Category: Nursing

Scenario
The manager would like you to facilitate a training for new BSN nurses. As the lead on this initiative, you are responsible for teaching the group how to identify practice interventions from evidence and generate a recommendation from the group. You plan to include a synthesis of the literature and evaluation table to show the critical appraisal of the research. To prepare for this training and make recommendations, you pull out the synthesis table and complete the spreadsheet to share the process for the meetings and have an example of a completed document so you can generate recommendations as a group.
Synthesis Table
Instructions
From your practice experience, identity a practice intervention that you believe would be beneficial for the unit. Prepare a recommendation by completing the spreadsheet and including a summary in a separate document of the following:
Describe an identified practice problem.
Complete a review of research that includes current, peer-reviewed research or evidence-based practice articles and add all information to the synthesis table.
Synthesize the findings of all of the research articles selected for the practice problem.
Analyze the ethical perspectives applied in each study.
Summarize the findings to include a recommendation of the practice intervention from the group.

After studying Module 3: Lecture Materials & Resources, discuss the following:
List factors that predispose Eskimos to risk as a result of the consumption of large quantities of sugar.
Analyze different strategies useful in communicating with the Japanese American family.
When caring for a Russian American client, for the most part, at what distance would a Russian patient feel at most ease? 
Submission Instructions:
Your initial post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources. 

Describe and discuss the pathological conditions that might affect the sexual responses in older adults.
How and why do you think Nutritional factors, psychological factors, drugs and complementary and alternative medications affect the immune system in older adults.

Interview Paper:
For this assignment, you are asked to interview a person of your choice. You may choose any person 
who agrees to be interviewed, provided that, if you work in healthcare, you do not interview one of 
your patients.
In Part 1: Ask your interviewee (identified in your paper only as “X”) to describe a health 
challenge he or she has faced, the stage of life in which the challenge occurred (if 
acute/short-term) or began (if chronic/long-term), and how that experience shaped his or her 
personal development. What is X’s current life course stage? How (if at all) has X’s perspective on 
his or her experience evolved over time? Did the health challenge have lasting effects (whether 
positive or negative) on X’s life course?
Maintain your interviewee’s confidentiality: 1) refer to your interviewee as “X,” do not reveal his 
or her name. 2) Especially if the information can be used to identify the person (for example, “X 
is my sister” or “X is my nurse manager”), do not reveal X’s relationship to you. 3) Do not include 
specific details that could be used to identify X (for example, “X works at Carney Hospital” or “X 
lives in Lower Mills.”)
In Part 2: Describe the “normal” patterns of growth and development for the life course stage in 
which “X”’s health challenge emerged. Tying developmental theory to “X”’s experience, identify the 
potential hazards to optimal health during this stage and address appropriate strategies for health 
promotion. Your response should include and integrate course content (referenced from the Berger 
text and/or other sources). The paper should be limited to 4-5 double-spaced pages and written in 
accordance with APA format. This is a research paper; inclusion and proper citation of references is required.
Don’t use CHATGPT OR ANY AL
I already made the paper so check it for me please
here’s what the teacher told me: 
“Under the circumstances, you have the opportunity, if you choose, to rewrite your paper and submit it, no later than Thursday at 11:59 p.m., for full credit. Please rewrite your paper from scratch; do not revise what you already submitted.
Stay clear, entirely, of generative AI tools like ChatGPT. You didn’t cite an AI tool in your last attempt; I assume you didn’t use one, and that’s good.
Conduct an interview with X, if you haven’t already. Report on specifics of X’s experiences, as X reported them to you.
Incorporate theories and concepts you’ve studied in class. Include specific citations, sentence-by-sentence, for each and every theory, concept, fact, or other unoriginal idea included in your paper. Remember to enclose any quoted words within quotation marks. Also include a reference list of the sources cited in the body of your text. I do check sources; please keep that in mind as you (re)write and cite.
Good luck on your rewrite. Feel free to contact me with any questions or concerns you may have.
The class is HLT 230 FROM UMASS BOSTON

Identifying A Clinical Question
Write a 1000-1500 word essay addressing each of the following points/questions. Be sure to completely answer all the questions for each bullet point. There should be three main sections, one for each bullet below. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least five (5) sources using citations in your essay. Make sure to cite using the APA writing style for the essay. The cover page and reference page in correct APA do not count towards the minimum word amount. Review the rubric criteria for this assignment.
Identify a clinical question related to your work environment, write the question in PICOT format and perform a literature search on the identified topic.
Purpose
To enable the student to identify a clinical question related to a specified area of practice and use medical and nursing databases to find research articles that will provide evidence to validate nursing interventions regarding a specific area of nursing practice.
Guidelines
Identify a clinical question related to your area of clinical practice and write the clinical foreground question in PICOT format utilizing the worksheet tool provided as a guide.
Describe why this is a clinical problem or an opportunity for improving health outcomes in your area of clinical practice. Perform a literature search and select five research articles on your topic utilizing the databases highlighted in Chapter 3 of the textbook (Melnyk and Finout-Overholt, 2022).
Identify the article that best supports nursing interventions for your topic. Explain why this article best supports your topic as you compare the article to the other four found in the literature search.

Creating a Professional Development Plan
You will create a professional development plan that will support continuous improvement in your role as a nurse educator.
The Institute of Medicine has charged nurses to be leaders in health care change, and that requires educators to be at the forefront of those changes.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
·       What are some approaches that nurse educators can use when encountering resistance to change?
·       How might effective leadership styles be the same or different for the following roles?
o   BSN nursing faculty.
o   Commweeky health educator.
o   Staff development educator.
·       What are some ways that scholarship fits with nursing practice?
·       Nurse educators are regularly evaluated by students and administrators. There may also be peer evaluations of teaching skills. As an educator, how do you or would you view these evaluation processes? What can be most useful to faculty from student evaluations?
Write a professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:
·       Introduction – A brief introductory paragraph that clearly states the purpose of the paper. Do not use the heading introduction—use the title of the paper in a Level 1 heading format.
·       Area of focus – A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
·       Professional Goals – A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
·       Influences – A brief description of any additional forces (social, economic, political, institutional) that may influence your nursing education role.
·       Analysis – An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
·       Leadership Role – A discussion of specific ways (a minimum of two) that you will develop a leadership role in the area of focus you have chosen.
·       Development Plan – Specific plans for professional growth and any additional education, certifications, or training to be acquired.
·       Reflection – A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
·       Competency 1: Analyze the historical evolution of nursing education.
o   Describe forces (social, economic, political, institutional) that may influence the nurse educator role.
·       Competency 3: Analyze professionally established nurse educator competencies and models.
o   Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
·       Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
o   Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
·       Competency 5: Articulate how nurse educator serve as change agents and leaders to help advance nursing education and nursing practice.
o   Discuss development of a leadership role in a chosen area of nurse educator focus.
·       Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
o   Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
·       Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
o   Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
·       Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o   Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Resources:
·  Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G., & Sasso, L. (2018). A review of the role of nurse leadership in promoting and sustaining evidence‐based practice. Journal of Nursing Management, 26(8), 918–932.
·  Dhakal, K., & Tornwall, J. (2020). The Scholarship Circle: An introduction to writing for publication for nursing faculty. Journal of the Medical Library Association: JMLA, 108(1), 98–105.
·  Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160-165.
·  Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse Education Today, 33(2), 90–102.
·  Limoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. The Journal of Continuing Education in Nursing, 46(2), 77–82.
·  Schneider, K. T., & Radhakrishnan, P. (2018). Three dilemmas for academics: Gender disparities in scholarship, teaching, and service. Industrial and Organizational Psychology, 11(3), 428–433.
·  Assessment 4 Context [PDF] Download Assessment 4 Context [PDF].
·       Eddy, L. L., Hoeksel, R., Fitzgerald, C., & Doutrich, D. (2018). Innovative practice in advancement of academic nurse educator careers: Developing scholarship from program grants. Nursing Education Perspectives, 39(4), 257–258.
·       Wittmann-Price, R., Celia, L., & Dunn, R. (2013). Successful implementation of evidence-based nursing practice: The indispensable role of staff development. Journal for Nurses in Professional Development, 29(4), 202–204.
CRITERIA 
NON-PERFORMANCE 
BASIC 
PROFICIENT 
DISTINGUISHED 
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
Does not describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. 
Describes area of focus in ways that are inconsistent with current conditions in the field or with nurse educator philosophy. 
Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy. 
Describes area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy; makes explicit and insightful connections to recent developments in the field. 
Describe forces (social, economic, political, institutional) that may influence the nurse educator role.
Does not describe forces (social, economic, political, institutional) that may influence the nurse educator role. 
Inaccurately or inadequately describes forces (social, economic, political, institutional) that may influence the nurse educator role. 
Describes forces (social, economic, political, institutional) that may influence the nurse educator role. 
Describes forces (social, economic, political, institutional) that may influence the nurse educator role; acknowledges one’s own assumptions and biases. 
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
Does not develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. 
Develops a scholarship plan that does not include analysis of how scholarship will be carried out in the nurse educator role or does so inadequately. 
Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role. 
Develops a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role; grounds plan in explicitly referenced, professionally standard competencies and expectations. 
Discuss development of a leadership role in a chosen area of nurse educator focus
Does not discuss development of a leadership role in a chosen area of nurse educator focus. 
Discusses development of a leadership role in a chosen area of nurse educator focus in a manner that indicates a lack of understanding of that role. 
Discusses development of a leadership role in a chosen area of nurse educator focus. 
Discusses development of a leadership role in a chosen area of nurse educator focus; explores multiple pathways to development. 
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
Does not develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired. 
Develops plans for professional growth that identify inapplicable education, certifications, or training for a chosen role. 
Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired. 
Develops specific plans for professional growth that identify any additional education, certifications, or training to be acquired; bases identification on current nurse educator competencies. 
Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
Does not assess abilities to meet goals, achieve professional development, and maintain ethical practices. 
Unrealistically or inaccurately assesses abilities to meet goals, achieve professional development, and maintain ethical practices. 
Assesses abilities to meet goals, achieve professional development, and maintain ethical practices. 
Assesses abilities to meet goals, achieve professional development, and maintain ethical practices; indicates plan to address the gaps. 
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Does not write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Writes to support an idea but commits major errors of grammar, usage, and mechanics.
Writes coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Writes coherently, using evidence to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional. 

Instructions: FILL THE ATTACHED DOCUMENT/TEMPLATE
Use the following scenario
You work as a research assistant at a primary care center, where your role is to ask patients about their lifestyle choices (that is, smoking, exercise, environmental exposures, et cetera). Based on this information, create a pamphlet to inform patients of the risks of their choices so that the patients can make informed decisions for themselves.
Refer to the following:
Taylor, M. R., Simon, J., Dickey, J. L., Hogan, K. A., & Reece, J. B. (2020). Campbell biology: concepts & connections (10th ed.). Pearson. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 1, “Biology: The Scientific Study of Life,” Figure 1.4 on page 9.
Chapter 11, “How Genes Are Controlled,” pages 212–232.
Review the data set in The Scientific Method and Innovations: Part 1 Assessment Template [DOCX] Download The Scientific Method and Innovations: Part 1 Assessment Template [DOCX]to do your analysis. You will enter your analysis into this template and submit it in this assessment.
Keep in mind that these are the steps for using the scientific method to analyze the data. Follow these steps to complete this assessment:
Step 1: Explain the scientific method.
Identify the origins of this method and provide examples of its application to solve real-world problems.
Describe why this method ensures a sound analysis of data.
Step 2: Define the process or steps in the scientific method.
Describe& the typical activities that would happen in that step or process.
Describe the objective of each step and the typical activities or tasks for that step.
Step 3: Apply the scientific method to determine if lifestyle choices can address the issues of the study.
Analyze the data given in the assessment template to see the relationship between lifestyle choices and the risk of cancer. What observations have you made about some of the lifestyle choices and cancer?
Evaluate the data to determine if lifestyle choices have any bearing on the risk of cancer, and how. Provide opinions and supporting examples.
Step 4: Articulate the conclusions reached in the study.
Make the connection between the data and how this leads to the conclusion. Include specific data to support your thoughts about the conclusion.
Define a hypothesis that is suggested by the data collected in the primary care center. What is your prediction based on the data collected?
Explain how you would use the scientific method to test your hypothesis or prediction.
Describe the results. Do you accept or reject your hypothesis? Explain your answer in detail.
Step 5: Describe the possible limitations of interpreting your conclusions.
Identify the possible limitations of the collected data. What kinds of things might be happening that the data aren’t showing?
Explain how the limitations of the data might cause a misinterpretation of the data.
SCORING GUIDE:
issues of the study. Applies the scientific method to determine if lifestyle choices can address the issues of the study. Applies the scientific method to analyze if lifestyle choices can address the issues of the study and makes connections between the data and the lifestyle choices and the risk of cancer. Provides supporting details.
Articulate the conclusions reached in the study. Does not summarize the conclusions reached in the study. Summarizes the conclusions reached in the study. Articulates the conclusions reached in the study. Articulates the conclusions reached in the study and provides supporting details positing a hypothesis or prediction.
Describe the possible limitations of interpreting the conclusions. Does not summarize the possible limitations of interpreting the conclusions. Summarizes the possible limitations of interpreting the conclusions. Describes the possible limitations of interpreting the conclusions. Analyzes the possible limitations of interpreting the conclusions; includes supporting details and examples.
Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics. Does not write in a well-organized and concise manner. Writes in a way that is unclear, wordy, or disconnected, with errors in grammar, usage, and mechanics. Writes in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics. Organizes content so clarity is enhanced and all ideas flow logically and smoothly. Writes concisely, precisely, and directly, with nearly flawless adherence to the rules of grammar, usage, and mechanics.

Within the Discussion Board area, write 250 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. You are required to use 1 scholarly resource in addition to your textbook. Be substantive and clear, and use examples to reinforce your ideas.
The nursing process is commonly used to manage change or to problem solve. Using the nursing process, apply the steps of the nursing process (assessment, analysis and diagnosis, planning, implementation, and evaluation) to describe your change topic to your peers. You are required to use 1 scholarly resource in addition to your textbook.

Develop a scholarly paper that includes the following criteria:
1.     A definition of the concept utilizing various sources  
2.     Define the criteria of the concept
a.      Discuss the uses of the concept
b.     Define the attributes of the concept
c.      Identify antecedents and consequences 
3.     Theoretical perspectives of the concept (theories that use the concept)
4.     Provide an example of the significance of the concept to nursing practice from the organizational setting
5.     The paper should include level 1 and level 2 headings.
6.     The paper should begin with an introductory paragraph that includes the purpose statement.  The introductory paragraph and purpose statement allow the reader to understand what the paper/assignment is going to address.
7.     The paper should include a conclusion.
9.     Write the paper in third person, not first or second person (meaning do not use ‘we’ or ‘I’ or “you”).
10. Include a minimum of three (3) references from professional peer-reviewed nursing journals (review in Ulrich Periodical Directory) to support the paper. 
11.     APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations). 

Discuss discharge resources that are available for chronic cardiorespiratory issues to support patient independence and prevent readmission. Explain how readmission affects reimbursement. What implications does readmission have on the hospital and on the patient?
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.