Category: Nursing

Link and PDF of the article :
https://doi.org/10.1186/s13063-022-06016-2
https://mdc.instructure.com/courses/73374/files/29641561?verifier=0y8ONxz8TnnsGIZGJIeAwWNDj3iXQAQUzkSKfWoE&wrap=1
instructions attached

INSTRUCTIONS:  Applying Ethical Principles
Summarize the facts in the
selected case study and use the three components of an ethical decision-making
model to analyze an ethical problem or issue and the factors that contributed
to it.
o    Identify
which case study you selected and briefly summarize the facts surrounding it.
Identify the problem or issue that presents an ethical dilemma or challenge and
describe that dilemma or challenge.
o    Identify
who is involved or affected by the ethical problem or issue.
o    Access
the Ethical Decision-Making Model media piece and use the
three components of the ethical decision-making model (moral awareness, moral
judgment, and ethical behavior) to analyze the ethical issues.
§  Apply
the three components outlined in the Ethical Decision-Making Model media.
o    Analyze
the factors that contributed to the ethical problem or issue identified in the
case study.
§  Describe
the factors that contributed to the problem or issue and explain how they
contributed.
Apply
academic peer-reviewed journal articles relevant to an ethical problem or
issue as evidence to support an analysis of the case.
o    You
will select at least one current scholarly or academic peer-reviewed journal
articles published during the past 3–5 years that relate to your topic.
§  Cite
and apply key principles from the journal article as evidence to support your
critical thinking and analysis of the ethical problem or issue.
§  Review
the Think Critically About Source Quality resource.
§  Assess
the credibility of the information source.
§  Assess
the relevance of the information source.
Discuss
the effectiveness of the communication approaches present in a case study.
o    Describe
how the health care professional in the case study communicated with others.
o    Assess
instances where the professional communicated effectively or ineffectively.
o    Explain
which communication approaches should be used and which ones should be avoided.
o    Describe
the consequences of using effective and non-effective communication approaches.
Discuss
the effectiveness of the approach used by a professional to deal with
problems or issues involving ethical practice in a case study.
o    Describe
the actions taken in response to the ethical dilemma or issue presented in the
case study.
o    Summarize
how well the professional managed professional responsibilities and priorities
to resolve the problem or issue in the case.
o    Discuss
the key lessons this case provides for health care professionals.
Apply
ethical principles to a possible solution to an ethical problem or issue
described in a case study.
o    Describe
the proposed solution.
o    Discuss
how the approach makes this professional more effective or less effective in
building relationships across disciplines within his or her organization.
o    Discuss
how likely it is the proposed solution will foster professional collaboration.
Write
clearly and logically, with correct use of spelling, grammar, punctuation,
and mechanics.
o    Apply
the principles of effective composition.
o    Determine
the proper application of the rules of grammar and mechanics.
7.    
Write
using APA style for in-text citations, quotes, and references.
o    Determine
the proper application of APA formatting requirements and scholarly writing
standards.
o    Integrate
information from outside sources into academic writing by appropriately
quoting, paraphrasing, and summarizing, following APA style.
CASE STUDY
CHOSEN:
Case Study: Medical Data
Privacy
Nurse
Diana Mitchell, a dedicated professional with over a decade of experience at
City Health
Hospital, prides herself on her commitment to patient privacy. One evening,
while assisting Dr.
Roberts with patient record updates, she inadvertently stumbles upon medical
records of her
neighbor, Samuel Gray. The records reveal that Samuel has been receiving
treatment for HIV
for the past two years.
The discovery leaves Diana
in shock, not just because of the diagnosis, but because her
younger sister, Emma, recently mentioned that she had started dating Samuel.
Diana is very
concern for her sister’s well-being.
Diana is torn. The principle of confidentiality is a cornerstone of medical
ethics, and she knows
the legal and professional implications of breaching it. However, the personal
stakes are high.
She fears for her sister’s health and feels a moral obligation to inform her.
Diana grapples with
the weight of her professional responsibility against her protective instincts
as an older sister.
Develop a solution to a specific ethical dilemma faced by a health care
professional by applying ethical principles. Describe the issues and a possible
solution in a paper of 3-5 pages.

You are to assume the role of a healthcare professional
who has been asked to deliver a 15-minute presentation to
someone who has recently been diagnosed with one of the following conditions:
·      
Type II Diabetes
Your presentation should begin by providing them with
information about how the body is organised, including major organs and
systems. You should then explain how their condition may impact on their major
organs and systems.
Finally, you will describe the factors both internal or
external that can have an impact on regulating the body or the disease. 
Examples of internal factors could be (but not limited
to) blood pressure, body temperature, aging.
Example of external factors could be (but not limited to)
climate, exercise, room temperature.
You will also be provided with an assignment guide that
helps you understand how to address this task.
Submission Instructions:
You would be asked to present a synchronous
presentation to your tutor at a time and date agreed. This will be
recorded for moderation purposes.
You will need to submit a PDF
version of your presentation through Turnitin by the deadline shown above.
Module Learning Outcomes:
The Learning
Outcomes for this module align to the marking criteria
which can be found at the end of this brief. Ensure you understand the marking
criteria to ensure successful achievement of the assessment task. The following
module learning outcomes are assessed in this task:
1. Outline the
biological levels of the organisation of the human body.
2. Identify the major organs and organ systems   of the human body and describe how they
function, interact and change over time.
3. Explain the inter-relationships between organ and body systems
and how they work together to maintain homeostatic control1.
4. Describe the key internal and external factors that regulate
these systems.
5. Demonstrate an appreciation of the importance of the use of
academic skills in developing as a learner in academic settings.      

Purpose
The purpose of this assignment is to provide an opportunity to share the results of the synthesis project with student colleagues. This assignment is intended to allow you to show evidence of achievement of:
CLO1: Critically appraise existing scientific evidence to be used in decision-making related to practice or leadership.
CLO2: Develop evidenced-based practice questions using the PICO format.
CLO3: Conduct a literature search for research evidence related to a practice question.
CLO4: Summarize high-quality evidence to synthesize into a practice recommendation.
CLO5: Develop a planned change process and a data-driven evaluation for a practice change.
Requirements
This assignment is a narrated presentation file (i.e., PowerPoint or Prezi). It is due by day 7 of week 8. Also, your presentation should be posted to the week 10 discussion forum by day 3 of week 9.
Please view at least two of your student colleagues’ presentations and provide them feedback (Thisis week 10 discussion assignment).
Your presentation should include an introduction, description and significance of the practice problem, the PICO question, summary of search strategy and results, synthesis of the literature support for the proposed change, description of the setting for the planned change, proposed planned change process using the ARCC model, evaluation plan including criteria with measures, data collection and analysis, and conclusion. The presentation should not be longer than 15 minutes.
Rubric
Synthesis Project: Part III
Synthesis Project: Part III
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Introduction
15 to >14.0 pts
Exceeds Expectations
Student greeted the audience. Introduced self and qualifications to speak on topic. Explained reason for interest in topic. Gave preview of presentation.
14 to >12.0 pts
Meets Expectations
Student greeted the audience. Introduced self but did not identify qualifications or reason for interest. Introduced topic and areas to be discussed.
12 to >11.0 pts
Barely meets expectations
Student failed to greet audience or introduce self, qualifications, or reason for interest in topic OR did not introduce topic and areas to be discussed.
11 to >0 pts
Does not meet expectations
Student failed to greet audience or introduce self, qualifications, or reason for interest in topic AND did not introduce topic and areas to be discussed.
15 pts
This criterion is linked to a Learning Outcome Discussion of Practice Problem, Question, Search, and Evidence
(description and significance of the practice problem, PICO question, summary of the literature support for the proposed change).
50 to >45.0 pts
Exceeds Expectations
Exemplary discussion of significance of the practice problem, PICO question, and evidence support for the proposed EBP change. Extensive knowledge of topic is clearly evident through presentation and responses to questions.
45 to >40.0 pts
Meets Expectations
Good discussion of practice problem, question, and evidence support for proposed EBP change. Knowledge of topic is evident through presentation and responses to questions.
40 to >39.0 pts
Barely meets expectations
Discussion did include required content but superficially.
39 to >0.0 pts
Does not meet expectations
Discussion omitted one or more area of required content.
0 pts
No Marks
50 pts
This criterion is linked to a Learning Outcome Proposed Change Process
50 to >45.0 pts
Exceeds Expectations
The setting for the proposed EBP change is described. The selected change model is described and then applied to the specific proposed EBP change process in the specific setting and population. Extensive knowledge of topic is evident throughout presentation and responses to questions.
45 to >40.0 pts
Meets Expectations
The setting for the proposed EBP change is described. The change model is described and used to describe the proposed EBP change in the setting and population.
40 to >39.0 pts
Barely meets expectations
The setting for the proposed EBP change is superficially described. The change model is described but not used to describe the proposed EBP change in the specific setting and population.
39 to >0 pts
Does not meet expectations
Any of the following: setting is not described; the selected change model is not described; the change model is not used to describe the proposed EBP change.
50 pts
This criterion is linked to a Learning Outcome Data-Based Evaluation
50 to >45.0 pts
Exceeds Expectations
The evaluation criteria are consistent with the outcome of the PICO question. The data collection tool(s) and time of data collection is included along with the type of data produced by the tool(s). The plan for data analysis is discussed and appropriate for the type of data produced by the data collection tool.
45 to >40.0 pts
Meets Expectations
The evaluation criteria are consistent with the outcome of the PICO question. The data collection tool(s) is discussed. The plan for data analysis is discussed and is appropriate for the type of data produced by the data collection tool.
40 to >39.0 pts
Barely meets expectations
One of the following: evaluation criteria not included; evaluation criteria not consistent with the O of the PICO, evaluation tool(s) not included or does not evaluate the O of the PICO, the type of date produced by the tool(s) not included; data collection timing not included; data analysis is not included OR the type of the data analysis planned is not appropriate for the type of data produced by the tool(s).
39 to >0 pts
Does not meet expectations
Two or more of the following: evaluation criteria not included; evaluation criteria not consistent with the O of the PICO, evaluation tool(s) not included or does not evaluate the O of the PICO, the type of date produced by the tool(s) not included; data collection timing not included; data analysis is not included OR the type of the data analysis planned is not appropriate for the type of data produced by the tool(s).
50 pts
This criterion is linked to a Learning Outcome Conclusion/Summary
15 to >14.0 pts
Exceeds Expectations
Student provided an exemplary summary of what was discussed and conclusion with recommendations
14 to >12.0 pts
Meets Expectations
Student provided a summary of what was discussed but no recommendations given.
12 to >11.0 pts
Barely meets expectations
Student provided a brief summary with no conclusion or recommendations
11 to >0 pts
Does not meet expectations
Student provided no conclusion or summary.
15 pts
This criterion is linked to a Learning Outcome Verbal and Nonverbal Presentation (webcam)
50 to >45.0 pts
Exceeds Expectations
Enthusiastic and engaging. Speech is fluid with clear enunciation. Uses voice to communicate interest by varying intonation and appropriate loudness and speed. Excellent vocabulary with no mispronunciations . No use of slang or profanity. No reading from slides. Presentation is organized in an interesting and logical sequence. Adheres to 15 minute time limit.
45 to >40.0 pts
Meets Expectations
No hesitancy or “uh”s, “hmmm”s, or “you know”s. Does vary intonation and speech is of appropriate loudness and speed. Good vocabulary and no more than 1-2 mispronunciations. No use of slang or profanity. No reading from slides. Presentation is organized. No more than 10% over time limit (<17 minutes). 40 to >39.0 pts
Barely meets expectations
Hesitancy, some “uh”s, “hmmm”s, or “you know”s. Limited variation in intonation. Speech is too soft, too loud, too fast, or too slow. Limited vocabulary and more than 2 mispronunciations. Use of slang or profanity. Frequently reads from slides. Presentation is disorganized and difficult to follow. No more than 15% over time limit (<18 minutes). 39 to >0 pts
Does not meet expectations
Frequent pauses, lots of “uh”s, “hmmm”s, or “you know”s, or monotone. Speech is too soft, too loud, too fast, or too slow. Limited vocabulary and frequent mispronunciations. Use of slang or profanity. Almost exclusively reading from slides. Presentation jumps from topic to topic and impossible to follow. More than 20% over time limit (>18 minutes).
50 pts
This criterion is linked to a Learning Outcome Visual Presentation
50 to >45.0 pts
Exceeds Expectations
No errors in spelling, word usage, or punctuation. Font size and/or selection appropriate. Good use of color and contrast. Appropriate use of visuals. Demonstrates exemplary creativity.
45 to >40.0 pts
Meets Expectations
No more than two errors in spelling, word usage, or punctuation. Font size and/or selection appropriate on some slides. Good use of color and contrast. Demonstrates only moderate creativity.
40 to >39.0 pts
Barely meets expectations
Any of the following: More than two errors in spelling, word usage, or punctuation. Font selection and/or size inappropriate. Distracting colors or poor contrast. Distracting visuals or inadequate visuals. Demonstrates little creativity.
39 to >0 pts
Does not meet expectations
Any of the following: Many errors in spelling, word usage, or punctuation. Font selection and/or size inappropriate. Use of distracting colors or visuals. Demonstrates no creativity.
50 pts
This criterion is linked to a Learning Outcome References
20 to >18.0 pts
Exceeds Expectations
More than 10 references with at least 7 research references AND only websites used were .org, .edu, or .gov. Appropriate citations throughout slides and references slide(s) at the end. No APA errors on citations or references.
18 to >16.0 pts
Meets Expectations
Between 8-10 references with more than 5 research references AND only websites used were .org, .edu, or .gov. Appropriate citations throughout slides and references slide(s) at the end. No more than 1-2 APA errors on

Patient IntroductionLocation: Orthopedic Unit
Time: 15:00
Situation:
The patient is Marilyn Hughes. She is a 45-year-old female who arrived on the Orthopedic Unit at 1345 from the recovery room following an open reduction with internal fixation for a left mid-shaft tibia-fibula fracture sustained when she slipped on some stairs this morning.
Background:
She has no remarkable past medical or prior surgical history and has no known allergies. She is married with teenage children.
Assessment:
Her vital signs have been stable. The last set was: temperature: 99 °F (37.2 °C); heart rate: 88; respiratory rate: 16; BP: 130/82; and SpO2: 97% on room air. She has a 20-gauge left forearm saline lock and is tolerating liquids well without nausea. Her diet is scheduled as regular evening meal.
The left lower leg has an ace/splint dressing. Pedal pulses are palpable with neurovascular checks within normal range. She was given prn oxycodone 10 mg at 1400 for a pain level of 8 out of 10 when the regular medication with acetaminophen and gabapentin were started.
Recommendation:
Every 2 hours you need to obtain her vital signs with neurovascular checks.

Describe one practice area in which MIPS could be used to improve the quality of care related to your anticipated future practice.
Discuss two ways MIPS could positively impact the practice area.  
Describe the role of MIPS in supporting the financial viability of healthcare providers and organizations and client health outcomes.  
Examine how advanced practice nurses can contribute to the development and refinement of MIPS quality measures to ensure that they are valid, reliable, and meaningful for clients and providers. 

Using the Galen library database and find ONE primary qualitative
research article on any nursing topic recently published this year in a nursing journal. in one
paragraph (7 to 8 sentences) provide a rapid critical appraisal by answering the following questions

Using 500 to 750 words, address the following prompts:
Why are there racial and ethnic disparities in health in the United States?
What are two policies to improve health equity in the United States? Make clear if these policies are adopted, proposed, or ones you would recommend.
Please include at least two references for your initial post. One reference must be from the Week 3 Learning Materials and one must have been published within the past two years.
References from Week 3 Learning Materials:
https://www.commonwealthfund.org/publications/podcast/2022/jun/strong-public-health-system-depends-on-making-invisible-visible

For this discussion, you will be exploring evidence-based practice in nursing. Review the following scenario:
You are a registered nurse working in a rural, critical access emergency department with limited healthcare services and no specialized medical care. The community has high rates of poverty, unemployment, and drug use. You have noticed that patients regularly use the emergency department as they would a primary care provider, coming in for minor issues such as colds and ear infections, and failing to follow-up with a primary or specialized care provider or complete required laboratory tests for management of their plan of care. These visits, in addition to patients arriving by ambulance and those with other medical emergencies, keep the 10 bed emergency room full and often result in patients waiting 2 hours or more to be seen by a provider.
In your initial posting, discuss the following after reading chapter 1 and 2 (textbook pdf attached):
– How can you, the RN, begin to ignite a spirit of inquiry in the department and encourage an evidence-based project to improve the situation and promote positive health outcomes?
– Since EBP involves integration of patient values and preferences, what information might you want to gather from patients and the community before planning a project?
– Who are the stakeholders that would be important to include in the development of this project?
– What are facilitators (factors that help) and barriers (factors that hinder) evidence-based practice (in general, not specific to this scenario)?
Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) scholarly references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.
Objectives
Identify the seven steps of evidence-based practice
Describe the process for igniting a spirit of inquiry for evidence-based practice
Discuss facilitators and barriers to evidence-based practice
References:
Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
Initial Post: Minimum 200 words excluding references (approximately one (1) page)

Choose an epidemiology graph of a chronic disease of your choice in a developing country from a peer reviewed resource.
Explain in one (1) paragraph why you chose that graph. A paragraph is minimum of three sentences. 
Describe in one (1) paragraph what the graph is illustrating.
Last paragraph should explain how the data from that graph may forecast the future of that disease and country.
Be sure to include the graph in your document on a separate page.
This assignment should be a minimum of 2 pages, one page with the
written information (See items 2,3 and 4). The other page should include
the graph with reference to where the graph was obtained from. https://guides.himmelfarb.gwu.edu/APA/image-electronic
Links to an external site.