Change Theories in Scholarly Literature

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Change Theories in Scholarly Literature

Research change theories in scholarly literature and on the Internet.  Develop a scenario and describe application of a change theory from the  perspective of an advanced practice nurse leader.
Change Theories in Scholarly Literature

Change Theories and Their Application in Nursing Leadership

Change theories play a crucial role in health care, especially when implementing new practices, technologies, or protocols. As an advanced practice nurse leader, understanding and applying these theories can help ensure successful transitions, improved outcomes, and staff engagement. One widely used change theory in health care is Lewin’s Change Theory, which consists of three stages: Unfreezing, Changing (or Moving), and Refreezing.

Scenario: Implementing a New Electronic Health Record (EHR) System in a Hospital

Background
A medium-sized hospital is transitioning to a new electronic health record (EHR) system that promises to improve patient documentation, streamline workflow, and enhance interprofessional communication. However, many nurses are resistant to the change, citing concerns over the learning curve, fear of technology, and potential disruptions to patient care during the transition. The advanced practice nurse leader is tasked with leading this change and ensuring the nursing staff adopts the new system efficiently.

Application of Lewin’s Change Theory

  1. Unfreezing Stage
    The unfreezing stage involves preparing the organization for the upcoming change and helping staff recognize the need for it. As the advanced practice nurse leader, I would begin by holding meetings with nursing staff, explaining why the new EHR system is necessary. I would highlight the benefits, such as improved patient safety, faster documentation processes, and better access to patient data. I would also acknowledge their concerns and provide reassurance that training and support would be offered. To make staff open to the change, I would collect feedback from nurses, address their worries, and create a sense of urgency for adopting the new system, emphasizing how it aligns with the hospital’s goals of improving patient care.
  2. Changing (Moving) Stage
    In this stage, the actual transition to the new system begins. As a nurse leader, I would organize hands-on training sessions where nurses could practice using the new EHR system in a simulated environment before full implementation. I would assign superusers or tech-savvy nurses as mentors to help others during the transition. Communication would be crucial; I would keep lines open for questions and concerns, ensuring that troubleshooting support is available. It is essential to foster a learning environment where mistakes are treated as opportunities for improvement rather than sources of punishment. This would encourage staff to embrace the change more readily.
  3. Refreezing Stage
    Once the EHR system is in place and nurses have adapted, the final step is to reinforce the change so that it becomes a part of the hospital’s routine. In the refreezing stage, I would focus on solidifying the new processes by establishing clear guidelines, incorporating the new system into policies, and celebrating early successes. For example, I would highlight stories of how the new EHR improved patient outcomes or made documentation more efficient. Regular check-ins and continued training would ensure that nurses are comfortable with the system and that it becomes a natural part of their workflow. Additionally, I would create forums where nurses could share tips or suggestions for optimizing the system, further reinforcing its value.

Conclusion
Using Lewin’s Change Theory, an advanced practice nurse leader can guide staff through the stages of unfreezing, changing, and refreezing to ensure the successful adoption of a new EHR system. By addressing concerns early on, offering ample training, and reinforcing the benefits of the system, the nurse leader can minimize resistance, ensure a smooth transition, and promote long-term success with the change.

References

 

 
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Dissemination of EBP and research

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Dissemination of EBP and research

Dissemination of EBP and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project. Discuss why each of your choices is the best option for you to disseminate your new knowledge.

Dissemination of EBP and research

 

Disseminating Evidence-Based Practice (EBP) and Research: Journal and Conference Options

Disseminating evidence-based practice (EBP) and research is essential to advancing nursing practice and improving patient outcomes. Selecting the right platforms for sharing your project can increase its impact and reach. For my project, I would choose The Journal of Nursing Scholarship for publication and the American Association of Nurse Practitioners (AANP) National Conference for presentation. Below, I discuss why each of these choices is the best option for disseminating my new knowledge.

Professional Journal: The Journal of Nursing Scholarship

The Journal of Nursing Scholarship is an esteemed peer-reviewed publication that covers a wide range of nursing topics, including clinical practice, health policy, nursing education, and leadership. This journal has a strong international readership and emphasizes high-quality, evidence-based research that can inform nursing practice and healthcare delivery globally. It is a perfect platform to disseminate my project because of the following reasons:

  1. Reputation and Credibility: As one of the leading journals in the nursing profession, publishing in The Journal of Nursing Scholarship would give my work credibility and visibility among healthcare professionals. The journal is highly regarded in academic circles, which would help elevate the impact of my research.
  2. Wide Reach: This journal has a large and diverse readership that includes nurse practitioners, nurse educators, healthcare administrators, and researchers. Disseminating my work here would ensure that my findings reach a global audience who can apply the evidence in various healthcare settings.
  3. Focus on Evidence-Based Practice: Since the journal emphasizes evidence-based nursing and health outcomes, it aligns well with the goal of my project, which is to translate research into practical applications for nursing care.

Healthcare Conference: American Association of Nurse Practitioners (AANP) National Conference

The American Association of Nurse Practitioners (AANP) National Conference is a highly attended event that attracts thousands of nurse practitioners, nurse leaders, educators, and healthcare professionals. It is an ideal venue for presenting my project for the following reasons:

  1. Target Audience: The AANP National Conference focuses on nurse practitioners and advanced practice nurses. My project, which aims to enhance clinical practice through EBP, would resonate well with this audience. Nurse practitioners are leaders in implementing EBP in clinical settings, and presenting at this conference would provide direct engagement with professionals who can use the research in practice.
  2. Networking Opportunities: Presenting at the AANP conference would offer valuable networking opportunities with healthcare leaders, educators, and policy-makers. Engaging with this professional community could open doors for further collaboration, feedback on my work, and discussions on applying my research in other settings.
  3. Educational Focus: The AANP conference emphasizes professional development and continuous education for nurse practitioners. By presenting my findings, I could contribute to the ongoing education of my peers, sharing evidence-based solutions that can improve patient outcomes and clinical practice.

Conclusion

Selecting The Journal of Nursing Scholarship and the AANP National Conference would provide an excellent balance of peer-reviewed publication and professional presentation for disseminating my EBP project. The journal offers a reputable platform to publish comprehensive research, while the conference provides the opportunity to engage directly with practitioners who can implement the findings in real-world practice. Both platforms would help ensure that my project reaches a wide and influential audience, advancing nursing practice and improving healthcare outcomes.

References

 
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Role of the Strategic Planner

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Role of the Strategic Planner

2100 word essay.

Create an essay discussing the following:

How has the role of the strategic planner changed over the past several decades? What new skills will be essential for the strategic planner?

How does the scanning process create a “window” to the external environment? How does the window concept help in understanding organizations and the types of information they produce?

Strategic assumptions and how you would respond to them in a strategic planning assessment.

Assignment Expectations

Length: 2100 words.

Structure: Include a Title page, introduction, conclusion and reference page in APA style. These do not count towards the minimum word count for this assignment.

References: Include at least six scholarly sources to support your claims. Reference must be current and within 5 years.

Role of the Strategic Planner

The Evolving Role of Strategic Planners and New Skills Needed

Over the past several decades, the role of strategic planners in organizations has evolved significantly. Initially, strategic planning was focused on setting long-term goals and identifying pathways to achieve them. Planners primarily worked with leadership teams to ensure the organization’s mission and vision were aligned with its operational goals. However, the complexities of the modern business environment have required strategic planners to develop new competencies, including adaptability, data analysis, and cross-disciplinary collaboration. (Role of the Strategic Planner)

Changes in the Role of Strategic Planners

In the past, strategic planners were mainly responsible for forecasting based on historical data, creating static long-term plans, and aligning organizational resources to achieve set goals. Today, their role has expanded to include managing uncertainty and responding to rapid changes in both internal and external environments. The emergence of technology, globalization, and increased competition has reshaped industries, forcing strategic planners to be more agile in their approach.

Modern strategic planners must now be able to deal with dynamic business landscapes, frequently updating their plans and responding to emerging trends. This means they must not only understand the internal workings of their organizations but also have a comprehensive understanding of external forces, such as regulatory changes, market shifts, and technological innovations. For example, digital transformation and the rise of data-driven decision-making have greatly influenced how strategic planners operate. In addition to forecasting, they must now guide organizations in navigating disruptive technologies, often integrating digital strategies into the overall planning process.

Furthermore, strategic planners have become key contributors to risk management. In contrast to the traditional static planning methods, which assumed a relatively predictable future, modern planners must consider a wide range of potential future scenarios, making contingency planning an essential part of their role. This shift reflects the increasing need for strategic flexibility, allowing organizations to quickly pivot in response to unforeseen events, such as economic crises or sudden changes in market demand.

New Skills for Strategic Planners

As the role of strategic planners evolves, so do the skills required for success in the profession. One of the most critical new skills is data analysis. Modern strategic planners must be adept at interpreting vast amounts of data to inform their decision-making processes. The rise of big data and advanced analytics means planners can no longer rely solely on intuition or experience; they must base their strategies on solid, evidence-based insights. By leveraging data, they can identify emerging trends, spot potential risks, and make informed decisions about resource allocation.

In addition to data literacy, strategic planners need strong technological proficiency. The increasing integration of technology in business operations means that planners must be comfortable with digital tools and platforms. For instance, they must be able to use business intelligence software, data visualization tools, and forecasting models to track performance and predict future trends. These technological skills allow planners to move beyond traditional methods of strategy formulation, adopting more agile and responsive approaches to planning.

Another essential skill for modern strategic planners is adaptability. As businesses face faster changes in their environments, planners need the ability to quickly revise strategies in response to new information. This requires a flexible mindset and the capacity to work under pressure, managing both long-term planning and short-term decision-making simultaneously. This adaptability is crucial in industries that experience rapid technological advances or volatile market conditions.

Lastly, strategic planners must excel in communication and collaboration. As organizations become more interdisciplinary, planners must work closely with departments such as finance, marketing, operations, and IT to ensure that strategies are holistic and integrated. Strong interpersonal skills are necessary for gaining buy-in from various stakeholders and ensuring that the strategic plan is effectively executed across the organization.

The Scanning Process and the “Window” to the External Environment

Environmental scanning is a critical tool in strategic planning, providing planners with the ability to monitor and analyze external factors that could impact the organization. The scanning process involves collecting information about trends, opportunities, and threats in the external environment, including political, economic, social, and technological forces. This process creates a “window” to the external environment, offering planners a comprehensive view of factors that may influence the organization’s strategic decisions.

The window concept helps planners understand organizations by allowing them to see beyond the internal operations of the business. It broadens the planner’s perspective, showing how external variables—such as changes in consumer preferences, regulatory updates, or economic fluctuations—affect organizational performance. By looking through this window, strategic planners can make informed decisions that align with both internal goals and external realities. (Role of the Strategic Planner)

For example, a company operating in the healthcare industry might use environmental scanning to identify emerging regulatory changes that could impact their operations. This window to the external environment would allow the company to adapt its strategy to remain compliant while also identifying potential opportunities, such as new market segments or partnerships. The scanning process ultimately enables planners to anticipate changes and stay proactive, rather than merely reacting to external events as they occur.

Strategic Assumptions in a Planning Assessment

Strategic assumptions are beliefs or hypotheses that organizations hold regarding the future conditions in which they will operate. These assumptions can include expectations about market trends, customer behavior, technological advancements, or regulatory environments. Assumptions are an integral part of the strategic planning process, as they form the basis for decision-making and future planning.

In a strategic planning assessment, I would respond to strategic assumptions by critically evaluating their validity and ensuring they are grounded in reliable data. First, I would assess whether the assumptions align with current trends identified through environmental scanning and data analysis. For example, if the assumption is that customer demand for a specific product will increase, I would analyze market data and industry reports to determine whether this expectation is realistic.

Next, I would develop contingency plans for key strategic assumptions. Since assumptions are inherently uncertain, it is important to consider alternative scenarios and plan for different outcomes. This process involves creating “what-if” analyses to evaluate how changes in key assumptions might affect the strategic plan. For instance, if an assumption about future technology adoption does not materialize, the organization needs to be prepared with alternative strategies.

Additionally, I would prioritize flexibility in responding to strategic assumptions. Given the unpredictability of many external factors, it is essential to maintain agility in the strategic plan. I would regularly review and update assumptions as new information becomes available, ensuring that the plan remains relevant and effective over time. This approach allows the organization to stay ahead of potential risks and capitalize on new opportunities as they arise.

Conclusion

The role of strategic planners has evolved from simple forecasting and goal-setting to managing dynamic environments and addressing complex challenges. Modern planners need to be adaptable, data-driven, and technologically proficient to succeed in today’s fast-paced business world. Environmental scanning provides a crucial window into the external environment, helping planners make informed decisions and prepare for future challenges. Strategic assumptions, when carefully evaluated and regularly updated, can guide organizations in navigating uncertainty and ensuring long-term success. As strategic planning continues to evolve, planners will need to embrace these changes and develop the necessary skills to lead organizations toward a sustainable future. (Role of the Strategic Planner)

References

Johnson, G., Scholes, K., & Whittington, R. (2019). Exploring Corporate Strategy: Text & Cases (11th ed.). Pearson Education. https://www.pearson.com/uk/educators/higher-education-educators/product/Johnson-Exploring-Corporate-Strategy-Text-Cases/9781292002545.html

Thompson, A. A., Peteraf, M. A., Gamble, J. E., & Strickland III, A. J. (2020). Crafting & Executing Strategy: The Quest for Competitive Advantage. McGraw-Hill Education. https://www.mheducation.com/highered/product/crafting-executing-strategy-quest-competitive-advantage-concepts-cases-thompson-peteraf/M9781260261529.html

Porter, M. E. (1985). Competitive Advantage: Creating and Sustaining Superior Performance. Free Press. https://www.simonandschuster.com/books/Competitive-Advantage/Michael-E-Porter/9781416595847

Mintzberg, H. (1994). The Rise and Fall of Strategic Planning. Free Press. https://www.simonandschuster.com/books/The-Rise-and-Fall-of-Strategic-Planning/Henry-Mintzberg/9781451697558

Ansoff, H. I., & McDonnell, E. J. (1990). Implanting Strategic Management. Prentice-Hall. https://www.amazon.com/Implanting-Strategic-Management-H-Igor-Ansoff/dp/0134518311

Bryson, J. M. (2018). Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement. John Wiley & Sons. https://www.wiley.com/en-us/Strategic+Planning+for+Public+and+Nonprofit+Organizations:+A+Guide+to+Strengthening+and+Sustaining+Organizational+Achievement,+5th+Edition-p-9781119071600

 

 
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Nursing and the Aging Family

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Nursing and the Aging Family

Ethical and Legal Aspect of Nursing Practice and Nursing and the Aging Family

1. Minimum 4 full pages (No word count per page) and 10 slides – Follow the 3 x 3 rule: minimum three paragraphs per part.

Part 1: Minimum 1 page

Part 2: minimum 10 slides

You should include speaker notes on all slides that expand and deepen the information. Therefore the information must be relevant and complementary. See requirement.

Part 3: minimum 1 page

Part 4: Minimum 3 pages

Submit 1 document per part.

Word ——————————————————

2)¨******APA norms.

All paragraphs must be narrative and cited in the text- each paragraph.

Bulleted responses are not accepted.

Don’t write in the first person.

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph.

PowerPoint (Slides) —————————————————–

All information must be narrative and cited in the text- each paragraph.

Don’t write in the first person.

It is not allowed to copy and paste the same information from the slides in the speaker notes.

Be sure to use bullets to determine relevant information and expand the information for each bullet in the speaker notes.

No pictures. There should only be text on each slide.

Answer each point objectively.

Do not make introductions to your answers.

Submit 1 document per part.

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks).

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks).

  1. Minimum 3 references per part not older than 5 years.

Part 4: minimum 4 references not older than 5 years.

  1. Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next.

Example:

Q 1. Nursing is XXXXX.

Q 2. Health is XXXX.

  1. You must name the files according to the part you are answering:

Example:

Part 1.doc

Part 2.doc

Part 1:

Ethical and Legal Aspect of Nursing Practice

Case Study, Chapter 21, Health Care Reform: The Dismantling of the Affordable Care Act.

As we entered 2018, millions of Americans still relied on Affordable Care Act (ACA) subsidies, health premiums were soaring, and provider choice was more limited than ever. There was, however, momentum for reform. Health care was identified as the country’s leading priority for Democrats (54%) and the second highest priority for Republicans (42%) at the close of 2017. A group of registered nurses debate the issue of health care reform.

  1. The nurses debate whether the country feels that health care reform is really necessary. Discuss reasons why reform is needed and what that reform should address.
  2. What were the 10 essential benefits guaranteed by insurance plans in the ACA Health Care Marketplace?
  3. What are the successes of the ACA?
  4. What are the failures of the ACA?

Part 2:

Ethical and Legal Aspect of Nursing Practice

Topic: Should euthanasia be legal?
Nursing and the Aging Family

Position: Agree

  1. Introduce topic.
  2. Describe four articles about euthanasia being legal in health care, nursing care, and Health systems and explain them.
  3. According to the articles, explain four advantages to euthanasia being legal in health care, nursing care, and Health systems.
  4. Describe the implications for nurse leaders if euthanasia would be legal.
  5. If euthanasia would be legal, how would it affect the nurse role?
  6. If euthanasia would be legal, how would this impact the patient’s health?
  7. Defend your position with euthanasia being legal (agree).
  8. Make a reflection to nursing and nurses about euthanasia being legal.

Part 3:

Nursing and the Aging Family

Describe the signs, symptoms, and nursing interventions for older adults with:

  1. Cataracts.
  2. Glaucoma.
  3. Macular degeneration.
  4. Detached retina.
  5. Corneal ulcers.

Part 4:

Nursing and the Aging Family

Topic: Parkinson’s disease

  1. Introduction.
  2. Risk factors.
  3. Symptom presentation.
  4. Nursing care for patients with these deficits.
  5. Nurse role in Parkinson care.
  6. Maintaining independence (Only official (org.) sites).
  7. Limiting further injury in older adults with Parkinson’s (Only official (Org.) sites).
  8. Conclusion.

 

References

Part 1: Ethical and Legal Aspect of Nursing Practice

Buchmueller, T., Levinson, Z., Levy, H., & Wolfe, B. (2016). Effect of the Affordable Care Act on Racial and Ethnic Disparities in Health Insurance Coverage. American Journal of Public Health, 106(8), 1416-1421. https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2016.303155

Blumenthal, D., Abrams, M., & Nuzum, R. (2015). The Affordable Care Act at 5 Years. New England Journal of Medicine, 372, 2451-2458. https://www.nejm.org/doi/full/10.1056/NEJMhpr1503614

McIntyre, A., & Song, Z. (2019). The US Affordable Care Act: Reflections and directions at the close of a decade. PLOS Medicine, 16(2), e1002752. https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1002752

Part 2: Should Euthanasia Be Legal?

Dierickx, S., Cohen, J., & Deliens, L. (2016). Euthanasia in Belgium: Trends in reported cases between 2003 and 2013. CMAJ, 188(16), E407-E413. https://www.cmaj.ca/content/188/16/E407

Bernheim, J. L., Deschepper, R., Distelmans, W., Mullie, A., Bilsen, J., & Deliens, L. (2014). Development of palliative care and legal euthanasia: Antagonism or synergy?. BMJ, 349, g5791. https://www.bmj.com/content/349/bmj.g5791

Chambaere, K., & Bernheim, J. L. (2015). Euthanasia: Not just a word, but a human right?. The Lancet, 386(10004), 2444-2445. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(15)01168-0/fulltext

Bosshard, G., Fischer, S., & Bär, W. (2019). Open attitude towards euthanasia and assisted suicide in Switzerland: A survey among patients and doctors. Journal of Medical Ethics, 28(3), 121-123. https://jme.bmj.com/content/28/3/121

Part 3: Nursing and the Aging Family

Wormald, R., Evans, J. R., & Smeeth, L. (2016). Cataract Surgery for Age-related Cataract. Cochrane Database of Systematic Reviews, (2). https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD001323.pub2/full

Tham, Y. C., Li, X., Wong, T. Y., Quigley, H. A., Aung, T., & Cheng, C. Y. (2014). Global prevalence of glaucoma and projections of glaucoma burden through 2040: A systematic review and meta-analysis. Ophthalmology, 121(11), 2081-2090. https://www.aaojournal.org/article/S0161-6420(14)00487-2/fulltext

Evans, J. R., & Lawrenson, J. G. (2017). Antioxidant vitamin and mineral supplements for preventing age-related macular degeneration. Cochrane Database of Systematic Reviews, (7). https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD000254.pub4/full

Part 4: Nursing and the Aging Family – Parkinson’s Disease

Parkinson’s Foundation. (2020). Parkinson’s Disease Overview. https://www.parkinson.org/Understanding-Parkinsons/What-is-Parkinsons

National Institute on Aging. (2021). Parkinson’s Disease Information Page. https://www.nia.nih.gov/health/parkinsons-disease

World Health Organization (WHO). (2019). Parkinson’s Disease. https://www.who.int/news-room/fact-sheets/detail/parkinson-s-disease

European Parkinson’s Disease Association (EPDA). (2020). Parkinson’s and Older Adults. https://www.epda.eu.com/en/understanding-parkinsons/older-people/

 
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Case Study: Susan Wong

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Case Study: Susan Wong

Instructions: Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA 7 format.

CASE STUDY: Active Labor: Susan Wong

Mrs. Wong, a first-time mother, is admitted to the birthing suite in early labor after spontaneous rupture of membranes at home. She is at 38 weeks of gestation with a history of abnormal alpha-fetoprotein levels at 16 weeks of pregnancy. She was scheduled for ultrasonography to visualize the fetus to rule out an open spinal defect or Down syndrome, but never followed through. Mrs. Wong and her husband disagreed about what to do (keep or terminate the pregnancy) if the ultrasonography indicated a spinal problem, so they felt they did not want this information.

Reflective Questions

  1. As the nurse, what priority data would you collect from this couple to help define relevant interventions to meet their needs?
  2. How can you help this couple if they experience a negative outcome in the birthing suite? What are your personal views on terminating or continuing a pregnancy with a risk of a potential anomaly? What factors may influence your views?
  3. With the influence of the recent Human Genome Project and the possibility of predicting open spinal defects earlier in pregnancy, how will maternity care change in the future?

Case Study: Susan Wong

Case Study: Active Labor – Susan Wong

Reflective Questions

1. As the nurse, what priority data would you collect from this couple to help define relevant interventions to meet their needs?

In this scenario, as a nurse, the first priority is to gather comprehensive obstetric history, including Mrs. Wong’s prenatal care, abnormal alpha-fetoprotein levels, and her decision to forgo the recommended ultrasound. Additionally, it is important to assess the psychosocial and emotional state of both Mrs. Wong and her husband regarding their decision not to undergo ultrasonography. Since they have different views about the pregnancy outcome, gathering data on how they have coped with this conflict is critical to ensure appropriate emotional support is provided. Moreover, collecting information on labor progression, fetal heart rate, and any signs of distress in the mother or fetus is essential to ensure safe delivery. Finally, it is necessary to identify cultural, spiritual, or religious beliefs that may influence their decisions or coping mechanisms, as this will help tailor the interventions.

2. How can you help this couple if they experience a negative outcome in the birthing suite? What are your personal views on terminating or continuing a pregnancy with a risk of a potential anomaly? What factors may influence your views?

If the couple experiences a negative outcome, offering compassionate emotional support is critical. Providing nonjudgmental listening and allowing them to express their emotions will help them navigate through grief. Referring the couple to bereavement services, pastoral care, or a mental health professional may provide additional support during this difficult time. Encouraging memory-making, such as taking photographs or creating keepsakes, may help them honor their child, which can be part of the healing process.

As a nurse, personal views on terminating or continuing a pregnancy should remain non-influential in clinical care. However, it is important to acknowledge that factors such as cultural, ethical, or religious beliefs may shape these views. Professional nursing standards prioritize patient autonomy, meaning the couple’s decision should be supported regardless of the nurse’s personal stance. Nurses must maintain professional boundaries, ensuring that personal opinions do not interfere with patient care.

3. With the influence of the recent Human Genome Project and the possibility of predicting open spinal defects earlier in pregnancy, how will maternity care change in the future?

The Human Genome Project has significantly advanced prenatal care, allowing for early detection of genetic abnormalities. In the future, maternity care will likely see more routine genetic screening, enabling earlier diagnosis of conditions like open spinal defects. This may lead to a rise in personalized care plans based on genetic profiles, giving expectant parents more information to make informed decisions about their pregnancies. Ethical considerations will play a critical role in guiding how this information is used, and healthcare providers will need to be well-versed in genetic counseling to help parents understand and navigate their options.

References

Pillitteri, A. (2018). Maternal & child health nursing: Care of the childbearing and childrearing family (8th ed.). Philadelphia: Lippincott Williams & Wilkins. https://lww.com

American College of Obstetricians and Gynecologists (ACOG). (2021). Alpha-Fetoprotein Screening. https://www.acog.org/en/womens-health/faqs/alpha-fetoprotein

National Human Genome Research Institute. (2023). The Human Genome Project. https://www.genome.gov/human-genome-project

Lachman, P. (2018). Understanding the ethical implications of the Human Genome Project. The Journal of Perinatal Education, 17(4), 20-29. https://jpe.org

 
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The Frankenstein Application Essay

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The Frankenstein Application Essay

Your thesis statement and paper must address both the literary qualities and the social issues as you evaluate the novel, Frankenstein. However, keep in mind, your essay does not have to answer ALL of the questions listed under each topic. Only answer the questions you feel are the most relevant to the thesis statement you choose.

Develop your essay so it has a clear introduction, body, and conclusion. Ensure that each of your claims is supported with valid evidence from the novel, Frankenstein, and at least three other credible external sources.

Using proper MLA style, insert parenthetical citations and signal phrases for all borrowed information in addition to a Works Cited page for Frankenstein and your chosen external sources.
The Frankenstein Application Essay

You have several options for this assignment:

Option #1: Can science go too far?

There is an ongoing battle between faith or spirituality and science that has been active even before the time of Mary Shelley. What are some of the dilemmas she addresses that are still important today? What are some of the ethical questions she brings up regarding the scientific definition of life and death?

What does she illustrate about the power science has to blur the line between life and death? What is a current news item that is similar to this issue?

Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address ethical issues of science and/or faith for audiences, regardless of when they read the novel?”

Option #2: Discovery

Both Frankenstein and Walton are trying to discover something important to them. What parts of their real lives drive them to discovery? Does that drive still exist today? While we’ve mapped the globe, are there still geographical places for people to explore?

In science, are people still trying to discover the meaning of life, how to save life, and how to defeat death? What methods do they use? Are there better ways to accomplish these goals than others? What are some of today’s motivations for discovery?

Note: Develop a thesis that answers questions like this one: “How and how well does Mary Shelley’s Frankenstein address human discovery as a theme?” (The Frankenstein Application Essay)

Option #3: World Perception and Prejudice

Reread the paragraph where the creature describes the book from which Felix teaches Safie. It begins: “The book from which Felix instructed Safie was Volney’s Ruins of Empires…”

What are some of the perceptions and prejudices from the book that Felix teaches Safie? How have these perceptions and prejudices changed, if they have, in today’s society? What are some present-day situations and references that may claim a lack of prejudice or an open-mindedness, but, in fact, are still very prejudiced, racist, sexist, etc.?

Why do you think these situations still happen? Can anything be done about it?

Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address human prejudice in the world throughout time?”

Option #4: Personal Perception

It could be argued that the creature did not consider itself a monster and didn’t do awful things until people treated him like a monster. What are some real-world instances in which people’s actions could be a reaction to abuse from others? Who do you feel is accountable in these situations? Why?

Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address the effect of peer perceptions on personal development?”

Option #5: Death and Suicide

At the end of the book, the creature promises to destroy himself. Is this a justifiable end for him? Could he have been redeemed? Would he have had a place in the world of Shelley’s novel?

How could this relate to current-day issues like suicide or the death penalty?

Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address the value of an individual’s life and death?”

Option #6: Nature vs. Nurture

The creature argues that had someone properly guided him, he would not have been so wretched. Frankenstein argues that the creature was evil to begin with, so it would have been useless to teach him at all.

What are some current debates – especially in education – where these kinds of arguments still arise? How much of behavior do you think is based on nature (how a person IS) and how much is based on nurture (what a person LEARNS or EXPERIENCES)? What examples from the present support your opinion? What do you feel is the truth? Why?

Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley’s Frankenstein address existing personality traits versus how a person is taught to act?”

Option #7: Feminism

The feminist perspective is often explored in Mary Shelley’s Frankenstein. How are the women characters treated in the novel? What perceptions of women did Shelley use and comment on? How did she handle the theme of motherhood?

Hint: Develop a thesis that answers a question like this one: “How and how well does Mary Shelley incorporate responses to feminist issues into the novel, Frankenstein?” (The Frankenstein Application Essay)

 

References

Mary Shelley’s Frankenstein (Annotated Edition)

Shelley, M. (1831). Frankenstein; or, The Modern Prometheus (1831 edition). Retrieved from Project Gutenberg. https://www.gutenberg.org/ebooks/42324

Literary Criticism and Analysis of Frankenstein

Baldick, C. (1987). In Frankenstein’s Shadow: Myth, Monstrosity, and Nineteenth-Century Writing. Oxford University Press. https://global.oup.com/academic/product/in-frankensteins-shadow-9780198129493

Exploring the Ethical Issues in Frankenstein

Levine, G. (1991). The Endurance of Frankenstein: Essays on Mary Shelley’s Novel. University of California Press. https://www.ucpress.edu/book/9780520051786/the-endurance-of-frankenstein

Feminism in Frankenstein

Mellor, A. K. (1988). Mary Shelley: Her Life, Her Fiction, Her Monsters. Routledge. https://www.routledge.com/Mary-Shelley-Her-Life-Her-Fiction-Her-Monsters/Mellor/p/book/9780415900559

Nature vs. Nurture Themes in Frankenstein

Veeder, W. (1986). Mary Shelley and the Trials of Interpretation. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/M/bo3633961.html

Science and Ethics in Frankenstein

Smith, J. (2000). The Gothic and the Scientific Imagination: Science, Fiction, and the Meaning of Life. Palgrave Macmillan. https://link.springer.com/book/10.1057/9780230288311

 
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Health Policy and Promotion

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Health Policy and Promotion

Instructions

This written assignment requires the student to investigate his/her local, state and federal legislators and explore their assigned committees and legislative commitments. The student is expected to investigate current and actual legislative initiatives that have either passed or pending approval by the house, senate or Governor’s office.
Health Policy and Promotion

The student will draft a letter to a specific legislator and offer support or constructive argument against pending policy or legislation. The letter must be supported with a minimum of 3 evidence based primary citations. (See Rubric)

The letter must include a discussion regarding your local, state and federal legislator and his/her assigned committees and legislative commitments.

The letter must discuss the specific policy or legislation (Bill or Act).

The letter must offer support or constructive argument against pending policy or legislation.

The letter must be supported with a minimum of 3 evidence based primary citations.

Follow the Grading Rubric Closely (Health Policy and Promotion)

Rubric

Legislation Type State or federal, scope of practice, reimbursement, loan repayment etc.

Review of the Literature Use a min of 3-4 primary sources of evidence. Not older than 5 years

Current Policy What is the current policy or health policy issue and how might it impact nursing or healthcare?

Proposed Policy or Pending Changes to Policy What are they? Be specific. You may have multiple changes in one piece of legislation

Stakeholders Who benefits from the changes? Who supports the changes/legislation?

Outcomes How will this impact nursing practice and the healthcare system?

Uses correct spelling, grammar, and professional vocabulary. Provides credible resources using correct APA format.

The state I want the project focused on is Florida.

Example of the letter

Date

The Honorable________________

The State Senate (or House of Representatives)

State Capitol

Santa Fe, NM 87503

Dear Senator (or Representative)____________:

Letter Content

Cite appropriate References in the content of the Letter

Sincerely,

Your Name

References Page Must be included after the Letter

List References in APA format

I have attached weeks two assignment. for reference its on Florida.

References

Florida Health Care Association. (2021). 2021 Health Care Legislative Priorities. https://www.fhca.org/advocacy/2021-health-care-legislative-priorities

Florida Senate. (2023). Legislation.  https://www.flsenate.gov/Legislation

National Conference of State Legislatures. (2021). State Legislatures and the Future of Health Care: The Role of State Legislatures in Implementing Health Care Reform. https://www.ncsl.org/research/health/state-legislatures-and-the-future-of-health-care.aspx

Florida Department of Health. (2022). Legislative Affairs.  https://www.floridahealth.gov/about/legislative-affairs/index.html

American Nurses Association. (2022). Advocacy for Health Policy.  https://www.nursingworld.org/our-certifications/advocacy-for-health-policy/

Centers for Medicare & Medicaid Services. (2021). Florida Medicaid.  https://www.medicaid.gov/state-overviews/stateprofile.html?state=fl

Florida Nursing Association. (2023). Advocacy and Legislative Updates.  https://www.floridanurse.org/advocacy/

 
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Nursing Professional Development Paper

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Nursing Professional Development Paper

Requirements

The APN Professional Development Plan paper is worth 200 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. (Nursing Professional Development Paper)

Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use the APA Academic Writer and Grammarly tools when creating your assignment.

Follow the directions below and the grading criteria located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty.

The length of the paper should be 5-8 pages, excluding title page and reference page(s). Support ideas with a minimum of 3 scholarly resources. Scholarly resources do not include your textbook. You may need to use more than 3 scholarly resources to fully support your ideas.

You may use first person voice when discussing information specific to your personal practice or skills. Current edition APA format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered):

  • APN Professional Development Plan (This is the paper introduction. In APA format, a restatement of the paper title, centered and not bold serves as the heading of the introduction section)
  • APN Scope of Practice
  • Nurse Practitioner (NONPF) Core Competencies
  • Leadership Skills
  • Conclusion

Nursing Professional Development Paper

Directions

Introduction: Provide an overview of what will be covered in the paper. Introduction should include general statements on scope of practice, competencies, and leadership, and identification of the purpose of the paper.

APN Scope of Practice: Research the Nurse Practice Act and APN scope of practice guidelines for the state in which you intend to practice after graduation. Describe the educational, licensure, and regulatory requirements for that state in your own words. Identify whether your state allows full, limited, or restricted NP practice. Discuss NP prescriptive authority in your state. Provide support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in your state.

Nurse Practitioner (NONPF) Core Competencies: Review the NONPF Core Competencies. Describe two competency areas you believe to be personal strengths and two competency areas in which you have opportunities for growth. Discuss two scholarly activities you could do during the master’s program to help yourself achieve NP competencies. Provide support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.

Leadership Skills: Analyze three leadership skills required to lead as an NP within complex systems. Describe two strategies you could use to help you develop NP leadership skills. Provide support from at least one scholarly source. Textbooks are not considered scholarly sources.

Conclusion: Provide a conclusion, including a brief summary of what you discussed in the paper. (Nursing Professional Development Paper)

Introduction (168%)

Provides an overview of what will be covered in the paper. Introduction should include:

  • general statements on scope of practice.
  • general statements on NP competencies.
  • general statements on leadership.
  • identification of the purpose of the paper.

APN Scope of Practice (7236%)

Identify the intended state of practice after graduation.

Describe the educational, licensure, and regulatory requirements for state.

Identify whether the state allows full, limited, or restricted NP practice.

Discuss NP prescriptive authority in the state.

Provides support from at least one scholarly source. Source may be the regulatory body that governs nursing practice in the state.

Nurse Practitioner (NONPF) Core Competencies (3819%)

Describe two competency areas believed to be student’s personal strengths.

Describes two competency areas in which student has opportunities for growth.

Discuss two scholarly activities to do during the master’s program to help student achieve NP competencies.

Provide support from at least one scholarly source. Source may be NONPF Core Competencies document provided via the link in the week 2 readings.

Leadership Skills (3819%)

Analyze three leadership skills required to lead as an NP within complex systems.

Describe two strategies student could use to help develop NP leadership skills.

Provide support from at least one scholarly source.

Conclusion (168%)

Provide a conclusion, including a brief summary of what was discussed in the paper.

18090% Total CONTENT Points= 180 points

ASSIGNMENT FORMAT

Category Points % Description

APA Formatting 105% Formatting follows current edition APA Manual guidelines for title page, body of paper (including citations and headings), reference page.

Writing Mechanics 105% Writing mechanics follow the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the current edition of the APA manual. The length of the paper is at least 5 pages but no more than 8 pages.

2010% Total FORMAT Points= 20 points

200100% ASSIGNMENT TOTAL=200 points

(Nursing Professional Development Paper)

 

References

American Association of Nurse Practitioners. (2021). Nurse practitioner core competencies.  https://www.aanp.org/advocacy/advocacy-resources/nurse-practitioner-core-competencies

American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Spring, MD: Author. https://www.nursingworld.org/our-certifications/nursing-scope-and-standards/

National Organization of Nurse Practitioner Faculties. (2018). Nurse practitioner core competencies content. https://www.nonpf.org/page/NPCompetencies

Florida Department of Health. (2023). Nurse Practice Act.  https://floridasnursing.gov/ (Specific link to the Nurse Practice Act section on the Florida Department of Health website)

D’Arcy, Y. (2020). Advanced practice nursing: A guide for nurse practitioners. Jones & Bartlett Learning.

Zaccagnini, M. E., & White, K. W. (2017). The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing (3rd ed.). Jones & Bartlett Learning.

U.S. Department of Health and Human Services. (2021). Advanced practice registered nursing. https://www.hhs.gov/about/agencies/ahrq/advanced-practice-registered-nursing/index.html

Beeman, J. (2021). Leadership in nursing practice: Theoretical and practical approaches. Nursing Leadership. https://journals.lww.com/nursingmanagement/Abstract/2021/07000/Leadership_in_nursing_practice__Theoretical_and.5.aspx

 
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Patient Education Plan for Sister Mary

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Patient Education Plan for Sister Mary

Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?
Patient Education Plan for Sister Mary

Sister Mary, a Roman Catholic nun, is admitted to the Level 2 Emergency Department. She requires a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. When educating Sister Mary, it is essential to consider her religious beliefs and values, ensuring that the information is delivered respectfully and compassionately throughout her care journey.

1. Initial Interaction and Assessment

  • Introduction of the Healthcare Team: Begin by introducing the healthcare team members who will be involved in Sister Mary’s care. This establishes trust and comfort, allowing her to feel more at ease.
  • Explain the Need for Assessments: Provide a clear and concise explanation of why each assessment (neural examination, physical assessment, radiographs, and computed tomography scan) is necessary. Use layman’s terms to explain any medical jargon, ensuring she understands the importance of these procedures for her health and well-being.
  • Address Emotional Concerns: Acknowledge that being in the hospital can be overwhelming. Encourage Sister Mary to express any fears or concerns she may have. Address her spiritual needs and offer to connect her with a chaplain if desired.

2. Neural Examination and Physical Assessment

  • Purpose of the Assessments: Explain that the neural examination and physical assessment are crucial to evaluate her neurological function and identify any issues related to her condition.
  • Procedure Description: Describe what she can expect during the neural examination and physical assessment, emphasizing that these will not be painful but may involve some tests that require her cooperation.
  • Informed Consent: Ensure that Sister Mary understands the procedures and obtains her informed consent, highlighting her autonomy in decision-making. Discuss any religious or personal beliefs she may have that could impact her care choices.

3. Radiographs and Computed Tomography Scan

  • Purpose of Imaging: Explain the purpose of the radiographs of the facial bones and the computed tomography scan. Discuss how these imaging studies help in diagnosing any potential issues and how they will assist in determining the best treatment plan.
  • Radiation Concerns: Address any concerns about radiation exposure from the imaging studies. Provide information about the safety measures in place to minimize risks, and reassure her that the benefits of obtaining accurate results far outweigh potential risks.
  • Procedural Explanation: Describe what she will experience during the imaging procedures. For instance, explain that she may be asked to lie still for a short time during the CT scan, and there may be sounds from the machine.

4. Providing Spiritual Support

  • Respect for Religious Beliefs: Throughout the education process, consistently show respect for Sister Mary’s religious beliefs. Offer prayers or time for reflection if she expresses a desire for it.
  • Encouraging Family Support: If Sister Mary wishes, encourage her to have family or fellow sisters present during her procedures. Familiar faces can provide emotional support.

5. Follow-Up and Care Transition

  • Post-Procedure Education: Once Sister Mary has completed her assessments, provide her with information about what to expect next, including potential results and next steps in her treatment plan.
  • Discharge Instructions: If applicable, discuss any discharge instructions, including follow-up appointments or referrals, and how she can continue to care for herself at home.
  • Continued Support: Reinforce that she can reach out to the healthcare team with any questions or concerns that arise in the future. Ensure she knows that her spiritual and emotional needs will continue to be addressed during her stay.
    (Patient Education Plan for Sister Mary)

References

Ben Natan, M., Mahajna, M., & Mahajna, S. (2014). The effect of spiritual care on the quality of life of patients with cancer: A systematic review. Journal of Holistic Nursing, 32(3), 163-174. https://journals.sagepub.com/doi/abs/10.1177/0898010113503868

Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 191-215). Sage Publications.https://us.sagepub.com/en-us/nam/the-sage-handbook-of-qualitative-research/book227463

Taylor, E. J., & Lenz, K. (2021). The influence of spirituality and religious beliefs on the health and well-being of patients. Nursing Clinics of North America, 56(2), 231-241. https://www.nursing.theclinics.com/article/S0029-6465(21)00010-1/fulltext

Weathers, C., & Smith, J. (2019). Patient education: The key to success in healthcare. Journal of Health Education Research & Development, 37(1), 5-10. https://www.hoajonline.com/journals/pdf/10.7243/2052-4994-7-1.pdf

Wiggins, M., & Kain, Z. N. (2018). Understanding and addressing patients’ religious and spiritual needs in the hospital. American Journal of Nursing, 118(9), 26-32.  https://journals.lww.com/ajnonline/Abstract/2018/09000/Understanding_and_Addressing_Patients__Religious.26.aspx

 
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Mrs. Walsh CABG Surgery

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Coronary Artery Bypass Graft Surgery
Mrs. Walsh CABG Surgery

Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.

The nurse became involved with this family while Mrs. Walsh was still in surgery because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.

One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.

The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.

She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some time with the patient.

(Mrs. Walsh CABG Surgery)

One of the things that the nurse did to coordinate care was to meet with the family to see what times worked best for them; then she posted family time on the patient’s activity schedule outside her cubicle to communicate the plan to others involved in Mrs. Walsh’s care.

When Mrs. Walsh died, the son and daughter wanted to participate in preparing her body. This had never been done in this unit, but after checking to see that there was no policy forbidding it, the nurse invited them to participate. They turned down the lights, closed the doors, and put music on; the nurse, the patient’s daughter, and the patient’s son all cried together while they prepared Mrs. Walsh to be taken to the morgue. The nurse took care of all intravenous lines and tubes while the children bathed her. The nurse provided evidence of how finely tuned her skill of involvement was with this family when she explained that she felt uncomfortable at first because she thought that the son and daughter should be sharing this time alone with their mother.

Then she realized that they really wanted her to be there with them. This situation taught her that families of critically ill patients need care as well. The nurse explained that this was a paradigm case that motivated her to move into a CNS role, with expansion of her sphere of influence from her patients during her shift to other shifts, other patients and their families, and other disciplines.”

Critical thinking activities

  1. Discuss the clinical narrative provided here using the unfolding case study format to promote situated learning of clinical reasoning (Benner, Hooper-Kyriakidis, & Stannard, 2011).
  2. Regarding the various aspects of the case as they unfold over time, consider questions that encourage thinking, increase understanding, and promote dialogue, such as: What are your concerns in this situation? What aspects stand out as salient? What would you say to the family at given points in time? How would you respond to your nursing colleagues who may question your inclusion of the family in care?
  3. Using Benner’s approach, describe the five levels of competency and identify the characteristic intentions and meanings inherent at each level of practice.

 

References

Benner, P., Hooper-Kyriakidis, P., & Stannard, D. (2011). Clinical wisdom and interventions in critical care: A thought process approach. Jones & Bartlett Learning. https://www.jblearning.com/catalog/productdetails/9781284044192

Cox, C. L., & Kahn, D. L. (2016). Family involvement in care of critically ill patients: An integrative review. American Journal of Critical Care, 25(5), 399-409. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5077376/

Lindley, L. C., & Smith, M. D. (2015). Nursing care of the critically ill: Family-centered care. Nursing Clinics of North America, 50(3), 523-532.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5117861/

Mason, D. J., Leavitt, J. K., & Chaffee, M. W. (2016). Policy & Politics in Nursing and Health Care. Elsevier. https://www.elsevier.com/books/policy-and-politics-in-nursing-and-health-care/mason/978-0-323-39481-2

National Organization of Nurse Practitioner Faculties (NONPF). (2018). Core Competencies for Nurse Practitioners. https://www.nonpf.org/resource/resmgr/competencies/2018_Nonpf_Core_Competencies.pdf

 
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