For Nursing Practice Essay The community college movement achieved only partial success. Community college programs did graduate many new nurses and often at a lower cost than traditional diploma programs. But, as the needs of late-twentieth-century patients became increasingly more complex, research studies indicated that being treated by nurses prepared at the baccalaureate level improved patient outcomes.Positive Implications For Nursing Practice Essay The Modern Practice of Nursing Nurse with an intensive care patient, Hospital of the University of Pennsylvania, 1972Nurse with an intensive care patient, Hospital of the University of Pennsylvania, 1972Despite disagreements among nurses about the appropriate type and place of nursing educational programs, the profession itself flourished in the late twentieth century. In the mid-twentieth century nursing abandoned its objectionable system of racial and gender segregation, opening up equal educational, professional, and employment opportunities to all nurses. Beginning in the 1960s, new types of nurses, who specialized in different hospital settings such as intensive care units, and nurse practitioners who were trained to deliver a variety of primary care services began to appear on the health care scene. The emergence of these advanced practice nurses enabled hospitals and other health care facilities to deliver more efficient, less costly, and safer health care services. Today, nurse practitioners, clinical nurse specialists, and other specialty-area nurses are well established and carry out a significant portion of health care activities Positive Implications For Nursing Practice Essay Nursing education also thrived in the latter half of the twentieth century. Significant federal financial support for educating nurses, which became available beginning in the 1960s, permitted the revamping and modernizing of many nursing educational programs. Significantly, increased funding for nursing research permitted nursing to develop a sounder scientific basis for its practice. Nurse researchers today carry out cutting-edge studies that shed light on the ways and means of solving many health care problems and improving nursing services. 21st century nurse with patient21st century nurse with patientAs the twenty-first century continues, the profession of nursing faces many challenges. periodic shortages of nurses continue to occur, and a lasting solution to maintaining an adequate supply of nurses remains elusive. As the baby boom generation ages, larger n
NURS 6600 Capstone Synthesis Practicum Assignment Papers.
NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6600 Capstone Synthesis Practicum Assignment Papers. Permalink: https://nursingpaperessays.com/ nurs-6600-capsto ssignment-papers / ? Students in this course apply the MSN curriculum experience by translating knowledge into practice by designing, developing, and implementing a project in a professional healthcare setting. By using the culmination of learning, students gain the opportunity effect positive social change within the healthcare delivery environment in the roles of change agent and nurse. The result of the practicum experience provides students with an experience through which they develop their passion as a practitioner while enhancing the nurse role as an advocate for social change within the context of a scholarly presence.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.*NURS 6600 Capstone Synthesis Practicum Assignment Papers. *Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours. Complete each section below. Section 1: Quarter/Term/Year and Contact Information Quarter/Term/Year: Student Contact Information Name: Chizelle T. Archie Street Address: 2275 Wintergreen Drive City, State, Zip: Semmes, Alabama 36575 Home Phone: Work Phone: 251-607-5135 Cell Phone: 678-266-8180 Fax: E-mail: [email protected] [email protected] Preceptor Contact Information Name: Crystal McDonald Organization: Springhill Medical Center Street Address: 3719 Dauphin Street City, State, Zip: Mobile, Alabama 36608 Work Phone: 251-460-5202 Cell Phone: 251-463-7448 Fax: E-mail: [email protected] Section 2: Practicum Professional Development Objectives Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course Objective 1: Improve time management skills in a leadership role while managing work life balance.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings. Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional. Section 3: Projected Timeline/Schedule Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).NURS 6600 Capstone Synthesis Practicum Assignment Papers. This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now. I intend to complete the 144 practicum hours according to the following timeline/schedule: Number of Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Project Week 1 15 8 7 Week 2 15 8 7 Week 3 15 8 7 Week 4 14 6 8 Week 5 12 4 8 Week 6 14 8 6 Week 7 14 8 6 Week 8 11 6 5 Week 9 12 6 6 Week 10 12 6 6 Week 11 10 4 6 Total Hours (must meet the following requirements) 144 Hours 72 72 Section 4 Signatures Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017 Practicum Faculty Signature (electronic)**: Date: ** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP) Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval. Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form. Students in this course apply the MSN curriculum experience by translating knowledge into practice through participation in professional activities and the development of a culminating project. Students apply theory, principles, and concepts related to their area of specialization in order to enhance nursing practice and promote positive social change. Note: This course requires a minimum of 144 practicum hours.* *Note: Students enrolled in the Nursing Informatics specialization will have already completed 72 hours of a practicum experience in NURS 6431. This course provides an additional 144 practicum hours. Complete each section below. Section 1: Quarter/Term/Year and Contact Information Quarter/Term/Year: Student Contact Information Name: Chizelle T. Archie Street Address: 2275 Wintergreen Drive City, State, Zip: Semmes, Alabama 36575 Home Phone: Work Phone: 251-607-5135 Cell Phone: 678-266-8180 Fax: E-mail: [email protected] [email protected] Preceptor Contact Information Name: Crystal McDonald Organization: Springhill Medical Center Street Address: 3719 Dauphin Street City, State, Zip: Mobile, Alabama 36608 Work Phone: 251-460-5202 Cell Phone: 251-463-7448 Fax: E-mail: [email protected] Section 2: Practicum Professional Development Objectives Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course Objective 1: Improve time management skills in a leadership role while managing work life balance. Objective 2: Gain confidence and experience in my role performance in a supportive environment with preceptor, and other experienced health care professionals in leadership roles in a variety of settings. Objective 3: Utilize effective relaxation and stress reduction techniques to allow me to complete my task that will ultimately lead to my beginning a new career as advanced beginning professional. Section 3: Projected Timeline/Schedule Estimate how many hours you expect to work on your practicum each week. Per the practicum guidelines, you may use half your hours for professional development and up to half for your Practicum Project (i.e., 72 hours to accomplish your practicum professional development objectives and 72 hours to complete your Practicum Project objectives, which you will establish later in this course).NURS 6600 Capstone Synthesis Practicum Assignment Papers. This timeline is intended as a planning tool; your actual schedule may differ from the projections you are making now. I intend to complete the 144 practicum hours according to the following timeline/schedule: Number of Hours Projected for Week Number of Weekly Hours for Professional Development Number of Weekly Hours for Practicum Project Week 1 15 8 7 Week 2 15 8 7 Week 3 15 8 7 Week 4 14 6 8 Week 5 12 4 8 Week 6 14 8 6 Week 7 14 8 6 Week 8 11 6 5 Week 9 12 6 6 Week 10 12 6 6 Week 11 10 4 6 Total Hours (must meet the following requirements) 144 Hours 72 72 Section 4 Signatures Student Signature (electronic): Chizelle T. Archie Date: 08/31/2017 Practicum Faculty Signature (electronic)**: Date: ** Faculty signature signifies approval of Practicum Professional Experience Plan (PPEP) Submit your Practicum Professional Experience Plan on or before Day 7 of Week 1 for Faculty review and approval. Once approved, you will receive a copy of the PPEP for your records. You must share an approved copy with your Preceptor. The Preceptor is not required to sign this form.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Marcus recalls the beginning of his career, when he started as a nurse at Grand View Hospital. He had heard the organization was soliciting proposals from various companies so they could weigh the pros and cons associated with adopting a new health information technology system. He has been curious about the request for proposal (RFP) process ever since. Now, as he looks forward to new professional opportunities, he would like to ensure that he develops the skills and expertise needed to formulate an RFP. What are your professional aims? How can you apply what you have learned in your coursework to your practicum setting? How will you leverage your experiences in the practicum to facilitate your development as a nurse leader-manager or informaticist? In this Discussion, you reflect on your aspirations and consider the transitions that may be required to achieve them. You identify professional development objectives and evaluate opportunities for achieving them through your experiences in the practicum.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Think about the professional role changes you have been undergoing or that you may undertake following completion of this MSN program. Review the information related to professional development and role change in the Learning Resources, and conduct additional research as necessary to address any questions or concerns you may have.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Consider the following questions: What types of professional positions interest you? Are they significantly different from the types of positions you have held in the past? If so, how? What challenges are you likely to encounter as you transition into a new role? What resources could help you to manage this change? Consider your inner resources (e.g., drawing on previous experiences, stress management), resources available to you through your relationships with others, and institutional supports.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Consider how you could use this Practicum Experience to apply what you have learned and enhance or acquire specialization skills and knowledge, regardless of whether you intend to change roles or stay in your current position for the time being. Review the NURS 6600 Course Outcomes listed in the Syllabus. Determine how your experiences in the practicum could help you to achieve one or more of these outcomes.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Review the information in the Introduction to the Practicum (in this weeks Practicum area) and the School of Nursing Practicum Manual as necessary to ensure you have a clear understanding of the practicum requirements. Review the suggestions for developing effective learning objectives provided in the Learning Resources.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Think of two or three objectives that could help guide your professional development during your practicum. These objectives, referred to as your practicum professional development objectives, must be: Specific Measurable Attainable Results-focused Time-focused Reflective of the higher-order domains of Blooms Taxonomy (i.e., Application level and above) Select one or more practicum professional development objectives to focus on for this Discussion. (You may continue to hone these objectives as you work on this weeks Application Assignment.) Reflect on how you could achieve each objective through your Practicum Experience.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Post an explanation of your professional aspirations and how you intend to use the Practicum Experience to promote career change and/or enhance your performance. Describe at least one objective to facilitate your professional growth, and explain the steps you could take to achieve the objective(s) during your Practicum Experience. Support your response with examples from the literature.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Read a selection of your colleagues responses. Respond to at least two of your colleagues on two different days, using one or more of the following approaches: Suggest strategies for using the Practicum Experience to deepen or broaden their knowledge. Offer suggestions for refining their practicum professional objective(s). Required Readings Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286289. Note: Retrieved from the Walden Library databases. Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.NURS 6600 Capstone Synthesis Practicum Assignment Papers. McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406409. Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150153. Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care. Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421430. Note: Retrieved from the Walden Library databases. Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 3538. Note: Retrieved from the Walden Library databases. The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes. Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236246. Note: Retrieved from the Walden Library databases. In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice. Armstrong, P. (2013). Blooms taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/ Vanderbilt University provides this overview of Blooms taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Clark, D. (2013). Blooms taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html This article addresses three domains of learning: cognitive, affective, and psychomotor. University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195 This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week. The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Blooms taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy This resource outlines elements of Blooms Taxonomy. Document: Practicum Professional Experience Plan (Word Document) Use this form to develop your Practicum Professional Experience Plan as outlined this week. Document: Practicum Professional Experience Plan (Word Document) Use this form to develop your Practicum Professional Experience Plan as outlined this week. Document: Practicum Journal (Word Document) During your Practicum Experience, you are required to submit your time log and three journal entries. You will use this form to complete your journal reflections.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF) This comprehensive manual outlines all of the requirements for the Practicum Experience. Clinical Resources Document: Introduction to Clinical Experiences (PowerPoint) Document: Practicum Manual (PDF) Required Media Laureate Education (Producer). (2012a). Professional behavior in the practicum setting [Interactive media]. Note: Retrieved from the Walden Library databases. In this audio presentation, Dr. Jeanne Morrison discusses topics that demonstrate professional behavior in the practicum setting, such as dressing professionally, punctuality, and communication.NURS 6600 Capstone Synthesis Practicum Assignment Papers. Please click here for the Transcript (PDF). Laureate Education (Producer). (2012b). Professional best practices [Interactive media]. Note: Retrieved from the Walden Library databases. In this audio segment, Dr. Jeanne Morrison provides an overview of best practices and tips for students engaged in the Practicum Experience. She discusses what activities are included in practicum hours, the importance of staying in touch with your Preceptor, and strategies for dealing with stress. Please click here for the Transcript (PDF). Laureate Education (Producer). (2012c). Professionalism and the practicum experience [Interactive media]. Note: Retrieved from the Walden Library databases. What is the Practicum Experience all about? What are the roles of the Faculty Member and the Preceptor? In this media presentation, Dr. Jeanne Morrison discusses these and other critical aspects of the Practicum Experience. She also provides an overview of the professional demeanor expected of all students throughout the Practicum Experience. Addresses the implications of substance abuse on the role of the forensic nurse. Describes the interdisciplinary process for recognition and treatment of substance abuse. Covers types of substances and their effects on the abuser. Addresses the psychological component of substance abuse and the psychosocial impact of substance abuse on the abuser and their support system. Meets with NURS 4040.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6060 The Many Facets of Child Maltreatment 3 Credits (Minimum) 3 Credits (Maximum) Explores the multifaceted manifestations of child maltreatment to include medical and nursing diagnosis, treatment, documentation, and legal implications from a forensic nursing perspective. Prer., Graduate students only. Meets with NURS 4060. NURS 6070 The Epidemic of Sexual Assault, Abuse, and Exploitation 3 Credits (Minimum) 3 Credits (Maximum) Reviews sexual assault, abuse, and exploitation from a forensic nursing perspective. An interdisciplinary approach explores the dynamics of sexual violence in society and the interface of sexual assault, interpersonal violence (IPV), and child maltreatment. Roles for the forensic nurse will be reviewed. Prer., Graduate or Doctoral nursing students or registered nurses only. Meets with NURS 4070. NURS 6080 Injury Investigation Throughout the Life Span 3 Credits (Minimum) 3 Credits (Maximum) Provides enhanced knowledge concerning injury and its investigation. A major focus is fatal injuries, death investigation. A major focus is fatal injuries, death investigation systems in the United States, and techniques employed to ascertain the cause and manner of death. Prevention strategies and opportunities for forensic APN role development will also be reviewed. Prer., NURS 4020 or NURS 6020. Graduate or doctoral students in Nursing. NURS 6100 Philosophical Foundations of Advanced Nursing Practice 3 Credits (Minimum) 3 Credits (Maximum) Explores theoretical and philosophic foundations of human caring and nursings epidemiology and ontology. Introduces patterns of knowing and advanced roles of artist, ethicist, carer, citizen, and scientist. Integrates theoretical, ethical, socio-political, family, and philosophic perspectives. Prer., Graduate admission or permission of instructor. NURS 6110 Advanced Nursing Practice and Health Care Policy 3 Credits (Minimum) 3 Credits (Maximum) Introduces knowledge to effect change in health care policy and delivery. Advanced nursing practice is explored in the health care system, focusing on regulatory issues and legal/ethical parameters. Emphasis is placed on leadership skills within the social/political arena. Prer., Graduate standing or permission of instructor. NURS 6120 Nursing Research 3 Credits (Minimum) 3 Credits (Maximum) Explores the basis for research in advanced practice nursing. Emphasis is placed on the research process and critiquing published research. Prer., introductory statistics course. NURS 6140 Dynamics of Holistic Practice 2 Credits (Minimum) Enhances personal and esthetic ways of knowing through the exploration of creativity and critical thinking. Examines conceptual and experiential creativity and encourages the expression of self as an esthetic being. Incorporates theories from decision making and logic. NURS 6150 Clinical Nurse Specialist Seminar 3 Credits (Minimum) 3 Credits (Maximum) Explore historical, theoretical, and conceptual foundations of the clinical nurse specialist (CNS) role. Define the CNS roles of scientist, ethicist, artist, carer, and citizen. Acquire knowledge through patterns of knowing in advanced nursing practice. Prer., NURS 6100, NURS 6110. NURS 6170 Geropharmacology: Concepts and Practical Applications in Advanced Practice Nursing 2 Credits (Minimum) 2 Credits (Maximum) Reviews pharmacology concepts in the context of the physiology of aging. Applies concepts learned in advanced health assessment to the comprehensive history component of medication review. Discusses polypharmacy and drug classes that may be problematic for older adults. Explores collaborations between advanced practice nurses and pharmacists to reduce medication errors and enhance adherence through education. Prer., NURS 6280, NURS 6730, NURS 6740.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6190 Educational Measurement and Evaluation in Nursing 3 Credits (Minimum) 3 Credits (Maximum) Theories of measurement and evaluation are analyzed as they relate to various aspects of instruction in nursing. Students study and use a variety of measurement and evaluation techniques. Opportunities are provided for students to analyze ethical, legal, and social issues involving measurement and evaluation, as well as uses and limitations of evaluation instruments in a variety of instructional situations. Methods of curriculum and program evaluation will also be addressed. Prer., BSN or graduate department permission. NURS 6200 Curriculum Development in Nursing 3 Credits (Minimum) 3 Credits (Maximum) Introduces the process of curriculum development and the procedures of structuring and evaluating curriculum experiences and outcomes. NURS 6210 Transformational Teaching Strategies 3 Credits (Minimum) 3 Credits (Maximum) Promotes understanding of the political, philosophical and personal tenets of a caring curriculum. Explores advanced concepts of teaching and learning and examines learning theory. Studies the art and science of effective teaching strategies. Includes techniques of media production. NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6220 Collaborative Health Care Management with the Elderly 3 Credits (Minimum) 3 Credits (Maximum) Provides students with empirical knowledge needed to manage care of elderly individuals. Sets foundation for an advanced practice role in providing primary care to older adults and their families within a framework of collaborative practice. Prer., NURS 6120 (Recommended). NURS 6230 Physiological Problems of Aging 3 Credits (Minimum) 3 Credits (Maximum) Explores the various aspects of aging from a physiological perspective. Health promotion of mature and aging families will be addressed. Management of minor acute health problems will be systematically covered. Cultural and ethnic differences are elucidated. NURS 6240 Managed Care Environment 3 Credits (Minimum) Explores the managed care environment and its evaluation. Explores philosophy of managed care and case management methods, the shift from illness care to illness prevention and community based practice. Focuses on interdisciplinary collaboration, ethics and accountability.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6250 International and Cross-Cultural Health Care 3 Credits (Minimum) Study of selected international health care and nursing issues. Theoretical and conceptual aspects of cross-cultural health care are included. Travel to England with this class and complete graduate requirements with emphasis on social and health care policy in England.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6260 Topics in Nursing 1 to 3 Credits (Minimum) Designed to focus on the explorations of selected topics in advanced nursing practice. NURS 6270 Family Theory and Intervention 3 Credits (Minimum) Explores family theories and their application to advanced nursing. Utilizes a variety of assessment tools to evaluate and plan care for selected families. Applies statistics, demographics of changing families structures, and examples of cultural diversity to the care of families. NURS 6280 Clinical Pharmacotherapeutics 3 Credits (Minimum) 3 Credits (Maximum) Provides knowledge of cellular mechanisms and the clinical application of therapeutic drugs by practitioners in primary and acute health care settings. Educates Advanced Practice Nursing students about common drug uses, drug categories, and integrative health therapies. Prer., Graduate standing or permission of instructor.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6290 Resource Management: Budget and Finance 3 Credits (Minimum) 3 Credits (Maximum) Introduces systems of resource management that may be applied in health care delivery. Emphasis given to strategies of finance and budget, personnel management, management research, and information systems as tools used by nurse managers to impact the health environment. Meets with HCAD 6490. NURS 6300 Sexual Assault: Implications for Nursing Practice 3 Credits (Minimum) 3 Credits (Maximum) Focuses on sexual violence and expands personal knowledge of medicolegal aspects of health care. The alliance of nursing, law enforcement and forensic sciences is explored. Models for preventive strategies and public education are investigated. Meets with HSCI 6300.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6310 Forensic Nursing 3 Credits (Minimum) 3 Credits (Maximum) Introduces clinical forensic nursing with an emphasison emergency room and community health forensic issues. Explores principles and philosophy of clinical forensic nursing and the role of the forensic nurse in advanced nursing practice in clinical and/or community based settings. Meets with HSCI 6310.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6320 Injury and Death Investigation 3 Credits (Minimum) 3 Credits (Maximum) Explores principles related to investigation of injury and death. Forensic pathology and forensic autopsy procedures are included. Explores topics medicolegal evidence, violence injury and environmental pathology. Meets with HSCI 4320 and HSCI 6320. NURS 6330 Crime Scene & Crime Lab 3 Credits (Minimum) 3 Credits (Maximum) Introduces the student to the areas of crime scene preservation, investigation and development and to the scientific tactics, procedures, and techniques employed by forensic experts and sophisticated scientific techniques by forensic nurses. Meets with HSCI 4330 and HSCI 6330.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6340 Psychosocial/Legal Aspects of Forensic Science 3 Credits (Minimum) 3 Credits (Maximum) Introduces the psychological, neurocognitive, sociological and legal dimensions of forensic nursing, assessment and diagnosis of mental disorders, and the interface between the psychosocial effects of injury and illness and the judicial system. Explores criminal, civil and family law applications. Meets with HSCI 4340 and HSCI 6340. NURS 6350 Internship in Clinical Forensics 2 Credits (Minimum) Arranged to expand clinical application theory content in forensic nursing. Arrangements can be made for experiences with coroners, emergency rooms, crime investigation units, prison or other clinical settings which are congruent with student goals.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6360 Legal Aspects of Forensics: Civil and Criminal 3 Credits (Minimum) 3 Credits (Maximum) Criminal, civil and family law will be discussed as they relate to forensic issues. Meets with HSCI 4290 and HSCI 6360. NURS 6370 Violence and Human Rights Issues 3 Credits (Minimum) 3 Credits (Maximum) Provides the opportunity to explore the impact of violence in relation to the responsibilities of the investigator, assessor, evaluator, and therapist. Includes strategies of care for individual family and community survivors. Principles and philosophies of victimology, traumatology and domestic violence.Meets with HSCI 4370 and HSCI 6370.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6380 Evaluation and Management of Adult, Adolescent and Pediatric Sexual Assault Patients 3 Credits (Minimum) 3 Credits (Maximum) Provides advanced preparation for experienced nurses interested in practicing sexual assault nurse examiners or expanding knowledge in forensic healthcare. Topics include: medical forensic examination, evidence collection and the role of the advanced practitioner in the criminal justice process. Prer., Graduate School Admission.NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6390 School Based Nurse Care 3 Credits (Minimum) Management of the child as a client within the family and school community. Includes pediatric health assessment, health education, family centered care, legal guidelines and related laws. Links the child, the school and geographic community by leadership and management. NURS 6410 Complementary Healing Methods 3 Credits (Minimum) 3 Credits (Maximum) Presents an overview of the history, theoretical bases, applications, resources, and trends of complementary healing methods. The evolution of Western scientific thought and Eastern medical theories will be examined as a basis for understanding current health perspectives and treatment modalities. NURS 6600 Capstone Synthesis Practicum Assignment Papers. NURS 6420 Dynamics of Unity 3 Credits (Minimum) 3 Credits (Maximum) Explores the scientific and cultural underpinnings of holistic thought. The evolution of Western Science, the essential unity of diverse spiritual traditions, and the development of society from industrialism and isolation to the age of information and global economy. Meets with NURS 4620. NURS 6430 Psychophysiology of Holist
NURS 6351 Role of the Nurse Educator Assignment
NURS 6351 Role of the Nurse Educator Research Paper NURS 6351 Role of the Nurse Educator Research Paper A nurse educator is a nurse who teaches and prepares licensed practical nurses (LPN) and registered nurses (RN) for entry into practice positions. They can also teach in various patient care settings to provide continuing education to licensed nursing staff. Nurse Educators teach in graduate programs at Masters and doctoral level which prepare advanced practice nurses, nurse educators, nurse administrators, nurse researchers, and leaders in complex healthcare and educational organizations.NURS 6351 Role of the Nurse Educator Research Paper Permalink: https://nursingpaperessays.com/ nurs-6351-role-o research-paper / The type of degree required for a nurse educator may be dependent upon the governing nurse practice act or upon the regulatory agencies that define the practice of nursing. In the United States, one such agency is the National Council of State Boards of Nursing.[1] For instance, faculty in the U.S. may be able to teach in an LPN program with an associate degree in nursing. Most baccalaureate and higher degree programs require a minimum of a graduate degree and prefer the doctorate for full-time teaching positions. Many nurse educators have a clinical specialty background blended with coursework in education. Many schools offer the Nurse Educator track which focuses on educating nurses going into any type setting. Individuals may complete a post-Masters certificate in education to complement their clinical expertise if they choose to enter a faculty role. Nurse educators can choose to teach in a specialized field of their choosing. There is not extra degree needed to be earned other than a Masters degree in nursing. Most schools will only hire a nurse to teach a class if they have had experience in that area. This is so the students can have a better understanding of the current subject being taught.NURS 6351 Role of the Nurse Educator Research Paper In Australia, Nurse Educators must be Registered Nurses (RNs/Division 1 Nurses). The Nurse Educator role is not available to Enrolled Nurses (ENs/Division 2 Nurses). Nurse Educators require a minimum of a Certificate IV in Training and Assessment to teach the Diploma of Nursing in both the classroom and clinical placement settings. Bachelor of Nursing Educators do not technically require this qualification, but it is generally favored. A Nurse Educator may also complete post-graduate university study in Nursing or Clinical Education, which may lead to an academic career including research, lecturing or doctoral study. To become a Clinical Nurse Educator in a healthcare setting (e.g on an acute care ward), Registered Nurses are generally required to have 5-10 years clinical experience and 6-8 years of study (a bachelor degree plus post-graduate certificate or diploma).NURS 6351 Role of the Nurse Educator Research Paper Nurse educators combine clinical expertise and a passion for teaching into rich and rewarding careers. These professionals, who work in the classroom and the practice setting, are responsible for preparing and mentoring current and future generations of nurses. Nurse educators play a pivotal role in strengthening the nursing workforce, serving as role models and providing the leadership needed to implement evidence-based practice. Nurse educators are responsible for designing, implementing, evaluating and revising academic and continuing education programs for nurses. These include formal academic programs that lead to a degree or certificate, or more informal continuing education programs designed to meet individual learning needs. Nurse educators are critical players in assuring quality educational experiences that prepare the nursing workforce for a diverse, ever-changing health care environment. They are the leaders who document the outcomes of educational programs and guide students through the learning process.NURS 6351 Role of the Nurse Educator Research Paper Nurse educators are prepared at the masters or doctoral level and practice as faculty in colleges, universities, hospital-based schools of nursing or technical schools, or as staff development educators in health care facilities. They work with recent high school graduates studying nursing for the first time, nurses pursuing advanced degrees and practicing nurses interested in expanding their knowledge and skills related to care of individuals, families and communities. Nurse educators often express a high degree of satisfaction with their work. They typically cite interaction with students and watching future nurses grow in confidence and skill as the most rewarding aspects of their jobs. Other benefits of careers in nursing education include access to cutting-edge knowledge and research, opportunities to collaborate with health professionals, an intellectually stimulating workplace and flexible work scheduling.NURS 6351 Role of the Nurse Educator Research Paper Given the growing shortage of nurse educators, the career outlook is strong for nurses interested in teaching careers. Nursing schools nationwide are struggling to find new faculty to accommodate the rising interest in nursing among new students. The shortage of nurse educators may actually enhance career prospects since it affords a high level of job security and provides opportunities for nurses to maintain dual roles as educators and direct patient care providers. Roles: A nurse educator is a registered nurse who has advanced education, including advanced clinical training in a health care specialty. Nurse educators serve in a variety of roles that range from adjunct (part-time) clinical faculty to dean of a college of nursing. Professional titles include Instructional or Administrative Nurse Faculty, Clinical Nurse Educator, Staff Development Officer and Continuing Education Specialist among others. NURS 6351 Role of the Nurse Educator Research Paper Nurse educators combine their clinical abilities with responsibilities related to: Designing curricula Developing courses/programs of study Teaching and guiding learners Evaluating learning Documenting the outcomes of the educational process. Nurse educators also help students and practicing nurses identify their learning needs, strengths and limitations, and they select learning opportunities that will build on strengths and overcome limitations. In addition to teaching, nurse educators who work in academic settings have responsibilities consistent with faculty in other disciplines, including: Advising students Engaging in scholarly work (e.g., research) Participating in professional associations Speaking/presenting at nursing conferences Contributing to the academic community through leadership roles Engaging in peer review Maintaining clinical competence Writing grant proposals A growing number of nurse educators teach part-time while working in a clinical setting. This gives them the opportunity to maintain a high degree of clinical competence while sharing their expertise with novice nurses. Nurse educators who work in practice settings assess the abilities of nurses in practice and collaborate with them and their nurse managers to design learning experiences that will continually strengthen those abilities. NURS 6351 Role of the Nurse Educator Research Paper Specialties: In most instances, nurse educators teach clinical courses that correspond with their area(s) of clinical expertise and the concentration area of their graduate nursing education program. Those considering a teaching career may choose from dozens of specialty areas, including acute care, cardiology, family health, oncology, pediatrics and psychiatric/mental health. In addition, nurse educators teach in areas that have evolved as specialties through personal experience or personal study, such as leadership or assessment. The true specialty of a nurse educator is his or her expertise in teaching/learning, outcomes assessment, curriculum development and advisement/guidance of the learner. Qualifications: Nurse educators need to have excellent communication skills, be creative, have a solid clinical background, be flexible and possess excellent critical thinking skills. They also need to have a substantive knowledge base in their area(s) of instruction and have the skills to convey that knowledge in a variety of ways to those who are less expert. NURS 6351 Role of the Nurse Educator Research Paper Nurse educators need to display a commitment to lifelong learning, exercise leadership and be concerned with the scholarly development of the discipline. They should have a strong knowledge base in theories of teaching, learning and evaluation; be able to design curricula and programs that reflect sound educational principles; be able to assess learner needs; be innovative; and enjoy teaching. Those who practice in academic settings also need to be future-oriented so they can anticipate the role of the nurse in the future and adapt curriculum and teaching methods in response to innovations in nursing science and ongoing changes in the practice environment. They need advisement and counseling skills, research and other scholarly skills, and an ability to collaborate with other disciplines to plan and deliver a sound educational program. Nurse educators who practice in clinical settings need to anticipate changes and expectations so they can design programs to prepare nurses to meet those challenges. They need to be able to plan educational programs for staff with various levels of ability, develop and manage budgets, and argue for resources and support in an environment where education is not the primary mission. Practice Settings: While nurses who care for patients in any setting engage in patient teaching, nurse educators typically practice in the following settings: Senior colleges and universities Junior or community colleges Hospital-based schools of nursing Technical colleges Hospitals Community health agencies Home care agencies Long-term care facilities Online using distance learning technology. Within the school setting, there are as many options as there are schools. Educators may teach on a rural, suburban or urban campus; at a major private university or local community college; as part of a certificate program in a teaching hospital; or as a research coordinator in a doctoral program. NURS 6351 Role of the Nurse Educator Research Paper What Is the Nurses Role in Patient Education? Effective patient education starts from the time patients are admitted to the hospital and continues until they are discharged. Nurses should take advantage of any appropriate opportunity throughout a patients stay to teach the patient about self-care. The self-care instruction may include teaching patients how to inject insulin, bathe an infant or change a colostomy pouching system. Without proper education, a patient may go home and resume unhealthy habits or ignore the management of their medical condition. These actions may lead to a relapse and a return to the hospital. To educate patients, nurses may instruct patients about the following: Self-care steps they need to take. Why they need to maintain self-care. How to recognize warning signs. What to do if a problem occurs. Who to contact if they have questions. How Can Nurses Ensure Patient Comprehension? Many patients lack knowledge about healthcare. Nurses must assess their patients to pinpoint the best way to educate them about their health and determine how much they already know about their medical condition. They need to build a rapport with patients by asking questions to zero in on concerns. Nurses may have to adjust their teaching strategies to fit the patients preferences. Many patients want detailed information, though some may request only a checklist. Once nurses complete the patient assessment, they can provide instruction by using the following:NURS 6351 Role of the Nurse Educator Research Paper Common words and phrases. Reading materials written at a sixth-grade level. Video. Audio. A hands-on approach is instrumental in guaranteeing that a patient understands medical requirements. Nurses should perform a demonstration and have patients repeat back the information or carry out the procedure themselves. Nurses should also teach the patients family members, friends or caregivers at home. How Are Patients Different? Not every patient has the same learning ability. Patients may have developmental disorders or literacy limitations. Some patients may respond better to visual content than to plain text. Others may have hearing or vision impairment. Nurses may encounter language or cultural barriers. Consider the following questions when assessing patients. What level of education do they have? Can they read and comprehend directions for medications, diet, procedures and treatments? What is the best teaching method? Reading, viewing or participating in a demonstration? What language does the patient speak? Does the patient want basic information or in-depth instruction? How well does the patient see and hear? In order to create an environment that is conducive to patient education, nurses should develop a supportive relationship with their patients. Patients equipped with knowledge can make lifestyle changes and remain self-sufficient even if they have a chronic medical condition. Education can increase the likelihood of successful outcomes and improve patient safety and satisfaction.NURS 6351 Role of the Nurse Educator Research Paper In 2008, the Institute of Medicine released a report recommending that 80 percent of the registered nurse (RN) workforce have a bachelors degree in nursing (BSN) by 2020, causing many hospitals to reevaluate their criteria for hiring new nurses. Additionally, hospitals aspiring to Magnet status are likely to hire more BSN-prepared nurses, due to better expected patient outcomes. Thats why many hospitals are looking to work with educational institutions such as Herzing University to meet the rising demand of BSN degrees, such as through an online RN-BSN program. As registered nurses return to school and new students seek entry to BSN programs, colleges and universities are under increased pressure to find qualified faculty to educate and train future nurses. Thus, nurse educators skills and experience are continually in demand, and essential for expanding the RN workforce to meet the healthcare needs of current and future generations. How are nurse educators preparing nurses for the future? Nurse educators are instrumental in shaping the future of healthcare by providing their students not only with the technical skills that they need to be successful in their field, but also the refined skills and depth of knowledge that will help advance quality of patient care. The importance of community nursing: As the focus of patient care shifts from acute care to prevention models, a nurses role expands to health education and advocacy, community care, agency collaboration and political and social reform. Todays nurses need to understand their evolving role in the community and how to provide holistic care for patients. As a nurse educator, you help nurses understand the principles behind the work that they do and how they can proactively contribute to the health and well-being of the communities they serve. Essential leadership skills: Good leaders arent borntheyre made! Nurse educators help prepare todays nurses for future leadership roles by introducing management and organizational theories that will allow nurses to take initiative in a variety of roles. In addition, nurse educators help students learn how to improve patient-care quality, how to make cost-effective decisions and how to evaluate patient outcomes to improve future practice. How to implement evidence-based practice: Nurse educators can also help nurses learn how to critically evaluate new research. This is an important skill that allows nurses to become more effective decision-makers and problem-solvers and help improve patients health and well-being. Becoming a nurse educator: Becoming a nurse educator doesnt mean that you have to forgo your clinical work; many nurse educators continue to care for patients in addition to their teaching duties. In order to become a nurse educator, you must obtain your MSN. Educational opportunities such as Herzings MSN-Nurse Educator program empower students to fulfill the ongoing and vital need for quality instructors in the field.NURS 6351 Role of the Nurse Educator Research Paper Helping to shape the future generation of nurses is a truly rewarding career, and one that is essential to ensuring quality healthcare for our nation. By choosing to pursue a career in nursing education, todays nurses can help pave the way for a healthier future. What exactly does a nurse do? This lesson explores some of the different roles a nurse plays in patient care, including caregiver, decision maker, communicator, manager of care, patient advocate, and teacher. Roles and Functions of the Nurse What exactly does a nurse do? Your answer probably depends on the experiences that you have had in the past. Most people think a nurse is someone who gives a shot at the doctors office or simply is a doctors assistant. Furthermore, images of nurses in the media also paint a different picture of who a nurse really is. However, a nurse has a number of roles that he or she performs, often at the same time, depending on a patients needs. With all of the changes in healthcare over the last few decades, that role has expanded even more. Lets explore a few of these roles.NURS 6351 Role of the Nurse Educator Research Paper Caregiver As a caregiver, a nurse provides hands-on care to patients in a variety of settings. This includes physical needs, which can range from total care (doing everything for someone) to helping a patient with illness prevention. The nurse maintains a patients dignity while providing knowledgeable, skilled care. In addition, nurses care holistically for a patient. Holistic care emphasizes that the whole person is greater than the sum of their parts. This means that nurses also address psychosocial, developmental, cultural, and spiritual needs. The role of caregiver includes all of the tasks and skills that we associate with nursing care, but also includes the other elements that make up the whole person. Decision Maker Another role of the nurse, as a decision maker, is to use critical thinking skills to make decisions, set goals, and promote outcomes for a patient. These critical thinking skills include assessing the patient, identifying the problem, planning and implementing interventions, and evaluating the outcomes. A nurse uses clinical judgment his or her ability to discern what is best for the patient to determine the best course of action for the patient. Communicator As a communicator, the nurse understands that effective communication techniques can help improve the healthcare environment. Barriers to effective communication can inhibit the healing process. The nurse has to communicate effectively with the patient and family members as well as other members of the healthcare team. In addition, the nurse is responsible for written communication, or patient charting, which is a key component to continuity of care.NURS 6351 Role of the Nurse Educator Research Paper Manager of Care The nurse works with other healthcare workers as the manager of care and ensures that the patients care is cohesive. The nurse directs and coordinates care by both professionals and nonprofessionals to confirm that a patients goals are being met. The nurse is also responsible for continuity from the moment a patient enters the hospital setting to the time they are discharged home and beyond. This may even include overseeing home care instructions. For nurses in the hospital setting, the nurse is responsible for prioritizing and managing the care of multiple patients at the same time, which adds another dimension to this process. Patient Advocate Being a patient advocate may be the most important of all nursing roles. As a patient advocate, the nurses responsibility is to protect a patients rights. When a person is sick, they are unable to act as they might when they are well. The nurse acts on the patients behalf and supports their decisions, standing up for his or her best interests at all times. This can empower a patient while recognizing that a patients values supersede the health care providers.NURS 6351 Role of the Nurse Educator Research Paper The Role of the 21st Century School Nurse SUMMARYIt is the position of the National Association of School Nurses (NASN) that every child has access all day, every day to a full time registered professional school nurse (hereinafter referred to as school nurse). The school nurse serves in a pivotal role that bridges health care and education. Grounded by standards of practice, services provided by the school nurse include leadership, community/public health, care coordination, and quality improvement (NASN, 2016a) BACKGROUND The practice of school nursing began in the United States on October 1, 1902, when Lina Rogers, the first school nurse, was hired to reduce absenteeism by intervening with students and families regarding healthcare needs related to communicable diseases. After one month of successful nursing interventions in the New York City schools, she led the implementation of evidence-based nursing care across the city (Struthers, 1917). Since that time, school nurses continue to provide communicable disease management, but their role has expanded and is increasingly diverse.NURS 6351 Role of the Nurse Educator Research Paper A students health is directly related to his or her ability to learn. Children with unmet health needs have a difficult time engaging in the educational process. The school nurse supports student success by providing health care through assessment, intervention, and follow-up for all children within the school setting. The school nurse addresses the physical, mental, emotional, and social health needs of students and supports their achievement in the learning process. Students who are medically fragile or who deal with chronic health issues are coming to school in increasing numbers and with increasingly complex medical problems that require complicated treatments commonly provided by the school nurse (Lineberry & Ikes, 2015). Chronic conditions such as asthma, anaphylaxis, type 1 and type 2 diabetes, epilepsy, obesity, and mental health concerns may affect the students ability to be in school and ready to learn. The National Survey of Children with Special Healthcare Needs has determined that 11.2 million U.S. children are at risk for chronic physical, developmental, behavioral, or emotional conditions. These students may require health related services in schools (U.S. Department of Health and Human Services, Maternal and Child Health Bureau, 2013). School nurses address the social determinants of health, such as income, housing, transportation, employment, access to health insurance, and environmental health. Social determinants are identified to be the cause of 80% of health concerns (Booske, Athens, Kindig, Park, & Remington, 2010). In the United States, nearly one quarter of children attending school live in households below the federal poverty level (United States Census Bureau, 2014). Children from lower income families have a more difficult time accessing medical treatment for chronic diseases (Perrin, 2014).NURS 6351 Role of the Nurse Educator Research Paper RATIONALE School nursing is a specialized practice of nursing that advances the well-being, academic success, and lifelong achievement and health of students. Keeping children healthy, safe, in school, and ready to learn should be a top priority for both healthcare and educational systems. With approximately 55.9 million students in public and private elementary and secondary schools, educational institutions are excellent locations to promote health in children (National Center for Education Statistics, n.d.) and the school nurse is uniquely positioned to meet student health needs. LEADERSHIP School nurses lead in the development of policies, programs, and procedures for the provision of school health services at an individual or district level (NASN, 2016a), relying on student-centered, evidence-based practice and performance data to inform care (Robert Wood Johnson Foundation, 2009). Integrating ethical provisions into all areas of practice, the school nurse leads in delivery of care that preserves and protects student and family autonomy, dignity, privacy, and other rights sensitive to diversity in the school setting (American Nurses Association [ANA] & NASN, 2011). As an advocate for the individual student, the school nurse provides skills and education that encourage self-empowerment, problem solving, effective communication, and collaboration with others (ANA, 2015a). Promoting the concept of self-management is an important aspect of the school nurse role and enables the student to manage his/her condition and to make life decisions (Tengland, 2012). The school nurse advocates for safety by participating in the development of school safety plans to address bullying, school violence, and the full range of emergency incidents that may occur at school (Wolfe, 2013).NURS 6351 Role of the Nurse Educator Research Paper At the policy development and implementation level, school nurses provide system?level leadership and act as change agents, promoting education and healthcare reform. According to the ANA (2015b), registered nurses believe that it is their obligation to help improve issues related to health care, consumer care, health, and wellness. Educational preparation for the school nurse should be at the baccalaureate level (NASN, 2016b), and school nurses should continue to pursue professional development and continuing nursing education throughout their careers (Wolfe, 2013). COMMUNITY/PUBLIC HEALTH School nursing is grounded in community/public health (Schaffer, Anderson, & Rising, 2015). The goal of community/public health moves beyond the individual to focus on community health promotion and disease prevention and is one of the primary roles of the school nurse (Wold & Selekman, 2013). School nurses employ cultural competency in delivering effective care in culturally diverse communities (Office of Minority Health, 2013).NURS 6351 Role of the Nurse Educator Research Paper The school nurse employs primary prevention by providing health education that promotes physical and mental health and informs healthcare decisions, prevents disease, and enhances school performance. Addressing such topics as healthy lifestyles, risk?reducing behaviors, developmental needs, activities of daily living, and preventive self?care, and the school nurse uses teaching methods that are appropriate to the students developmental level, learning needs, readiness, and ability to learn. Screenings, referrals, and follow?up are secondary prevention strategies that school nurses utilize to detect and treat health-related issues in their early stage (NASN, 2016a). School nurses provide tertiary prevention by addressing diagnosed health conditions and concerns.NURS 6351 Role of the Nurse Educator Research Paper Student absences due to infectious disease cause the loss of millions of school days each year (Centers for Disease Control and Prevention, 2011). Based on standards of practice and community health perspective, the school nurse provides a safe and healthy school environment through control of infectious disease, which includes promotion of vaccines, utilization of school-wide infection control measures, and disease surveillance and reporting. Immunization compliance is much greater in schools with school nurses (Baisch, Lundeen, & Murphy, 2011). The school nurse strives to promote health equity, assisting students and families in connecting with healthcare services, financial resources, shelter, food, and health promotion. This role encompasses responsibility for all students within the school community, and the school nurse is often the only healthcare professional aware of all the services and agencies involved in a students care. NURS 6351 Role of the Nurse Educator Research Paper CARE COORDINATION School nurses are members of two divergent communities (educational and medical/nursing), and as such are able to communicate fluently and actively collaborate with practitioners from both fields (Wolfe, 2013). As a case manager, the school nurse coordinates student health care between the medical home, family, and school. The school nurse is an essential member of interdisciplinary teams, bringing the health expertise necessary to develop a students Individualized Education Plan or Section 504 plan designed to reduce health related barriers to learning (Zimmerman, 2013). Creating, updating, and implementing Individualized Healthcare Plans are fundamental to the school nurse role (McClanahan & Weismuller, 2015). School nurses deliver quality health care and nursing intervention for actual and potential health problems. They provide for the direct care needs of the student, including medication administration and routine treatments and procedures (Lineberry & Ickes, 2015). Education of school staff by the school nurse is imperative to the successful management of a child with a chronic condition or special healthcare need and is codified as a role of the school nurse in the Every Student Succeeds Act (2015).NURS 6351 Role of the Nurse Educator Research Paper Current school health practice models and school nurse workloads may require school nurses to delegate healthcare tasks to unlicensed assistive personnel in order to support the health and safety needs of students (Shannon & Kubelka, 2013). However, the availability of school nurses to work directly with students to assess symptoms and provide treatment increases students time in the classroom and parents time at work (Lineberry & Ickes, 2015). QUALITY IMPROVEMENT Quality improvement is a continuous and systematic process that leads to measurable improvements and outcomes (Health Resources and Services Administration, 2011) and is integral to healthcare reform and standards of practice (Agency for Healthcare Research and Quality, 2011). Continuous quality improvement is the nursing process in action: assessment, identification of the issue, development of a plan of action, implementation of the plan, and evaluation of the outcome. Data collection through this process is a necessary role of the school nurse.NURS 6351 Role of the Nurse Educator Research Paper Formal school nursing research is needed to ensure that delivery of care to students and school communities by the school nurse is based on current evidence. School nurses utilize research data as they advocate and illustrate the impact of their role on meaningful health and academic outcomes (NASN, 2016a). CONCLUSION It is the position of NASN that school nurses play an essential role in keeping children healthy, safe, and ready to learn. The school nurse is a member of a unique discipline of professional nursing and is often the sole healthcare provider in an academic setting. Twenty?first century school nursing practice is student?centered, occurring within the context of the students family and school community (NASN, 2016a). It is essential that all students have access to a full time school nurse all day, every day (American Academy of Pediatrics, 2016). Duties of a Nurse Educator Nurse educators teach and mentor the next generation of nurses. They are the role models for nursing students, guiding students through the challenges of learning what it means to be a nurse. Prepared at the masters or doctoral level, they are the faculty at colleges, universities, vocational/technical schools and hospital-based diploma programs. Masters prepared nurse educators earned an average annual salary of $72,028 in 2011, according to the American Association of Colleges of Nursing.NURS 6351 Role of the Nurse Educator Research Paper Academic Programs Nurse educators ensure that students who pass through their hands are prepared for a constantly changing health care environment. They design the academic programs at their institutions in accordance with the state regulations regarding nursing instruction. In addition to teaching the courses, nurse educators evaluate t
Community Health Nursing Intervention Strategies
Community Health Nursing Intervention Strategies Assignment Papers. Community Health Nursing Intervention Strategies Assignment Papers. Permalink: https://nursingpaperessays.com/ community-health ignment-papers / ? Towards the end of the last century, health improvement strategies (such as the World Health Organizations seminal Health for all by the year 2000) tended to use phrases like protecting and promoting health. In more recent years, the vocabulary has broadened out to place an emphasis on wellbeing as well as health. Today the phrase population health is used to convey a way of conceiving health that is wider still. It includes the whole range of determinants of health and wellbeing many of which, such as town planning or education, are quite separate from health services.Community Health Nursing Intervention Strategies Assignment Papers. Referring to population health rather than the more traditional phrase public health also helps avoid any perception that this is only the responsibility of public health professionals. Population health is about creating a collective sense of responsibility across many organisations and individuals, in addition to public health specialists.Community Health Nursing Intervention Strategies Assignment Papers. Confusingly, the phrase population health management is also widely used, with a specific meaning that is narrower in focus than population health. Population health management refers to ways of bringing together health-related data to identify a specific population that health services may then prioritise. For example, data may be used to identify groups of people who are frequent users of accident and emergency departments. This way of using data is also sometimes called population segmentation. Throughout all these changes in vocabulary, one element has consistently been essential: an emphasis on reducing inequalities in health, as well as improving health overall. This continues to be important in population health. There are several definitions of population health in use. The Kings Fund defines it as: An approach aimed at improving the health of an entire population. It is about improving the physical and mental health outcomes and wellbeing of people within and across a defined local, regional or national population, while reducing health inequalities. It includes action to reduce the occurrence of ill health, action to deliver appropriate health and care services and action on the wider determinants of health. It requires working with communities and partner agencies.Community Health Nursing Intervention Strategies Assignment Papers. A vision for population health, page 18 What is involved in improving population health? Our health is shaped by a range of factors, as set out in Figure 1. It is hard to be precise about how much each of these factors contributes to our health, but the evidence is convincing that the wider determinants of health in the outer ring have the most impact, followed by our lifestyles and health behaviours, and then the health and care system. There is also now greater recognition of the importance of the communities we live and work in, and the social networks we belong to.Community Health Nursing Intervention Strategies Assignment Papers. Figure 1 What affects our health? Figure 1: social determinants of health Dahlgren G, Whitehead M (1993). Tackling inequalities in health: what can we learn from what has been tried? Working paper prepared for The Kings Fund International Seminar on Tackling Inequalities in Health, September 1993, Ditchley Park, Oxfordshire. London, The Kings Fund, accessible in: Dahlgren G, Whitehead M. (2007) European strategies for tackling social inequities in health: Levelling up Part 2. Copenhagen: WHO Regional office for Europe: http://www.euro.who.int/__data/assets/pdf_file/0018/103824/E89384.pdf The Kings Fund definition of population health leads to a focus on actions in four broad areas, illustrated in Figure 2. These are the four pillars of population health. Figure 2 Four pillars of population health Four pillars of population health Improving population health requires action on all four of the pillars and, crucially, the interfaces and overlaps between them. Understanding the interfaces and overlaps between the pillars is essential. For example, housing is well-known to have a powerful impact on health. Healthy New Towns are an example of how an understanding of the overlap between housing, lifestyles and behaviours can lead to housing developments that are designed to encourage physical activity, healthy eating and social interaction. Similarly, sugary drinks have been associated with childhood obesity. Understanding how lifestyle choices in this case, the choice of drinks overlap with wider determinants of health in this case, the affordability of less sugary drinks helped the government design a soft drinks industry levy (often referred to as a sugar tax) which has led to a reduction in the sugar content of many soft drinks.Community Health Nursing Intervention Strategies Assignment Papers. The Kings Fund describes this way of thinking about population health as a population health system in which the four pillars are inter-connected and action is co-ordinated across them rather than within each in isolation. This is illustrated in Figure 3. Figure 3 A population health system Figure 2: a population health system How should progress be made on population health? The first step is to recognise that improving population health is an urgent priority. Over the last 100 years we have grown used to people living for longer and longer, but in recent years life expectancy has stopped increasing in England and in some areas has been reducing. Health inequalities are widening and England lags behind comparable nations of many key measures of health outcomes. Demand on NHS services has been increasing, but much of that extra demand is for treatment of conditions which are preventable. At heart, the NHS remains a treatment service for people when they become ill.Community Health Nursing Intervention Strategies Assignment Papers. Importantly, action needs to be taken at three levels: national eg, government, arms length bodies, membership organisations regional eg, devolution areas, sustainability and transformation partnerships, integrated care systems local eg, individual cities, towns and neighbourhoods. What needs to happen at the national level to improve population health? In addition to The Kings Funds A vision for population health, national bodies in England have started to signal a will to prioritise population health. Notably: the Department of Health and Social Care has issued a new strategy Prevention is better than cure which identifies population health as a priority. It includes a commitment for a Green Paper (consultation document) on the specific steps which the government will take to translate that priority into action.Community Health Nursing Intervention Strategies Assignment Papers. NHS England has been increasingly vocal in its aim of reducing health inequalities, and has identified prevention as one of the key themes in the long-term plan for the NHS. The plan includes a welcome emphasis on population health which will be a key focus for integrated care systems as they are rolled out across the country. National leadership for population health is essential but it needs to be co-ordinated across government. There are different options for how to do so. The last Labour governments policies set targets for reducing health inequalities which went across government, with accountability through a cabinet sub-committee. The Welsh government has set statutory targets for improving population health, which go beyond the health sector and include requirements for translating them to the local level and for monitoring. The same legislation also set a requirement for health impact assessment of all policies. At the moment, efforts to improve population health lack a common set of high-level goals and robust accountability for improvement. Although progress is being made in many local areas, responsibility for this is fragmented and unclear, rather than joined up as a concerted, nationwide approach. Improving accountability for contributing to national, high level goals is a priority. The Kings Fund has highlighted the potentially important role that Public Health England could have in monitoring and reporting on progress across the health and care system and beyond, if its role were more than only advisory.Community Health Nursing Intervention Strategies Assignment Papers. At present, funding is skewed towards health services providing treatment, such as hospitals. There is good evidence that investment in prevention is cost-effective, but the benefits of that investment may not be realised until several years later and, in the meantime, hospitals need the funding now in order to meet peoples immediate needs. Breaking out of this cycle is fundamental to making progress. One of the challenges for national leaders is to lead a debate about how best to re-balance spending across the four pillars of population health.Community Health Nursing Intervention Strategies Assignment Papers. What needs to happen at a regional level to improve population health? Devolution areas and regional plans made by sustainability and transformation partnerships (STPs) or integrated care systems (ICSs) which often include several local authorities and clinical commissioning groups have great potential to improve population health. Greater Manchester, for example, has a population health plan which is fully integrated into broader plans for economic development and growth and for public service reform. It is rooted in a set of principles and values which reflect the overall approach to devolution, and it sets out ambitious plans and programmes. STPs and ICSs are using 2019/20 as a foundation year to build up system-wide implementation plans for first five years of the NHS long-term plan, presenting a key opportunity to strengthen their focus on population health:Community Health Nursing Intervention Strategies Assignment Papers. Every ICS will need streamlined commissioning arrangements to enable a single set of commissioning decisions at system level. This will typically involve a single CCG for each ICS area. CCGs will become leaner, more strategic organisations that support providers to partner with local government and other community organisations on population health, service redesign and long-term plan implementation. The NHS long-term plan, page 29 It is implicit within this that although ICSs are being established through the NHS long-term plan, if they are to have impact on population health, they must not behave as just NHS bodies. At the regional level, a priority is to build on the cross-sector partnership approach that many STPs have started to establish.Community Health Nursing Intervention Strategies Assignment Papers. What does a population health approach look like at a local level? There is no single blueprint for a local population health approach: each place will need to work out what approach and importantly what arrangements for leadership and accountability will work best for their context. The four pillars of population health provide a framework that can be used for reviewing achievements and gaps, to inform the development of local plans and approaches.Community Health Nursing Intervention Strategies Assignment Papers. The examples below show the different approaches taken by different local areas. Bristol is developing its approach to population health by building on an existing commitment to be a Marmot city, adopting the approaches advocated by Professor Sir Michael Marmot for improving health and reducing health inequality. The Marmot city infrastructure is the basis for creating partnerships between city planning and development, public health, the local NHS, the local university, the police and others.Community Health Nursing Intervention Strategies Assignment Papers. Devon is using its STP as the framework for improving population health. For example, NHS commissioners and local authorities have jointly established wellbeing hubs. The County Durham Partnership positions the health and wellbeing board as the vehicle for improving population health by bringing together economic development, services for children and families, health improvement, community safety and the environment. There is notable engagement of councillors and NHS chief executives. Cherwell District Council is leading the Bicester Healthy New Town Initiative a new development of 13,000 homes within the Bicester area to bring together 20 partner organisations to ensure that the development actively promotes and improves residents health. Local politicians councillors and mayors have an essential role in bringing different organisations and departments together to work as effective partnerships, and in ensuring a focus on what the local community needs rather than a narrow view of organisational accountability. The Kings Funds report on the role of cities in improving population health describes this in more detail. Involving local people and using their insight to draw up plans for improving health are key to population health approaches. The Surrey Heartlands Health and Care Partnership demonstrates a range of methods for engaging people at scale including a citizens panel, monthly online surveys, citizen ambassadors and rigorous use of focus groups and deliberative research methods.Community Health Nursing Intervention Strategies Assignment Papers. Conclusion Right now, a number of policy developments are causing population health to have an increasingly high profile. Some of these such as the NHS long-term plan are specific to the NHS, although population health is about far more than just NHS services. It is clear that a significant groundswell is building up, creating opportunities for progress. Various secretaries of state for health have prioritised prevention when they first assumed office, only for that initial enthusiasm to evaporate over time. There is also a history of short-term thinking, resulting in prevention budgets being among the first to be cut at times of financial pressure. The key issue now is to ensure that the various commitments that have been made to improving population health go beyond rhetoric, to sustained effort at national, regional and local levels.Community Health Nursing Intervention Strategies Assignment Papers. 5095. Prespecialty Clinical Directed Study [Formerly NURS 262] This clinical course is designed to facilitate prespecialty student maintenance of clinical competencies in the event the student is unable to progress as planned in the clinical course curriculum of the prespecialty level. Students enrolled in this course will complete independent review of prior clinical and non-clinical course content, supervised laboratory practice, and facilitated clinical experience as directed by the faculty to demonstrate maintenance of clinical competency at the level of the last successfully completed prespecialty course. Prerequisite: Successful completion of at least one prespecialty clinical course. [1] 5101. Legal and Ethical Accountability in Professional Nursing Practice [Formerly NURS 215] This course provides an opportunity for the student to explore current legal and ethical issues in health care. Students will gain understanding of legal and ethical concepts, applying them in identification and analysis of complex scenarios affecting professional nursing practice. Legal principles, nursing liability, ethical theories, and decision-making are discussed as foundational concepts for professional nursing practice. Corequisites: 5103, 5105, 5106, 5115. [2] Fall 5103. Human Experience of Health and Illness Across the Lifespan I [Formerly NURS 235] Nursing 5103 is the first of three didactic courses examining the human experience of health and illness across the lifespan from infancy through senescence. Community Health Nursing Intervention Strategies Assignment Papers. The framework incorporates the following concepts and their influence on health and response to illness: growth and development, mental health, gender, lifestyle, value systems, spirituality, ethnicity, environment, and psychosocial, economic, and cultural issues. The impact of these factors on individuals, families, and aggregates will be explored. Basic concepts/knowledge of selected interventions will be introduced. Selected health problems involving the sensory, hematological, endocrine, renal/urinary, cardiovascular, and respiratory systems will be presented; the epidemiology, pathophysiology, medical management (select pharmacologic, non-pharmacologic, and surgical), and nursing management will be addressed. Health promotion, including primary, secondary, and tertiary, anticipatory guidance, and patient education will be discussed. Corequisite: 5101, 5105, 5106, 5115. [4] Fall 5105. Enhancement of Community and Population Health I [Formerly NURS 225] This course is the first in a sequence of three clinical practice courses designed to provide the student with an opportunity to explore population and community-based health care principles that impact the client.Community Health Nursing Intervention Strategies Assignment Papers. Healthy People 2020 will be used as a framework to determine the health status of the community. Notably, the course will provide the student knowledge on how the social determinants of health impact the health of the community. In addition, resources will be discussed in relation to the availability, barriers,and access in the community. The community clinical experience is designed to provide the student the opportunity to work within a community organization or agency to assess and identify specific challenges to maximizing the health of persons in communities and populations. Corequisite: 5101, 5103, 5106, 5115. [3] Fall 5106. Pharmacology for Nursing Care I [Formerly NURS 255A] This course presents an introduction to pharmacologic knowledge, the clinical indications for drug use as a treatment modality, and the role of the nurse in drug therapy.Community Health Nursing Intervention Strategies Assignment Papers. The course will present content on the prototype drug from major drug classifications that serves as a framework for continued self-study of new drug information. Emphasis will be placed on major drug classifications and their respective prototype drug(s) that are more commonly encountered in drug therapy. Corequisite: 5101, 5103, 5105, 5115. [2] Fall 5115. Fundamentals of Clinical Practice [Formerly NURS 245] This course is the first in a sequence of three clinical practice courses. The course is designed to provide the student with the opportunity to acquire the knowledge, skills, and attitudes required to apply the nursing process (assessment, analysis, planning, intervention, and evaluation) in the delivery of client-centered nursing care. Students will learn and practice assessment and intervention skills in a didactic classroom setting and in a simulated laboratory setting and progress to full application of the nursing process in an adult medical/surgical clinical setting with maximum faculty guidance. Corequisite: 5101, 5103, 5105, 5106. [5] Fall 5201. Inquiry and Evidence in Professional Nursing Practice [Formerly NURS 216] This course provides an introduction to nursing research and the evidence based practice process. Special emphasis is placed on integration of nursing science with clinical judgment and patient preferences for care. Students gain knowledge of the contributions of qualitative and quantitative research to clinical practice.Community Health Nursing Intervention Strategies Assignment Papers. Knowledge development and the interrelationships among theory, practice and research are discussed. The nurses role as advocate for human subjects in research is presented. Students identify clinical problems, search scholarly literature for information related to those problems, and critically appraise the scholarly information for application to clinical practice. The course culminates with the presentation of an evidence based nursing project addressing a selected clinical problem for the purpose of improving patient outcomes. Prerequisites: 5101, 5102, 5103, 5105, 5106, 5115; corequisites: 5203, 5205, 5206, 5215. [2] Spring 5203. Human Experience of Health and Illness Across the Lifespan II [Formerly NURS 236] Nursing 5203 is the second of three didactic courses examining the human experience of health and illness across the lifespan from infancy through senescence, including the childbearing cycle.Community Health Nursing Intervention Strategies Assignment Papers. The framework incorporates the following concepts and their influence on health and response to illness: growth and development, mental health, gender, lifestyle, value systems, spirituality, ethnicity, environment, and psychosocial, economic, and cultural issues. The impact of these factors on individuals, families, and aggregates will be explored. Basic concepts/knowledge of selected interventions will be introduced. Selected health problems involving mental health disorders with appropriate treatment modalities and settings, gastrointestinal, reproductive (including maternity focus) systems, and care of the client with cancer will be presented. The epidemiology, pathophysiology, medical management (non-pharmacologic, and surgical), and nursing management will be addressed. Health promotion, including primary, secondary, and tertiary, anticipatory guidance, and patient education will be discussed. Prerequisite: 5101, 5102, 5105, 5103, 5115, 5106. Corequisite: 5201, 5205, 5215, 5206. [5] Spring 5205. Enhancement of Community and Population Health II [Formerly NURS 226] This course is the second in a sequence of three clinical practice courses designed to provide the student with an opportunity to explore population and community based health care principles that impact the client.Community Health Nursing Intervention Strategies Assignment Papers. This course will provide the student with an opportunity to use evidence-based practice to enhance the knowledge base regarding factors that impact the clients health status within the community and population. This course will focus on how evidence-based practice may be used to increase healthy lifespans, decrease discrepancies in health status and improve health outcomes. The course explores population-based care models and environments in which health care is delivered: community agencies, clinics, neighborhoods/communities, schools, the family, and the workplace. Prerequisite: 5101, 5102, 5105, 5103, 5115, 5106. Corequisite: 5201, 5203, 5215, 5206. [3] Spring 5206. Pharmacology for Nursing Care II [Formerly NURS 255B] This course extends and builds upon pharmacological knowledge from earlier pharmacology courses and the Health and Illness Across the Lifespan series. The focus of the course is drug therapy most commonly seen in specific clinical settings and specific patient situations. Community Health Nursing Intervention Strategies Assignment Papers. The course presents a context for safe drug administration and for continued self-study of new drug information. Emphasis is placed on pharmacological interventions to achieve safe and optimal patient outcomes. Prerequisite: 5101, 5102, 5105, 5103, 5115, 5106. Corequisite: 5201, 5205, 5203, 5215. [2] Spring 5215. Integration of Theoretical and Clinical Aspects of Nursing I [Formerly NURS 246] This course is the second of a sequence of three clinical practice courses. Community Health Nursing Intervention Strategies Assignment Papers. It is designed to provide the student with the opportunity to integrate theory, practice, and evidence in the application of the nursing process in a clinical setting for diverse client aggregate populations across the lifespan (child-bearing families/newborn health, pediatric and adolescent health, adult and older adult health, and psychiatric/mental health). Students will analyze and integrate aggregate specific concepts in the provision of client-centered care in a variety of health care settings with moderate faculty guidance. Prerequisite: 5101, 5102, 5105, 5103, 5115, 5106. Corequisite: 5201, 5205, 5203, 5206. [3] Spring 5301. Leadership and Management in Professional Nursing Practice [Formerly NURS 217] This course provides an introduction to leadership and management in nursing. Course content focuses on leadership and decision-making theories, power and influence, team building, communication, and problem solving skills. The course is designed to facilitate transition to practice and management of professional issues that reflect the current complexity in provision of care with respect to patient, organizational, and professional advocacy. Quality improvement and management skills will be emphasized including delegation and assignment, managed care, outcomes management, resource allocation, conflict resolution, and economic principles pertinent to the efficient and effective delivery of health care services. Prerequisite: 5101, 5201; corequisite: 5303, 5305, 5306, 5315, 5325. [2] Summer 5303. Human Experience of Health and Illness Across the Lifespan III [Formerly NURS 237] This is the third of three didactic courses examining the human experience of health and illness across the lifespan from infancy through senescence with an emphasis on increasing complex acute and chronic issues. The course provides the student with the theoretical basis to apply principles of chronic illness, including assessment and intervention skills, to at-risk populations. Community Health Nursing Intervention Strategies Assignment Papers. The impact of multi-system factors on individuals, families, and aggregates or populations/communities will be explored. The epidemiology, pathophysiology, medical management (pharmacologic, non-pharmacologic, and surgical), and nursing management for selected health problems will be addressed. Health promotion, anticipatory guidance, and patient education will be discussed. Prerequisite: 5101, 5201, 5102, 5105, 5205, 5103, 5203, 5115, 5215, 5106, 5206. Corequisite: 5301, 5305, 5315, 5325, 5306. [Prerequisites and corequisites apply to non-R.N. students only.] [4] Fall, Summer 5305. Enhancement of Community and Population Health III [Formerly NURS 227] This course is the third in a sequence of three clinical practice courses designed to provide the student with an opportunity to explore population and community-based health care principles that impact the client. This course addresses healthcare systems related issues that impact the clients ability to maintain and maximize health.Community Health Nursing Intervention Strategies Assignment Papers. Students will have the opportunity to build on their knowledge of clients within communities and populations, collaborate to synthesize and evaluate data, identify appropriate programs, and disseminate findings. Prerequisite: 5101, 5201, 5102, 5105, 5205, 5103, 5203, 5115, 5215, 5106, 5206. Corequisite: 5301, 5303, 5315, 5325, 5306. [2] Summer 5306. Pharmacology for Nursing Care III [Formerly NURS 256] This course presents pharmacologic knowledge, the clinical indications for medication use as a treatment modality, and the role of the nurse in medication therapy. Emphasis is placed on the variations of pharmacologic therapy in critical and complex situations with the goal of achieving safe and optimal client outcomes in specific situations.Community Health Nursing Intervention Strategies Assignment Papers. Major medication classifications and commonly encountered prototype(s) within specialty areas will serve as a framework for continued learning of new pharmacologic information. Additionally, this course engages students in group activities which require collaboration, negotiation, and rationalizations of decisions essential for client centered care.. Prerequisite: 5101, 5201, 5102, 5105, 5205, 5103, 5203, 5115, 5215, 5106, 5206. Corequisite: 5301, 5305, 5303, 5315, 5325. [1] Summer 5315. Integration of Theoretical and Clinical Aspects of Nursing II [Formerly NURS 247A] This course is the final rotation of the second in the sequence of three clinical practice courses. This course is designed to provide the student with the opportunity to integrate theory, practice, and evidence in the application of the nursing process in a clinical setting for diverse client aggregate populations across the life span (child-bearing families/newborn health, pediatric and adolescent health, adult and older adult health, and psychiatric/mental health). Community Health Nursing Intervention Strategies Assignment Papers. Students will analyze and integrate aggregate specific concepts in the provision of client-centered care in variety of health care settings with moderate faculty guidance. Prerequisite: 5101, 5201, 5102, 5105, 5205, 5103, 5203, 5115, 5215, 5106, 5206. Corequisite: 5301, 5305, 5303, 5325, 5306. [1] Summer 5325. Capstone Clinical Practicum [Formerly NURS 247B] This course is the third in a sequence of three clinical practice courses. This course is designed to provide the student with the opportunity to synthesize theory, practice, and evidence in the application of the nursing process for multiple complex adult medical-surgical clients. Students will synthesize acquired knowledge, skills, and attitudes to prevent illness and promote health, prioritize and delegate nursing care, and engage as leaders within the inter-professional health care team to meet the needs of clients on the continuum of health. Prerequisite: 5101, 5201, 5102, 5105, 5205, 5103, 5203, 5115, 5215, 5106, 5206. Corequisite: 5301, 5305, 5303, 5315, 5306. [2] Summer 5401. Critical Thinking, Supporting Evidence and Communication, Part 1 [Formerly NURS 218A] This course focuses on identification of the unique strengths/perceptions of each RN student and a development of an individualized plan for learning. The course assists RN students in identifying and developing strategies to foster critical thinking, lifelong learning, and nursing practice role development.Community Health Nursing Intervention Strategies Assignment Papers. Theory development and research are introduced as processes essential to the organization and development of nursing knowledge. Limited to RN students. [3] Fall 5402. Epidemiology and Population-Based Nursing [Formerly NURS 228] This course provides the student with an opportunity to explore population-based health care principles of prevention, health maintenance and health promotion within the context of Healthy People 2010. Notably, the course will focus on how these principles are used to increase healthy lifespan, decrease discrepancies in health status and health outcomes for different populations and assure access to preventive services for all. It emphasizes epidemiologic principles and population-based holistic health promotion/disease prevention as an integral part of populations at risk for illness, disability, or premature death. Further, the course explores population-based care models and environments in which health care is delivered: community agencies, neighborhoods/communities, schools, the family, and the workplace. Legislation and policy implications for primary, secondary, and tertiary care will be discussed. [3] Fall 5403. Health Care Systems and the Role of the Nurse as Facilitator of Learning [Formerly NURS 238] This course addresses health care systems and the role of the nurse as teacher and facilitator of learning in health care. Course content focuses on leadership concepts, decision-making, team building, communication, managerial skills, and integrates the foundational concepts of teaching and counseling patients and families.Community Health Nursing Intervention Strategies Assignment Papers. The course also provides information on contemporary trends in the organization and delivery of health care to individuals, families and populations to include quality improvement and legal/regulatory issues. In addition, course content will include the impact of managed care and financial pressures on health care providers along with outcomes management, financial management, conflict resolution and economic principles pertinent to the delivery of health care services.Community Health Nursing Intervention S
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