Summarize the research article and evaluate the significance to nursing. Do not just quote the author’s words. Paraphrase the information. (CO 4, CO5).

Summarize the research article and evaluate the significance to nursing. Do not just quote the author’s words. Paraphrase the information. (CO 4, CO5).

Guidelines and Grading Rubric – Week 6

PURPOSE

The purpose of this assignment is for the student to learn to examine, analyze, critique, and summarize an original research article. Student is to select an article from a list located in Course Resources. There is a choice of articles from whichyou must choose ONE to complete this assignment.

COURSE OUTCOMES

Through this assignment, the student will demonstrate the ability to meet the following course outcomes:

CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO #7)

CO2: Apply research principles to the interpretation of the content of published research studies. (POs #4 and 8)

CO4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (POs #4 and 8)

CO5: Recognize the role of research findings in evidence-based practice. (POs #7 and 8)

POINTS

The assignment is worth a total of 175 points.

DUE DATE

You are to submit your paper to the Week 6 Dropbox by Sunday 11:59 p.m. MT at the end of Week 6.

REQUIREMENTS

Through this assignment, the student will:

1. Critique a peer-reviewed study, and in your own words, describe the research question, sample, design of study, data collection method, findings, and limitations of each. (CO 1, CO2,)

2. Summarize the research article and evaluate the significance to nursing. Do not just quote the author’s words. Paraphrase the information. (CO 4, CO5).

GUIDELINES TO WRITING THE PAPER

1. Course Resources lists articles from which you are to selectONE to analyze.

2. Retrieve the full-text version of the article from the library. Read it thoroughly.

3. Introduction (one paragraph): The introduction should be interesting and capture the reader’s attention.

a. Provide a brief description of the research article to be discussed.

b. Discuss the purpose of your paper. The purpose statement of the paper should relate to the research article reviewed and the implications that it has to evidence based nursing practice.

c. You will need to summarize and analyze the information from the article in your own words

4. Describe the research question for this study in a paragraph.

a. Describe the research in greater detail.

b. Include your observations about this question.

c. Discuss events or trends that could have affected this question.

d. You will need to summarize and analyze the information from the article in your own words

5. Describe the research design of this study, and in your own words discuss the design.

a. Discuss the research design of the study.

b. Discuss the strengths and weaknesses of the type of design and hypothesize why the author utilized the design as opposed to others.

c. You will need to summarize the information from the article in your own words

6. Describethe sample.

a. Briefly describe the sample size used for this study

b. Make a judgment as to whether the sample size was adequate and defend your answer.

c. Describe the number or participants and determine if the number of participants was adequate compared to the research question and the intent of the study.

d. Are these numbers adequate? Discuss gaps in that you identified.

e. You will need to summarize and analyze the information from the article in your own words

7. Describe the data collection method(s)’

a. Who collected the data?

b. What tools were used?

c. What were the ethical considerations addressed and discuss gaps you identified.

d. You will need to summarize and analyze the information from the article in your own words

8. Describe the limitations of the study.

a. Identify the limitations within the study

b. Describe how the limitations could be overcome in subsequent studies

c. Comment on why limitations are important to list and discuss within a study

d. You will need to summarize and analyze the information from the article in your own words

9. Describe the findings reported in the study.

a. Describe the findings reported in the study

b. Discuss whether the findings of the study answered the research question posed within the study

c. Discuss the credibility of the findings

d. If the findings do not support the research question posed within the study, what do you believe is the reason?

e. You will need to summarize and analyze the information from the article in your own words

10. Summary

a. Summarize important points from the body of your paper including the key components of the paper.

b. Include a statement about the research question and the findings.

c. Discuss the probability of implementation into practice. Based on these findings, is the evidence that you found on your topic strong enough to suggest a change in practice, or an idea for practice?

d. End with a concluding statement.

11. Citations and Referencesmust be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source.

12. Reference Page: The Reference Page should start on a new page (insert a page break). All references should be cited within the body of the paperas (Author, year) and the full reference should be included in APA format on the reference page. A url link alone is not an adequate reference. See the APA Guidelines in Course Resources for examples of properly formatted references.

NR439 Articles List for Week 6 Research Article Critique
Katon, W., Russo, J., & Gavin, A. (2014). Predictors of postpartum depression. Journal of Women’s Health (15409996), 23(9), 753-759. doi:10.1089/jwh.2014.4824. (7p.)

Persistent link to this record (Permalink):

http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103890366&site=eds-live&scope=site

Murfet, G. O., Allen, P., &Hingston, T. J. (2014). Maternal and neonatal health outcomes following the implementation of an innovative model of nurse practitioner-led care for diabetes in pregnancy. Journal of Advanced Nursing, 70(5), 1150-1163.doi:10.1111/jan.12277. (14p.)

Persistent link to this record (Permalink):

http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104059264&site=eds-live&scope=site

Sand-Jecklin, K., &Sherman, J. (2014). A quantitative assessment of patient and nurse outcomes of bedside nursing report implementation. Journal of Clinical Nursing, 23(19/20), 2854-2863. doi:10.1111/jocn.12575. (10p.)

Persistent link to this record (Permalink):

Write your Curriculum Vitae (CV). Refer to the template on pages 618-619 in DeNisco and Barker (2013). Your CV should not exceed 2 pages in length.

Write your Curriculum Vitae (CV). Refer to the template on pages 618-619 in DeNisco and Barker (2013). Your CV should not exceed 2 pages in length.

1. APA (2010) format is required for both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

a. Introduction to the APN professional development plan

b. APN Scope of Practice

c. Personal Assessment

d. Networking and Marketing Strategies

e. Conclusion

PREPARING THE PAPER

The following are best practices for preparing this paper:

1. Review Chapter 29- Role Transition: Strategies for Success in the Marketplace in
DeNisco and Barker (2013).

2. Nurse practitioners need to take into account the state rules and regulations that guide advanced practice. Research and review the Nurse Practice Act and APN scope of practice guidelines in your particular state. Identify information regarding educational requirements, licensure and regulatory requirements, as well as practice environment details. Review information regarding full, limited, or restricted practice limitations as well as prescriptive authority.

3 Review Guidelines for APN Role Transition Using Benner’s Self-Assessment Tool Prior to engaging in pursuit for employment, APNs should complete a comprehensive, honest, affirmative personal assessment to identify their strengths and weaknesses as well as their goals and objectives. Research assessment tools, conduct a personal assessment, and reflect upon your strengths, weaknesses, goals, and objectives.

4. To complete the transition from students to expert nurse practitioners working in the healthcare field, graduating APN students will need to secure their first position. Research local and national professional organizations that advertise employment opportunities for APNs. Identify networking and marketing strategies and provide a rationale for your selections.

5. Write your Curriculum Vitae (CV). Refer to the template on pages 618-619 in DeNisco and Barker (2013). Your CV should not exceed 2 pages in length.

6. When concluding the paper, summarize important aspects of the APN professional development plan.

Introduction to the APN professional development plan 15 10 Introduces the purpose of the paper and addresses all background information elements (who, what, where, when, and why) for the APN professional development plan.
APN Scope of Practice

(TEXAS) 30 20 Provide detailed information regarding education, licensure, and regulatory requirements, as well as practice environment details. Include information regarding full, limited, or restricted practice limitations as well as prescriptive authority.

Personal Assessment

20 13 Perform a personal assessment and reflect upon your strengths, weaknesses, goals, and objectives.

Networking and Marketing Strategies 20 13 Provide detailed information regarding local and national professional organizations that advertise employment opportunities for APNs. Identify networking and marketing strategies and provide a rationale for your selections (MY SPECIALTY IS HOSPICE BUT LOOKING TO BRANCH OUT TO OTHER LIKE CLINIC WORK( PRIMARY CARE CLINICS)

Guidelines for Advanced Practice Nursing

Role Self-Assessment Using Benner’s Novice to Expert Model

Stage 1: Novice

The Novice or beginner has no experience in the situations in which they are expected to perform. The Novice lacks confidence to demonstrate safe practice and requires continual verbal and physical cues. Practice is within a prolonged time period and he/she is unable to use discretionary judgment.

Stage 2: Advanced Beginner
Advanced Beginners demonstrate marginally acceptable performance because the nurse has had prior experience in actual situations. He/she is efficient and skillful in parts of the practice area, requiring occasional supportive cues. May/may not be within a delayed time period.
Knowledge is developing.

Stage 3: Competent
Competence is demonstrated by the nurse who has been on the job in the same or similar situations for two or three years. The nurse is able to demonstrate efficiency, is coordinated and has confidence in his/her actions. For the Competent nurse, a plan establishes a perspective, and the plan is based on considerable conscious, abstract, analytic contemplation of the problem. The conscious, deliberate planning that is characteristic of this skill level helps achieve efficiency and organization. Care is completed within a suitable time frame without supporting cues.

Stage 4: Proficient
The Proficient nurse perceives situations as wholes rather than in terms of chopped up parts or aspects. Proficient nurses understand a situation as a whole because they perceive its meaning in terms of long-term goals. The Proficient nurse learns from experience what typical events to expect in a given situation and how plans need to be modified in response to these events. The
Proficient nurse can now recognize when the expected normal picture does not materialize. This
holistic understanding improves the Proficient nurse’s decision making; it becomes less labored because the nurse now has a perspective on which of the many existing attributes and aspects in the present situation are the important ones.
Stage 5: The Expert
The Expert nurse has an intuitive grasp of each situation and zeroes in on the accurate region of the problem without wasteful consideration of a large range of unfruitful, alternative diagnoses and solutions. The Expert operates from a deep understanding of the total situation. His/her performance becomes fluid and flexible and highly proficient. Highly skilled analytic ability is necessary for those situations with which the nurse has had no previous experience.
Source: Benner, P. (2001). From Novice to Expert: Excellence and power in clinical nursing practice.
Upper Saddle River, NJ: Prentice Hall Health.

Instructions:

The levels of Benner’s Model reflect movement from reliance on past abstract principles to the concrete experience.

An individual’s perception of situations change as experience is gained.

To help better understand your perspective on your new role, complete the following self-assessment.

Refer to the model to guide your perception.

1. What areas of your career do you most want to focus and further develop

2. What do you look forward to most about your new role

3. What do you fear the most about your new job

4. What do you most hope to gain from your new experience

5. Adapting to a new position/work setting is stressful and overwhelming. List three ways in which you cope with excessive stress.

6. What are your goals and objectives for your first, second, and third months in your new position as well as the remainder of your first year

Using the dataset provided in the Fitness Activity Instructions and Worksheet, complete the following activities: Determine target heart rate

discussion board due thursday

Discussion: Improving Cardiorespiratory Fitness

Certain inherited characteristics and behaviors may place people at higher risk of health problems (such as cardiovascular disease, stroke, diabetes, and certain cancers) and death. Physical inactivity doubles the risk for heart disease, while regular activity cuts the risk in half. A growing number of studies shows that regular physical activity also lowers the risk of having a stroke (Do Lee, Folsom, & Blair, 2003).

Physical activity may reduce or eliminate risk factors of high serum cholesterol levels, high blood pressure, glucose intolerance, obesity, and high stress. Moderate physical activity is associated with a reduced risk of heart disease, but the physical activity must be a regular lifestyle habit to have an impact. The greatest benefits occur in sedentary people who adopt moderate physical activity habits. Even as little as 2 miles of brisk walking on most days of the week can be beneficial, while additional protection against heart disease is gained as the time and intensity of exercise increases.

To prepare for this Discussion:

Review Chapter 3, “Cardiorespiratory Endurance: Assessment and Prescription” and consider how physical activity benefits cardiorespiratory fitness.
Review Chapter 10, “Preventing Cardiovascular Disease.” Focus on the long-term health benefits of cardiorespiratory fitness and the potential consequences of poor fitness.
Consider the types of activities that you like to participate in and their impact on your cardiorespiratory fitness.
With these thoughts in mind:

By Day 4

Post a brief description of two activities in which you are likely to participate that may benefit your cardiovascular system. Justify your choices based on their impact on cardiorespiratory fitness. Then explain how you will monitor your exercise intensity. Finally, describe how you plan to incorporate these activities into your personal fitness program.

________________________________________

assignment due sunday

Assignment: Fitness Activity: Developing Cardiorespiratory Fitness

By making some simple changes, everyone can include more physical activity in their daily life. The “lifestyle approach” seeks to increase opportunities for physical activity throughout the daily routine and accumulate at least 30 minutes over the course of most, if not all, days of the week. This is the minimum amount of physical activity that improves the quality of life while decreasing the risk of most chronic diseases. Examples of simple changes that may increase physical activity include:

Walk, cycle, jog, or skate to work, school, or the store
Take the stairs instead of the elevator or escalator
Play sports with the kids
It is important to understand, however, that exercise is not synonymous with physical activity; it is a subcategory. Exercise is physical activity that is planned, structured, repetitive, and purposeful, with the goal of improving or maintaining physical fitness. Through exercise, additional health and fitness benefits can be achieved by adding more time in moderate-intensity activity, or by substituting more vigorous activity.

A “personalized fitness program” should consider the individual’s current activity status and desired outcomes. Cardiorespiratory endurance can be considered the most important of the health-related fitness components because of its impact on the cardio (heart), vascular (blood vessels), respiratory (lungs), and musculoskeletal systems of the body. Cardiorespiratory fitness is a good measure of the heart’s ability to pump oxygen-rich blood to the muscles. The American College of Sports Medicine (Haskell et al., 2007) recommends participating in activities that use 55–90 percent of maximum heart rate for 20–60 minutes, three to five days/week.

Reference:

Haskell, W. L., Lee, I., Pate, R. R., Powell, K. E., Blair, S. N., Franklin, B. A.,…Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116, 1081–1093. doi: 10.1161/CIRCULATIONAHA.107.185649

To prepare for this assignment:

Review the media titled “Fitness Activities: Determining Heart Rate and Rate of Perceived Exertion” for proper instructions about how to complete the fitness assessment activities.
Review Chapter 3, “Cardiorespiratory Endurance: Assessment and Prescription.” Consider how the F.I.T. principles apply to a fitness program and how they shape individual workouts.
Review the Fitness Activity Instructions for either Fitness Activity Track 1 or Fitness Activity Track 2. Pay particular attention to the instructions for each activity.
Review the Fitness Activity Worksheet for either Fitness Activity Track 1 or Fitness Activity Track 2. Use it as a template for completing your Fitness Activity assignment.
Document: Track 2 Fitness Activity Instructions (Word document)

Document: Track 2 Fitness Activity Worksheet (Word document)

The assignment

Track 2:

Using the dataset provided in the Fitness Activity Instructions and Worksheet, complete the following activities:

Determine target heart rate
Determine rate of perceived exertion
Develop a personal cardiorespiratory endurance fitness program
Prepare a fitness presentation
_____________________________________–

resources

Powers, S. K., & Dodd, S. L. (2017). Total fitness & wellness: The mastering health edition (7th ed.). San Francisco, CA: Pearson.

Chapter 3, “Cardiorespiratory Endurance: Assessment and Prescription”
Chapter 10, “Preventing Cardiovascular Disease”
Sattelmair, J., Pertman, J., Ding, E., Kohl, H., Haskell, W., & Lee, I. (2011). Dose response between physical activity and risk of coronary heart disease: A meta-analysis. Circulation, 124, 789–795.

Sattelmair, J., Pertman, J., Ding, E., Kohl, H., Haskell, W., & Lee, I., Dose response between physical activity and risk of coronary heart disease: A meta-analysis, in Circulation. Copyright 2011 Lippincott Williams & Wilkins, Inc. Journals. Used with permission from Lippincott Williams & Wilkins, Inc. via the Copyright Clearance Center.

Hagberg, J. (2011). ACSM information on exercising your way to lower blood pressure. Retrieved from http://www.acsm.org/docs/brochures/exercising-your-way-to-lower-blood-pressure.pdf

Reprinted with permission of the American College of Sports Medicine. Copyright © 2011 American College of Sports Medicine. This brochure was created and updated by James M. Hagberg, PhD, FACSM, and is a product of ACSM’s Consumer Information Committee. Visit ACSM online at www.acsm.org.

Haskell, W., Lee, I., Pate, R., Powell, K., Blair, S, Franklin, B.,…Bauman, A. (2007). Physical activity and public health: Updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116, 1081–1093. doi: 10.1161/CIRCULATIONAHA.107.185649

American Heart Association. (2012). Heart conditions. Retrieved from http://www.heart.org/HEARTORG/Conditions/Conditions_UCM_001087_SubHomePage.jsp

Runner’s World. (2012). Training. Retrieved from http://www.runnersworld.com/

The Franklin Institute. (1996–2012). The human heart: Healthy hearts. Retrieved from http://www.fi.edu/learn/heart/healthy/healthy.html

The Ornish Spectrum. (2012). The proven program. Retrieved from http://www.ornishspectrum.com/proven-program/

examine a range of concepts and practices to include preparation for retirement and the ethnic and cultural influences on the older person

Subject: Care of Older Person Code: 5N2706 Class: Health Care Support Tutor: Anne Traynor Technique: Project LO 1 10 COOP Assignment name: Concepts of Ageing Hand-out date: September 2014 Submission date: 14.00 5/01/2015 in room B305 Weighting: 40% Integrated with: n/a Work book for Care of Older Person Project 2014 STUDENT NAME: Assessment Criteria 1. discuss a range of age related issues to include healthy ageing, global and national demographic trends, the normal physiological and psychological processes of ageing, the social impact of ageing on older people and differing attitudes to ageing and older people 6 marks 2. analyse the roles of the health care assistant in promoting positive attitudes to ageing and of statutory and voluntary agencies in promoting the well-being of older people. 4 marks 3. examine a range of concepts and practices to include preparation for retirement and the ethnic and cultural influences on the older person 3 marks 4. explore a range of older people’s needs to include physical, social, emotional, psychological, recreational, financial, environmental and spiritual needs 8 marks 5. summarise the role of the health care assistant in providing care for older people 2 marks 6. discuss the issues related to an older person with mental illness or dementia and of living with chronic illness 3 marks 7. recognise the individual needs of the dying older person and their families 2 marks 8. summarise the range of the care settings for older people and the members of the healthcare team available in each care setting 2 marks 9. explore a range of specific services that are available for older people to include education, lifelong learning, retirement/the workplace and leisure 5 marks 10. analyse current approaches towards developing quality in the provision of services for older people and their families to include standards and quality assurance 5 marks It is expected that you will type this assignment using the version available on Moodle. It is your responsibility to ensure that you have met all of the requirements as outlined in the brief for this assignment. Failure to follow the necessary and/or requested guidelines may result in loss of marks. Cavan Institutes policies on Plagiarism and Late Submission of Work will apply to work submitted for this assessment. It is your responsibility to make copies of all work submitted. The Institute does not return assessment material to students. I confirm that I have read and understand all of the above information. I confirm that the work submitted is entirely my own work and where work other than my own has been used this has been acknowledged. Signed: ____________________________________Date:_____________________ Using Research as directed the student should complete the following work book. Learning Outcome 1 (6 Marks) Using research identify what is meant by healthy ageing, giving examples of two body system outline the normal physiological processes of ageing, Using research and examples outline the normal psychological (mental health/cognitive) of ageing Using research discuss…; Subject: Care of Older Person Code: 5N2706 Class: Health Care Support Tutor: Anne Traynor Technique: Project LO 1 10 COOP Assignment name: Concepts of Ageing Hand-out date: September 2014 Submission date: 14.00 5/01/2015 in room B305 Weighting: 40% Integrated with: n/a Work book for Care of Older Person Project 2014 STUDENT NAME: Assessment Criteria 1. discuss a range of age related issues to include healthy ageing, global and national demographic trends, the normal physiological and psychological processes of ageing, the social impact of ageing on older people and differing attitudes to ageing and older people 6 marks 2. analyse the roles of the health care assistant in promoting positive attitudes to ageing and of statutory and voluntary agencies in promoting the well-being of older people. 4 marks 3. examine a range of concepts and practices to include preparation for retirement and the ethnic and cultural influences on the older person 3 marks 4. explore a range of older people’s needs to include physical, social, emotional, psychological, recreational, financial, environmental and spiritual needs 8 marks 5. summarise the role of the health care assistant in providing care for older people 2 marks 6. discuss the issues related to an older person with mental illness or dementia and of living with chronic illness 3 marks 7. recognise the individual needs of the dying older person and their families 2 marks 8. summarise the range of the care settings for older people and the members of the healthcare team available in each care setting 2 marks 9. explore a range of specific services that are available for older people to include education, lifelong learning, retirement/the workplace and leisure 5 marks 10. analyse current approaches towards developing quality in the provision of services for older people and their families to include standards and quality assurance 5 marks It is expected that you will type this assignment using the version available on Moodle. It is your responsibility to ensure that you have met all of the requirements as outlined in the brief for this assignment. Failure to follow the necessary and/or requested guidelines may result in loss of marks. Cavan Institutes policies on Plagiarism and Late Submission of Work will apply to work submitted for this assessment. It is your responsibility to make copies of all work submitted. The Institute does not return assessment material to students. I confirm that I have read and understand all of the above information. I confirm that the work submitted is entirely my own work and where work other than my own has been used this has been acknowledged. Signed: ____________________________________Date:_____________________ Using Research as directed the student should complete the following work book. Learning Outcome 1 (6 Marks) Using research identify what is meant by healthy ageing, giving examples of two body system outline the normal physiological processes of ageing, Using research and examples outline the normal psychological (mental health/cognitive) of ageing Using research discuss…

Analyze the arguments and compare the effectiveness of their thesis statements, proposed solutions, and evidence.

TAG: THEIR

POSTED ONNOVEMBER 2, 2017
ANALYZE THEORIES FROM NURSING AND RELEVANT FIELDS WITH RESPECT TO THEIR COMPONENTS, RELATIONSHIPS AMONG THE COMPONENTS

ANALYZE THEORIES FROM NURSING AND RELEVANT FIELDS WITH RESPECT TO THEIR COMPONENTS, RELATIONSHIPS AMONG THE COMPONENTS

ANALYZE THEORIES FROM NURSING AND RELEVANT FIELDS WITH RESPECT TO THEIR COMPONENTS, RELATIONSHIPS AMONG THE COMPONENTS, THE LOGIC OF THE PROPOSITIONS, COMPREHENSIVENESS, AND UTILITY TO ADVANCED NURSING
Analyze theories from nursing and relevant fields with respect to their components, relationships
among the components, the logic of the propositions, comprehensiveness, and utility to advanced nursing

THEORETICAL BASIS FOR ADVANCED NURSING PRACTICE Importance of Theory
Order Details/Description

The purpose of this assignment is to a) identify a nursing theory, b) analyze the importance of the selected
theory to the nursing profession, c) summarize key concepts and relationships among the concepts of the
selected nursing theory, d) present views of the selected theory on areas of specialization, and e)
communicate ideas in a clear, succinct, and scholarly manner. COURSE OUTCOMES
Through this assignment, the student will demonstrate the ability to: (CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships
among the components, the logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1) (CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3,
7, 10) (CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice.

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POSTED ONNOVEMBER 1, 2017
Analyze the arguments and compare the effectiveness of their thesis statements, proposed solutions, and evidence.

Analyze the arguments and compare the effectiveness of their thesis statements, proposed solutions, and evidence.

Analyzing Essays that Offer Solutions to Problems” Please respond to the following:
Read the three essays in Chapter 11 (“The Nursing Crisis; The Solution Lies Within,” “An Open Letter to the Community,” and “Request for a Work Schedule Change.”) Analyze the arguments and compare the effectiveness of their thesis statements, proposed solutions, and evidence.
Identify which one you think is most effective. Explain

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POSTED ONNOVEMBER 1, 2017
What lessons can you take away from their experiences?

What lessons can you take away from their experiences?

Application 1: Nursing Informatics Pioneers
One of the major drivers in recent health care reform legislation is the American Reinvestment and Recovery Act’s (ARRA) HiTech Incentive. This act, passed in 2009, earmarked $22 billion for the adoption of electronic health records (EHRs), with a goal of 100% adoption in all practice settings by the year 2014. The HiTech Act provides an example of the pivotal role that health information technology plays in the delivery of quality health care services. Yet, health information technology is a relatively new field. This Application Assignment provides an opportunity for you to examine the contributions of pioneers in this arena and consider how their contributions have influenced health informatics and nursing practice today.
To prepare:
• Visit the AMIA Video Library 1: Nursing Informatics Pioneers webpage listed in the Learning Resources.
• Review the biographies and video presentations of pioneers who are of interest to you, or may hold a position that you aspire to achieve.
• Select two nursing informatics pioneers and conduct further research on their contributions.
• Consider how their contributions have influenced health information technology and nursing practice today.
Write a scholarly 3- to 4-page paper comparing two nursing informatics pioneers in APA format with a minimum of 4 references from the list below which include the level one headings as numbered below:
1) What are the professional accomplishments of each individual?
2) How have their contributions influenced nursing practice?
3) How have their contributions shaped the field of nursing informatics?
4) What lessons can you take away from their experiences?
5) What skills or ideas demonstrated by these leaders might you apply to your professional practice?

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The post What lessons can you take away from their experiences? appeared first on Nursing Term Papers.

POSTED ONNOVEMBER 1, 2017
How have their contributions influenced nursing practice?

How have their contributions influenced nursing practice?

Application 1: Nursing Informatics Pioneers
One of the major drivers in recent health care reform legislation is the American Reinvestment and Recovery Act’s (ARRA) HiTech Incentive. This act, passed in 2009, earmarked $22 billion for the adoption of electronic health records (EHRs), with a goal of 100% adoption in all practice settings by the year 2014. The HiTech Act provides an example of the pivotal role that health information technology plays in the delivery of quality health care services. Yet, health information technology is a relatively new field. This Application Assignment provides an opportunity for you to examine the contributions of pioneers in this arena and consider how their contributions have influenced health informatics and nursing practice today.
To prepare:
• Visit the AMIA Video Library 1: Nursing Informatics Pioneers webpage listed in the Learning Resources.
• Review the biographies and video presentations of pioneers who are of interest to you, or may hold a position that you aspire to achieve.
• Select two nursing informatics pioneers and conduct further research on their contributions.
• Consider how their contributions have influenced health information technology and nursing practice today.
Write a scholarly 3- to 4-page paper comparing two nursing informatics pioneers in APA format with a minimum of 4 references from the list below which include the level one headings as numbered below:
1) What are the professional accomplishments of each individual?
2) How have their contributions influenced nursing practice?
3) How have their contributions shaped the field of nursing informatics?
4) What lessons can you take away from their experiences?
5) What skills or ideas demonstrated by these leaders might you apply to your professional practice?

Discuss how CNS leadership and change agent roles will play out in your clinical practicum project. Relate

facing CNSs as nurse leaders.
“ In health care, the focus is no longer just on the process of how care is delivered, but on the outcomes of
that care. More attention is being given to documenting that the care is provided according to specific
standards associated with better outcomes. Many of the standards are directly related to the care given by
nurses, including some indicators that are specifically sensitive to nurse intervention. There is also a new
focus on federal reporting of patient satisfaction with the services provide. Producing quality outcomes,
high patient satisfaction and effective measurements of both are now a central theme for the entire hospital
administrative team. For the CNS, however, it represents explicit accountability for managing and leading the
staff responsible for providing the patient care. The ability to assure nursing effectiveness will likely be
achieved by redesigning the manner in which nurses work and deliver care. Safety and quality issues are
directly linked to financial pressure. Reimbursement for hospital services is being whittled away as
financial accountability for services receives greater scrutiny from the federal government and private
insurers. Close on the heels of the financial challenge is the ever present workforce shortage. Another
troublesome challenge is the absence of an adequate pipeline for nursing leaders. Current nurse leaders in
the U.S. are in their 50s and anticipated retirements may reduce leadership numbers to critical levels. There
is an urgent need to develop new leaders at all levels. Middle management vacancies in roles such as the CNS
and nurse manager are extremely difficult to fill. (Thompson, P.A. (2008). Key challenges facing American
nurse leaders. Journal of Nursing Management, 16, 912)”.
“Leadership is a hallmark of CNS practice in all three spheres of influence. The essence of leadership is
fundamentally the capacity to influence. Influence is the ‘power of producing an effect without apparent
exertion of force or direct exercise of command’ (Merriam-Webster Online Dictionary, 2008). Influence and,
therefore, leadership is not about having postion authority; it is the ability to get others to be motivated
to work toward accomplishing a vision. The importance of influence as the major avenue through which CNSs
positively impact both patient outcomes and cost-effectiveness is reflected in the adoption of ‘ spheres of
influence’ as the framework for the Natinal Association of Clnical Nurse Specialists (NACNS) Statement on
Clinical Nurse Specialist Practice and Education (2004). (Lyon, BL (2010), Transformational leadership as the
clinical nurse specialist’s capacity to influence, pp149. In Clinical Nurse Specialist Practice, Springer
Publishing)”.
Because the CNS is often charged with directly or indirectly monitoring quality of care, this advanced
practice nurse is uniquely positioned to effect change throughout and across the health care continuum.
Richardson (2010) identifies a number of characteristics of successful change agents:
“ability to combine unrelated ideas, ability to energize others, skill in human relations, integrative
thinking (big-picture focus and detail oriented), flexibility to modify ideas, persistence to resist
nonproductive tampering; confidence, realistic thinking regarding timelines, trustworthiness, history of
previous successes, ability to articulate a vision, ability to handle resistance (p81)”.
CNS Core Competencies (NACNS, 2010)
Systems Leadership Competency: The ability to manage change and empower others to influence clinical practice
and political processes both within and across systems.
Behavioral Statements
C. 1 Facilitates the provision of clinically competent care by staff/team through education, role modeling,
teambuilding, and quality monitoring.
C.2 Performs system level assessments to identify variables that influence nursing practice and outcomes,
including but not limited to:
C.2.a. Population variables (age distribution, health status, income distribution, culture)
C.2.b. Environment (schools, community support services, housing availability, employment opportunities)
C.2.c. System of health care delivery
C.2.d. Regulatory requirements
C.2.e. Internal and external political influences/stability
C.2.f. Health care financing
C.2.g. Recurring practices that enhance or compromise patient or system outcomes.
C.3 Determines nursing practice and system interventions that will promote patient, family and community
safety.
C.4 Uses effective strategies for changing clinician and team behavior to encourage adoption of
evidence-based practices and innovations in care delivery.
C.5 Provides leadership in maintaining a supportive and healthy work environment.
C.6 Provides leadership in promoting interdisciplinary collaboration to implement outcome-focused patient
care programs meeting the clinical needs of patients, families, populations and communities.
C.7 Develops age-specific clinical standards, policies and procedures.
C.8 Uses leadership, team building, negotiation, and conflict resolution skills to build partnerships within
and across systems, including communities.
C.9 Coordinates the care of patients with use of system and community resources to assure successful
health/illness/wellness transitions, enhance delivery of care, and achieve optimal patient outcomes.
C.10 Considers fiscal and budgetary implications in decision making regarding practice and system
modifications.
C.10.a. Evaluates use of products and services for appropriateness and cost/benefit in meeting care needs
C.10.b. Conducts cost/benefit analysis of new clinical technologies
C.10.c. Evaluates impact of introduction or withdrawal of products, services, and technologies
C.11 Leads system change to improve health outcomes through evidence based practice:
C.11.a. Specifies expected clinical and system level outcomes.
C.11.b.Designs programs to improve clinical and system level processes and outcomes.
C.11.c.Facilitates the adoption of practice change
C.12 Evaluates impact of CNS and other nursing practice on systems of care using nurse-sensitive outcomes
C.13 Disseminates outcomes of system-level change internally and externally
Hamric, A.B., Spross, J.A., & Hanson, C.M. (2008). Clinical and professional leadership, 249-282.
Textbook
Huston, C. (2008). Preparing nurse leaders for 2020. Journal of Nursing Management, 16, 905-911.
Huston 2008.pdf
Shirey, M.R. (2008). Influencers among us. A practical approach for leading change. Clinical Nurse
Specialist. 22(2). 63-65. Shirey-Influencers among us 2008.pdf
Shirey, M.R. (2007). Leadership and organizational strategies to increase innovative thinking.
Clinical Nurse Specialist. 21(4), 191-194. Shirey-Leadership & Org Strat 2007.pdf
Shirey, M.R. (2007). Moral intelligence for the leader and entrepreneur. Clinical Nurse Specialist,
21(2), 71-73. Shirey-Moral Intelligence 2007.pdf
Spreir, Fontaine, & Malloy (June 2006).Leadership run amok: The disruptive potential of
overachievers. Harvard Business Review, 72-82. Spreier-Leadership-2006.pdf
Keele, R. (2012. Implementing evidence-based nursing practice: An overview. In Nursing Research and
Evidence -Based Practice: Ten steps to success. Hones & Bartlett Learning, LLC. 80586_CH05_Keele.pdf
Goleman, D. & Boyatzis, R. (2008). Social intelligence and the biology of leadership. Harvard
Business Review, 86(9), 74-81. Biology of leadership.
Discuss how CNS leadership and change agent roles will play out in your clinical practicum project. Relate
discussion to the literature cited in your reading list. Be sure to briefly explain purpose of your project
in 2 sentences.

What terms will you use in order to make sure that your search is wide enough to obtain required information but narrow enough to keep it focused?

What terms will you use in order to make sure that your search is wide enough to obtain required information but narrow enough to keep it focused?

Chamberlain College of Nursing NR 451 RN Capstone Course Capstone Project Milestone #1:
PICO and Evidence Appraisal Worksheets
PICO Worksheet
Your Name:
Date:
Your Instructor’s Name:
Purpose: To identify a problem or concern that nursing can change and develop a PICO question to guide the change project.
Directions: Use the form below to complete the PICO assignment in Milestone #1. This includes filling in the table with information about your research question and
your PICO elements.
Step 1: Select the key PICO terms for searching the evidence. Clearly define your PICO question. List each element P (problem, population, or problem), I (intervention),
C (Comparison with other treatment/current practice), and O (Desired outcome). Is the potential solution something for which you (as nurse or student) can find a solution
through evidence research? Look in your book for guidelines to developing your PICO question.
Step 2: Identify the problem. What have you noticed in your work or school environment that isn’t achieving the desired patient or learning outcomes? What needs to
change in nursing, what can you change with the support of evidence in the literature? Describe the problem or practice issue that you want to research. What is your
practice area; clinical, education, or administration? (This is NOT where you will list your PICO question)
Step 3: How was the practice issues identified? How did you come to know this was a problem in your clinical practice? Review the listed concerns and check all that
apply.
Step 4: What evidence must be gathered? Everyone should have a literature search. However, what other sources of reliable information will be helpful for your
particular question?
Step 5: What terms will you use in order to make sure that your search is wide enough to obtain required information but narrow enough to keep it focused? What
databases will you search? How will you narrow your search if needed?
PICO Worksheet
What is the PICO question?____________________________________________________________
Define each element of the question below:
P- (Patient, population, or problem):
I- (Intervention):
C- (Comparison with other treatment/current practice):
O- (Desired outcome):
What is the practice issue/problem?
What is the practice area?
___ Clinical
___ Education
___ Administration
___ Other
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NR451 Capstone Course Capstone Project Milestone #1 – November – 2016 – A GRADE solution
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How was the practice issue identified? (check all that apply)
___ Safety/risk management concerns
___ Unsatisfactory patient outcomes
___ Wide variations in practice
___ Significant financial concerns
___ Difference between hospital and community practice
___ Clinical practice issue is a concern
___ Procedure or process is a time waster
___ Clinical practice issue has no scientific base
___ Other:
What evidence must be gathered? (check all that apply)
___ Literature search
___ Guidelines
___ Expert Opinion
___ Patient Preferences
___ Clinical Expertise
___ Financial Analysis
___ Standards (Regulatory, professional, community)
___ Other
Search terms:
Databases to search:
Search Strategies:
Evidence Appraisal Worksheet
Your Name:
Date:
Your Instructor’s Name:
Purpose: To find evidence to support an intervention that will change the outcomes.
Directions: Type your search question below. Find AT LEAST FOUR sources to support the need for change and the potential intervention you have selected to solve
the problem. At least three of your sources must be peer-reviewed articles. The fourth source could be another peer-reviewed article or a reliable, credible source. Look
in your text for ideas of other sources that can be used. Using the table below, insert and describe your four chosen resources.
Step 1: APA Reference for the article. You will need to list the reference for the source in APA format. Be careful when using built-in APA formats and library citations.
They may not be in APA format. Refer to Chapter 7 of your APA manual.
Step 2: Type of Source. If your source is a research article, you will need to ensure that it is a peer review article. You need at least three peer-reviewed articles for your
project. If your article is a non–research source, then you will need to list what type of source it is; systematic review, clinical practice guidelines, organizational
experience, or individual expert opinion/case study/literature review. You may only use ONE non-research source.
Step 3: Strength of Research. Refer to page 238-240 for research evidence and page 242-244 for non-research evidence. While you do not need to assign a level for
each study, you will assign a quality of evidence (high, good, or low/major flaw) and should discuss the study using some of the elements that are discussed in the
appraisal forms. For example, Research evidence: was the sample size adequate? Was there a controlled group? Was it a randomized study? Were results clearly
stated? Was the conclusion based on the results? Were study limitations discussed? Not all of these elements need to be discussed, but you should discuss this
information to determine if the strength of the evidence is HIGH, GOOD, or LOW/MAJOR FLAW.
Step 4: Brief Description of the Research. In this section, you will summarize the source in your own words. How does this information apply to your project? What are
the results of the source? What are their recommendations?
Evidence
Appraisal
Worksheet
PICO
Question:
APA Reference
for Article
Give the APAformatted
reference for the
article.
Type of Source
*Research: Peer-reviewed article
*Non-research systematic review, clinical
practice guidelines, organizational experience,
or expert opinion/case study/literature review
Strength of Research
Discuss the strength of the sources.
Report if evidence is High, Good, or Low/Major Flaw. Use
the tools on page 238-244 of your text and discuss the
reasons why you have assigned a particular level of quality.
Brief Description of Research
Address the questions.
*How does the information in the
article apply to the project
problem or proposed
intervention?
*Summarize in your own words.
* Include results of the study and
how these results are applicable
to

1. Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.

Develop a clinical question related to your area of practice that you would like to explore.

PS: Area of Practice- PAEDIATRIC NURSING

Consider what you currently know about this topic. What additional information would you need to answer the question?

Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.

Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.

Once you have identified useful databases, how would you go about finding the most relevant articles and information?

Consider how you would extract the relevant information from the articles.

How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

Write a 3- to 4-page paper that addresses the following:

1. Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.

2. Identify the databases and search words you would use.

3. Relate how you would take the information gleaned and turn it into useable knowledge.

4. Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page.

Learning Resources

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“Metastructures, Concepts, and Tools of Nursing Informatics”

This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 6, “Overview of Nursing Informatics”

This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Required Media

Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.

McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources

Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.

Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.

Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.

Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.

To prepare:

Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.

Develop a clinical question related to your area of practice that you would like to explore.

PS: Area of Practice- PAEDIATRIC NURSING

Consider what you currently know about this topic. What additional information would you need to answer the question?

Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.

Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.

Once you have identified useful databases, how would you go about finding the most relevant articles and information?

Consider how you would extract the relevant information from the articles.

How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

Write a 3- to 4-page paper that addresses the following:

1. Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.

2. Identify the databases and search words you would use.

3. Relate how you would take the information gleaned and turn it into useable knowledge.

4. Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page.

Learning Resources

Required Readings

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

“Metastructures, Concepts, and Tools of Nursing Informatics”

This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 6, “Overview of Nursing Informatics”

This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language.

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system.

Required Media

Laureate Education (Producer). (2012a). Data, information, knowledge, and wisdom continuum. Baltimore, MD: Author.

McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (2nd ed.). Burlington, MA: Jones & Bartlett Learning. (p. 98, Chapter 6, Figure 6)

The continuum of data, information, knowledge, and wisdom is used in the health care field to describe discrete levels of understanding related to patient care and decision making. This video provides an overview of the continuum from data to wisdom.

Optional Resources

Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.

Brown, B. (2011). ICD-10-CM: What is it, and why are we switching? Journal of Health Care Compliance, 13(3), 51–79.

Explain how personal beliefs regarding contraception and abortion influence counseling sessions Please proceed to the Resources.

When it comes to sexual health, clients may face many difficult decisions for which their choices can have significant consequences for many years to come. This includes decisions about contraception and abortion. Many of these decisions address very sensitive concerns that clients may experience with a certain degree of embarrassment, misinformation, and uncertainty. Consider for instance, a couple that faces a decision regarding abortion in order to increase the viability of a multiple birth, or a couple whose religious beliefs prevent them from using contraception even though a pregnancy might be fatal to the mother.
Counselors may have the opportunity to help their clients make such decisions in an informed, honest, and thoughtful manner. Counselors also need to be very cognizant of how their own and their clients’ beliefs and values about these decisions are influenced by the contextual background, such as their spiritual beliefs, cultural backgrounds, and current relationship dynamics.
Because these sexual health issues are so very sensitive in nature, counselors must approach them with a solid knowledge base, sound clinical reasoning, and a high level of self-awareness. This week’s assignments will aid you in beginning to consider how best to work with clients in relation to these issues.
Objectives
By the end of this week, you should be able to:
• Explain strategies for helping clients make healthy, informed decisions regarding their sexual health
• Analyze factors that influence clients’ decisions regarding abortion
• Explain how personal beliefs regarding contraception and abortion influence counseling sessions
Please proceed to the Resources.
Helping Clients Make Informed Decisions
According to the ACA Code of Ethics, the "primary responsibility of counselors is to respect the dignity and to promote the welfare of clients" (Standard A.1.a). Counselors also should be "aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values that are inconsistent with counseling goals" (Standard A.4.b). Keeping both points in mind, counselors must sometimes help clients make informed decisions about behavior that is harmful to themselves and, potentially, others. Whether or not to use contraception is one potential area related to sexuality counseling for which counselors may need to inform clients about potential risk.
Base your responses to this week’s Discussion on the following case study:
You are a counselor working in a college counseling center. You just completed your intake evaluation session with Josiah, a 20-year-old sophomore. Josiah was mandated to attend six counseling sessions after he received a citation from the campus police for underage drinking at a party sponsored by the fraternity to which Josiah belongs.
During the intake session, Josiah was very verbal and willing to share information about his background and current experiences. He shared with you that he frequently drinks six to eight beers or other alcoholic beverages at a time, typically every Thursday, Friday, and Saturday when he "parties with my friends." He described this as normal behavior among his peer group, saying that this is "just how we unwind from all the stress of school every week."
When you asked Josiah about his relationships and sexual behaviors, he stated that he has not had a steady partner since high school, saying, "People here just aren’t into long-term relationships." He admitted that he typically "hooks up" with at least one or two partners each weekend, and when you asked him what he meant by that, he said, "Sex." You asked if he uses any contraception in these sexual encounters, and he said, "No, I don’t like how they feel, so I won’t have sex if the other person would make me use one."
You asked Josiah what his goals are for counseling and what he would like to change, and he responded, "Not much really. I like my life and have fun with all the partying we do here. I guess I need to learn to be a little more careful with my drinking since I got that police citation, but otherwise I feel really happy with my life right now and can’t think of much that I really want to work on in counseling."
With these thoughts in mind:
Write an explanation of how you, as a counselor, might help this student make healthy, informed sexual decisions. Describe one specific strategy you might use or one example conversation you might have with him (in the form of a short dialogue) to help him change his sexual behavior. Explain why the strategy or conversation you described might be effective.
Be sure to support your postings and responses with specific references to the Learning Resources.
Reference:
American Counseling Association. (2005). ACA code of ethics. Retrieved from https://www.counseling.org/Files/FD.ashx?guid=ab7c1272-71c4-46cf-848c-f98489937dda
Required Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your syllabus.
Readings
• Article: American Counseling Association. (2005). ACA code of ethics. Retrieved fromhttps://www.counseling.org/Resources/aca-code-of-ethics.pdf
• Article: Ely, G. E. (2007). The abortion counseling experience: A discussion of patient narratives and recommendations for best practices. Best Practices in Mental Health: An International Journal, 3(2), 62–74. Retrieved from the Walden Library using the Academic Search Complete database.
• Article: Hess, R. F. (2004). Dimensions of women’s long-term postabortion experience. MCN: The American Journal of Maternal/Child Nursing, 29(3), 193–198. Retrieved from the Walden Library using the CINAHL Plus database.
• Article: Langston, A. M., Rosario, L., & Westhoff, C. L. (2010). Structured contraceptive counseling—A randomized controlled trial. Patient Education & Counseling, 81(3), 362–367. Retrieved from the Walden Library using the CINAHL Plus database.
• Article: Millner, V. S., & Hanks, R. B. (2002). Induced abortion: An ethical conundrum for counselors.Journal of Counseling & Development, 80(1), 57–63. Retrieved from the Walden Library using the Academic Search Complete database.

• Article: Ely, G. E. (2007). The abortion counseling experience: A discussion of patient narratives and recommendations for best practices. Best Practices in Mental Health: An International Journal, 3(2), 62–74. Retrieved from the Walden Library using the Academic Search Complete database.