Advancing Evidence-Based Nursing Practice

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Advancing Evidence-Based Nursing Practice

(Advancing Evidence-Based Nursing Practice)

This week builds on that foundational awareness with a focus on the application of evidence-based practice models as a strategy to improve patient safety and other quality dimensions. In this Discussion, consider how these strategies can sustain practice changes.

To prepare:

Read: Newhouse, R.P. (2007) Diffusing confusion among evidence-based practice, quality improvement and research. JONA 37,432-535 (see attached pdf)

Read: Mazurek Melynk B., Gallagher-Ford, L., English Long, L., & Fineout-Overholt, E. (2014) The establishment of Evidence-Based practice competencies for practicing registered nurses and advanced practice nurses in real world clinical settings: proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing 11(1),5-15. (see attached pdf)

We all agree that research is the highest form of reliable evidence, when implemented in an organization that provides the basis for an evidence based practice. FIND a research study published in a peer reviewed journal related to a clinical practice problem that is of interest to you, and which would ultimately contribute to an evidence based practice.

The discussion assignment:

ANSWER the following discussion questions. Include the research study in your post (attach it to the post and post it in doc sharing). See page 11 #15 in Mazurek Melynk, Gallagher Ford, English Long and Fineout-Overholt. In this assignment, you are being asked to critically appraise a single research study for its relevance to a QI practice problem.

Discussion questions:

1) What was the purpose of the research?

2) Identify the independent and dependent variables in the study.

3) Briefly describe the research design, data collection method(s), and instruments used to measure the variables under study.

4) Briefly summarize study findings, conclusions and recommendations. Do you agree with these?

5) As a DNP prepared nurse, would you recommend a change in nursing practice based on the study? Defend and/or justify your decision based on research evaluation principles. In other words, does the evidence generated by this research article signify a need to change nursing practice? If not, why not; if so, why?

Post by tomorrow Wednesday January 31, 2018 by 10 pm America New/York time

Required Readings(Advancing Evidence-Based Nursing Practice)

Joshi, M.S., Ransom, E.R., Nash, D.B., & Ransom, S.B., (Eds.). (2014). The Healthcare Quality Book, 3rd ed. Chicago, IL: Health Administration Press.

  • Chapter 14: “Leadership      for Quality”
  • Chapter 16: “Implementing Quality as the Core      Organizational Strategy”

Baur, C. (2011). Calling the nation to act: Implementing the national action plan to improve health literacy. Nursing Outlook, 59(2), 63–69.

Note: You will access this article from the Walden Library databases.

This article describes the aspects of the National Action Plan to Improve Health Literacy. It starts by covering the background and objectives of the plan and then moves to its vision and goals.

Ferrara, L. R. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research & Theory for Nursing Practice, 24(4), 213–216.

Note: You will access this article from the Walden Library databases.

The author of this article discusses using constructivist theory to teach nurse practitioner students to use evidenced-based practice. She focuses on introducing the student’s theoretical knowledge into real-life practice.

Grant, B., Colello, S., Riehle, M., & Dende, D. (2010). An evaluation of the nursing practice environment and successful change management using the new generation Magnet Model. Journal of Nursing Management, 18(3), 326–331. doi:10.1111/j.1365-2834.2010.01076.x

Note: You will access this article from the Walden Library databases.

Health care organizations have implemented the Magnet Model as a way to successfully implement practice change. This article examines the aspects of this process.

Lavoie-Tremblay, M., Bonin, J.-P., Lesage, A., Farand, L., Lavigne, G. L., & Trudel, J. (2011). Implementation of diagnosis-related mental health problems: Impact on health care providers. Health Care Manager, 30(1), 30(1): 4-14 (50 ref). doi:10.1097/HCM.0b013e3182078a95

Note: You will access this article from the Walden Library databases.

The study within this article analyzes two cases related to the implementation of diagnosis-related mental health programs.

Mark, D. D., Latimer, R. W., & Hardy, M. D. (2010). “Stars” aligned for evidence-based practice: a TriService initiative in the Pacific. Nursing Research, 59(1), S48–S57. doi:10.1097/01.NNR.0000313506.22722.53

Note: You will access this article from the Walden Library databases.

Nurses from a military health care system in Hawaii established ways to use and evaluate evidence-based practices. This article details the process and results of this collaborative effort between the Army, Air Force, and Navy.

Scobbie, L., Dixon, D., & Wyke, S. (2011). Goal setting and action planning in the rehabilitation setting: Development of a theoretically informed practice framework. Clinical Rehabilitation, 25(5), 468–482. doi:10.1177/0269215510389198

Note: You will access this article from the Walden Library databases.

In order to develop a theory-based framework for setting goals, the authors of this article use casual modeling to determine effective patient outcomes. They identify four major components of the framework that can be used to set effective goals.

Optional Resources

Schifalacqua, M. M., Mamula, J., & Mason, A. R. (2011). Return on investment imperative: the cost of care calculator for an evidence-based practice program. Nursing Administration Quarterly, 35(1), 15–20.

 
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Cognitive Development & Language Development

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Cognitive Development & Language Development

(Cognitive Development & Language Development)

Cognitive Development (Information Processing Perspective) and Language Development

Think back over your childhood. What informal, (outside of school), literacy and math experiences did you have while growing up? Based on what you’ve learned, how do you think those experiences contributed to your academic progress after you started school? Which concepts and/or strategies, from the lesson, did you use in school? Which strategy you could use now? How?

 

Initial post

Analyzed the question(s), fact(s), issue(s), etc. and provided well-reasoned and substantive answers.

20

Supported ideas and responses using appropriate examples and references from texts, professional and/or academic websites, and other references.  (All references must be from professional and/or academic sources. Websites such as Wikipedia, about.com, and others such as these are NOT acceptable.)

Post meets the 250 word minimum requirement and is free from spelling/grammar errors

 

Cognitive Development (Information Processing Perspective) and Language Development

The topics for this week are information processing and language development. We will explore the information processing approach to cognitive development. Additionally, We will examine the theories of language development, along with pre-linguistic, phonological, semantic, grammatical, and pragmatic development. We will study the development of metalinguistic awareness and bilingualism.

Topics to be covered include:(Cognitive Development & Language Development)
  • Model for Information-Processing
  • Attributes of Attention and Memory Development and Their Effect on Cognition
  • Information Processing and Academic Learning
  • Case Studies Related to Information Processing
  • Stages of Language Development

General Model for Information Processing Perspective

Information-processing research seeks to understand how children develop the attention, memory, and self-management skills to succeed with complex tasks. Those who study this approach compare the human mind to a computer, or an intricate, symbol-manipulating system through which information flows.

THE STORE MODEL

Research that occurred in the late 1960s and early 1970s led to the adoption of a term known as the store model. This model assumes that we store information in three parts of a mental system for processing: the sensory register, the short-term memory store, and the long-term memory store. As information moves from one part to the next, individuals use strategies to retain and effectively utilize the information.

Imagine stepping into a room at a museum, looking around for a minute, and then closing your eyes. Your sensory register has just been activated. It took in a wide variety of new information; however, the majority of this information will be lost in just a moment. If you did not use a mental tactic to focus on a particular feature of the room, it is likely that what you saw will not move to the subsequent part of the mental system, the short term memory store.

Working Memory and Long-Term Memory

  • WORKING MEMORY
  • LONG-TERM MEMORY

The short term memory store temporarily retains information so that we can do something with it. It has a basic capacity, which allows us to hold onto a small amount of information at a time. For example, most adults can remember a list of about seven numerical digits. However, just attempting to simply recall the digits will not allow you to maintain the information. You have to put in some effort to keep it, which is why contemporary researchers also refer to this part as your working memory (the number of items that can be briefly held in mind while also engaging in some effort to monitor or manipulate those items). The more information we manage in working memory and the more effectively we utilize strategies to process it, the more likely we will commit it to our long-term memory.

Developmental Models of Information Processing

Robbie Case considered a developmental approach to information processing which is similar to Piaget’s stage theory of development. However, in Case’s neo-Piagetian theory, attributes change within and between stages to increase the efficiency with which children use their limited working-memory capacity. As children improve their abilities to process data, the amount of information they can manage in their working memory increases, making it possible to advance to the subsequent stage. Several factors assist children in making these increases. First, neurological changes learned about in the previous lesson, such as synaptic growth and synaptic pruning, improve the efficiency of thought. Second, repeated use, or practice, of schemes causes them to become automatic, which releases the working memory for more advanced activities. Finally, as children begin to combine schemes, they create a network of concepts that allows them to think about situations in more advanced ways.

SIEGLER’S MODEL OF STRATEGY CHOICE(Cognitive Development & Language Development)

Robert Siegler developed a model of strategy choice which views cognition from an evolutionary perspective, specifically utilizing the idea of natural selection. As children generate new strategies for solving problems and test the efficacy of those strategies, some strategies are selected and survive, whereas others die off. By experimenting with basic strategies, children often discover more successful strategies. Also, when directly taught an effective strategy, children typically replace their less successful strategies, although this change is not always immediate. Using new strategies challenges the working memory, which may cause some children to resist using it at first.

This model of information processing reveals that the way children approach problems is incredibly unique. Given the same problem in two different instances, a child may use different approaches to solving the problem each time. This flexible use of strategies is imperative for developing fresh methods of thinking in order to solve increasingly complex types of problems.

Three children in a classroom with a teacher, stacking large colorful blocks.

Attention

If you have ever worked with young children, you are aware that they have limited spans of attention in which you can expect them to be wholly engaged in a given task. However, as we will learn, attention to task is essential to thinking because it helps an individual determine which information needs to be considered.

Attention is typically dissected into the following three categories: sustained, selective, and adaptable attention.

SUSTAINED ATTENTION

SELECTIVE ATTENTION

ADAPTABLE ATTENTION

Development of attentional strategies tends to occur in four phases:

  • production deficiency (failure to produce the strategy)
  • control deficiency (failure to execute the strategy effectively)
  • utilization deficiency (consistent use of the strategy, but with little or no performance improvement)
  • effective strategy use

Over time, children gain an increased capacity for planning, or thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal. While even infants demonstrate a basic aptitude for planning, young children tend to have more difficulty considering future events which they have not experienced than those which they have already observed. Most often, their plans tend to be successful when there are a limited number of steps involved. Children learn from cultural tools that support planning (e.g., directions for playing games, recipes, construction patterns), adult guidance and encouragement, and opportunities to practice.

Memory Development

As the ability to sustain attention grows, memory also improves. The implementation of memory strategies increases a child’s likelihood of transferring information from the working memory to the long-term memory. There are three strategies that enhance memory in order to capture and retain new information: rehearsal, organization, and elaboration.

If you need to remember a phone number, you may repeat the sequence of numbers to yourself. This is a memory strategy known as rehearsal. If you need to remember a list of items to buy at the store, you may group related items (e.g. all dairy products together), which is a strategy called organization. While both strategies will help hold the information in your working memory, they need time and practice to perfect. When children learn to use several strategies at once, they increase their chances of remembering. By the end of middle childhood, children begin to utilize another strategy known as elaboration. This is when they establish a relationship between or among pieces of information that do not obviously belong in the same category. In other words, they make meaning out of something that is not meaningful. For example, remembering a locker combination by associating the numbers with the numbers on sports jerseys. This sophisticated memory strategy becomes more common during adolescence.

Once you have done the work of transferring information from your working memory to your long-term memory, to use it again, you have to go through the process of retrieval. Retrieval of information from our long-term knowledge base occurs in three ways: recognition, recall, and reconstruction.

RECOGNITION(Cognitive Development & Language Development)

RECALL

RECONSTRUCTION

OTHER TYPES OF MEMORY INCLUDE:

FUZZY-TRACE THEORY

SEMANTIC MEMORY

EPISODIC MEMORY

Metacognition

Metacognition is the awareness and understanding of one’s own thought. This is another form of knowledge that may influence how well children remember and solve problems. This awareness significantly increases in early and middle childhood as children build a naïve theory of mind, or a coherent understanding of people as mental beings. They begin to develop the ability to interpret their own mental and emotional states (e.g., perceptions, feelings, desires, beliefs), as well as those of others. This understanding is revised as they encounter new facts.

As children learn what it means to be effective thinkers, they begin to directly examine their cognitive processes. In other words, they think about their thinking. This is known as metacognition. When children meet mental challenges, they use what they know about thinking strategies to reach their goals. For example, after reading a confusing scientific article, the child may decide to slowly reread it, underlining key terms and details to aid memory and comprehension. Although this ability to apply metacognitive strategies increases with age, this is not a skill that is easily mastered in school-age children or adolescents. Though they may understand the importance of utilizing metacognitive strategies, they may still require practice in applying cognitive self-regulation, or the process of continuously monitoring and controlling progress toward a goal—planning, checking outcomes, and redirecting unsuccessful efforts. Parents and teachers play critical roles in helping advance a child’s self-regulation skills by pointing out important elements of a task and proposing strategies to approach problems and self-monitor performance. In addition, explaining to children why certain strategies are more effective than others prompts them to utilize those strategies in the future.

young girl in pig tails in front of a chalkboard. The chalkboard has a speech bubble drawn on it.

Applications of Information Processing to Academic Learning

Fundamental discoveries about information processing have been applied to children’s mastery of academic skills, particularly in the areas of reading and mathematics. Identifying differences in cognitive skills between weak and strong learners can lead to strategies and interventions to increase performance.

Reading involves the simultaneous use of many skills, which can challenge a child’s information-processing system. If basic skills do not become automatic over time, reading performance will suffer.

  • READING
  • MATHEMATICS

Reading begins with emergent literacy, or children’s active efforts to construct literacy knowledge through informal experiences. Very young children demonstrate understanding of written language before they read and write in conventional ways. They may “read” memorized versions of stories or recognize familiar signs, even if they do not yet comprehend the symbolic function of the elements of print.

As children grow in their knowledge of words, they begin to reflect on and manipulate the sound structure of spoken language. This is known as phonological awareness and is a strong predictor of later reading skills. Children with strong phonological awareness skills are aware of changes in sounds within words, rhyming, and incorrect pronunciation. Drawing their attention to letter–sound associations and playing word games develop children’s phonological awareness. Interactive reading and adult-supported writing activities are also essential literacy experiences that will develop awareness of how print represents language.

There has been much debate on the best way to teach children to read. The whole language-approach, which exposes children to meaningful text in its complete form, is said to promote appreciation of language as a communication tool. This is distinguished from the phonics approach, which promotes phonics (sound-symbol rules) as the most effective introduction to reading. However, now studies show that reading instruction is more effective when a combination of both approaches is utilized.

Strengths and Weaknesses of Information Processing Approaches

A strong point of the information-processing approach is its explicitness and precision in breaking down multifaceted cognitive activities into smaller components. This helps us understand how children of different ages and abilities use cognitive processes to collect, remember, and apply information, which has led to the design of teaching strategies that promote children’s thinking skills. However, one must note that, when you break down these cognitive components, it makes it difficult to reassemble it into a broad, comprehension theory of development. In addition, computer models of cognitive processing do not reflect the richness of real-life learning experiences and overlook aspects of cognition that are not linear and logical, such as creativity.

Graphic of arrows and lines coming out of a book

Knowledge Check

1

Question 1(Cognitive Development & Language Development)

Which behavior refers to individuals thinking about their own thinking in order to better utilize strategies for problem solving?PlanningReconstructionRehearsalMetacognitionI don’t knowOne attemptSubmit answerYou answered 0 out of 0 correctly. Asking up to 1.

case study icon. Magnifying glass over a piece of paper

Case Study

Research studies provide examples of the use and impact of information processing theory. The first case study examines the long-term impact of lack of development in attention strategies. The second case study is an exploration of how age plays a factor in the fuzzy-trace theory.

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  • STUDY 1
    Long-Term Consequences of Attention Problems in Childhood
    Objective:To examine the long-term consequences of attention problems in childhood, Friedman and colleagues (2007) used data on 866 twins who were participating in the Colorado Longitudinal Twin Study. Participants were followed from age seven to age 17.
    Using archival data, the researchers gathered the following information:

    • Each year, teachers completed the Attention Problems Scale, which measures impulsivity, overactivity, organization, learning, and attention.
    • When participants were 16 years old, they were given an intelligence test.
    • When participants were 17 years old, they completed an attentional control task, which measures participants’ ability to inhibit automatic responses, ignore irrelevant information, and shift from one task to another.
      • Example of Inhibition Task: The individual is presented with a list of color words in different-colored font. Instead of reading the word, the individual is told to name the font color.
      • Example of Ignoring Irrelevant Stimuli Task: The individual is presented with a series of letters or words of unpredictable length. The goal is to read only the final three letters of each series, while ignoring all the other letters.
      • Example of Shifting Task: The individual is presented with a series of shapes of different colors and, for each, must name either the shape or the color, based on the cue given.
    • Teachers rated their relationship quality with each child on five dimensions: conflict/anger, warmth/positive emotions, open communication, dependency, and troubled feelings.
    • Teachers rated participants’ overall school adjustment by identifying the prevalence of problem behaviors (for example, acting out, aggression, learning problems) and strengths/competencies (for example, leadership, frustration tolerance, social skills).
    • Results
      Results indicated that attention problems were stable over childhood and into adolescence. That is, teacher ratings of attention problems at age seven moderately predicted attention problems at older ages. In addition, participants who were identified as having attention problems in childhood scored lower on the executive functioning task at age 17 than participants who were not identified as having attention problems. Interestingly, attention problems were more strongly related to inhibition than to the ability to ignore irrelevant stimuli and shift attention from one task to another.
      It is possible that the inhibition task required more attentional control than the other tasks, although the study did not specifically address this. Also, attention problems were more strongly related to inhibition than to IQ. According to Friedman and colleagues (2007), this suggests that the relationship between attention problems and inhibition cannot be simply explained by lower levels of cognitive ability. It is important to note, however, that children who were identified as having attention problems had lower IQ scores than children who were not identified as having attention problems. Taken together, these results support the notion that attention problems arise primarily from a deficit in inhibition. Moreover, attention problems seem to have a differential impact on various aspects of attentional control.

Language Development(Cognitive Development & Language Development)

Witnessing a child’s development of language is a fascinating experience. Language acquisition is one of the most remarkable, universal human achievements and develops at an astonishing rate during early childhood. This velocity has led researchers to question how children are capable of acquiring so much knowledge in such a short period of time. Naturally, this curiosity has led to theories on how language skills develop in childhood.

COMPONENTS OF LANGUAGE DEVELOPMENT

To master a particular language, an individual must combine four components of speech into an adaptable system of communication. These include elements of sound, meaning, overall structure, and everyday use. As children obtain knowledge in each area of language, they gain insight into others.

PHONOLOGY(Cognitive Development & Language Development)

SEMANTICS

GRAMMAR

PRAGMATICS

Theories of Language Development

We have learned that some researchers strongly believe in behaviorism, or the theory that behavior can be explained in terms of conditioning. In regards to language, the behaviorist perspective assumes that language is also learned through operant conditioning and imitation. Children learn the rules of language when correct uses of words and phrases are positively reinforced by others. This perspective is one of the earliest explanations of language development.

LANGUAGE ACQUISITION DEVICE (LAD)

INTERACTIONISTS

crawling baby with a speech bubble above its head

Pre-Language Development by Newborns

We have previously learned that infants discover the organization of sound in their native language by listening to people talk. They learn to recognize familiar voices and develop the ability to disregard sounds not used in their own language. This receptivity to language is a key aspect of prelinguistic development. Infants pay attention to and respond to speech. As people speak, they concentrate on meaningful sound variations, which eventually leads to the ability to organize speech into the phonemic categories of their own language. Older infants begin to detect the internal structure of sentences and words, including recognizing phonemic sequences and syllable stress patterns. This ability to detect patterns in language likely underlies the development of basic syntax.

We can see that infants obtain a great deal of knowledge about language before they even begin to talk! Let’s review some methods for supporting early language learning:

INFANT-DIRECTED SPEECH (IDS)(Cognitive Development & Language Development)

JOINT ATTENTION

Phonological Development

Let us discuss phonological development in more detail. If you recall, phonological development is a complex process that depends on the child’s ability to attend to sound sequences, produce sounds, and combine them into understandable words and phrases. During the first four years of life, young children make rapid progress in this area as they attempt to reproduce the sounds they hear from others.

While babies can understand sounds, it is more difficult for them to correctly pronounce them. That is why their first words are typically influenced by sound sequences that are easiest to articulate, such as those that begin with consonants, end with vowels and include repeated syllables (e.g., Mama, Dada). At first, they may also use the same sound to represent more than one word. The more words they learn, the more speech sounds they can recreate. Again, adults often use IDS to simplify difficult words, such as choo-choo for train. This builds a foundation for pronunciation and encourages children to attempt new speech sounds. Although toddlers are sensitive to listening for the correct pronunciation of familiar words, they often make pronunciation errors when learning new words. This is likely because they are focusing on the thing that a word or phrase stands for, thus causing them to miss subtle details in the sounds of the word.

Children around the age of two begin to focus on and attempt to pronounce each individual sound within a word. As they do this, they make errors. Words that are more common in their environments help them apply those same phoneme patterns to other words. Words with unique patterns make pronunciation more difficult. Throughout the preschool years, pronunciation expands, as the vocal tract matures and the child begins to actively apply phonological strategies (see table). Therefore, the majority of phonological development is complete by the age of five, with only a few syllable stress patterns signaling subtle differences in meaning to be acquired later in adolescence.

Semantic Development(Cognitive Development & Language Development)

Remember, semantics is the branch of language that deals with meaning. Young children can recognize the meaning of words, but cannot always recall or retrieve the word in order to communicate. In other words, children understand words before they begin to use words. As their comprehension of words increases, they free space in their working memories for new words and the challenging task of using them to communicate. Semantic development is extraordinarily rapid as preschoolers demonstrate a steady, continuous increase in rate of word learning.

REFERENTIAL STYLE

EXPRESSIVE STYLE

COMMON WORDS

VOCABULARY ACQUISITION

ADULT FEEDBACK

MUTUAL EXCLUSIVITY BIAS

SHAPE BIAS

SYNTACTIC BOOTSTRAPING

EMERGENTIST COALITION MODEL

Grammar Development(Cognitive Development & Language Development)

Children cannot use grammar until they begin to utilize more than one word in a statement. As children begin to join two words together, they omit unimportant words, such as can, the, and to. This telegraphic speech helps them use simple word combinations to articulate a range of meanings. However, most toddlers do not yet have a reliable, adaptable grammar. When prompted to use new verbs in ways they have not already heard them being used, they have difficulty grasping the subject-verb and verb-object relationships. This tells us that toddlers most likely begin to use simple grammar based on word pairings that they commonly hear in their environment.

GRAMMATICAL MORPHEMES

By the age of three, children who speak English begin to speak in sentences consisting of three words, which follow a subject-verb-object order. Once this occurs, children begin to add grammatical morphemes, or smaller units of language that alter the meaning of sentences (e.g., Tom’s hat). Gradually, preschoolers refine and generalize grammatical forms, eventually mastering auxiliary verbs (verbs used in forming the tenses, moods, and voices of other verbs), negatives (words that mark the absence, rejection, or denial of something), questions, and other complex constructions (such as connecting words, embedded sentences, tag questions, and passive sentences). Typically be the age of six, children’s grammar usage follows the majority of rules from their native language; however, development continues into middle childhood as children master the aforementioned complex constructions and extend their knowledge to include infinitive phrases.

Researchers are intrigued by grammar development, so there is much debate on how children master this complex component of language. Is grammar a product of general cognitive development? Or do children utilize specific techniques, such as semantic bootstrapping (using word meanings to decipher sentence structure) to build their grammar knowledge? Or, is grammar simply a product of intense observation, as children learn to effectively use language in social contexts?

Mother holding a baby, with letters floating over the baby's headPRAGMATIC DEVELOPMENT‹ 1/5 ›

  • Although phonology, vocabulary, and grammar are fundamental components of language acquisition, it is also important that children learn to use language pragmatically, or appropriately, in various social settings. Pragmatic development includes following established rules for interaction, such as taking turns, staying on topic, and clearly stating points. All of this occurs over time, as children practice language in a variety of social contexts. Even toddlers can participate in a conversation, although the interaction may not be prolonged at this point.

Metalinguistic Awareness

You may recall learning about metacognition, when a child begins to think about his or her own thinking. Metalinguistic awareness is when a child begins to think and talk about language, recognize it as a system, and understand that this system can be manipulated. Phonological and morphological awareness are part of metalinguistic development. While preschoolers may begin this process, we see this awareness ripen throughout middle childhood as cognitive abilities grow more complex.

toddler staring out the window towards its reflection.

Knowledge Check

1

Question 1(Cognitive Development & Language Development)

Which component of language development is concerned with the meaning behind words?SemanticsPhonologyPragmaticsGrammarI don’t knowOne attemptSubmit answerYou answered 0 out of 0 correctly. Asking up to 1.

case study icon. Magnifying glass over a piece of paper

Case Study

Language development concepts can be explored in further detail by analyzing research. The first case study examines the effects of an early language and literacy intervention on low-income preschoolers in order to consider the impact of environmental factors on early language development. The second case study further examines the developmental importance of gestures for early language development.

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  • STUDY 1
    An Early Language and Literacy Intervention for Low-Income Preschoolers
    Research consistently shows that children from low-SES homes are more likely than their higher-SES age-mates to experience delays in both language and early literacy skills. However, when provided with high-quality early intervention (for example, Head Start), many low-SES children demonstrate gains in spoken language and emergent literacy. In one study, McIntosh and colleagues (2007) recruited 97 preschool-age children from low-SES backgrounds. Half of the children were assigned to the intervention group, while half received only their regular preschool curriculum. To monitor gains in language skills and phonological awareness, children were assessed at four separate intervals over the course of a school year. Baseline data were also collected at the onset of the study. The intervention consisted of small-group and whole-class language and reading activities. Teachers were given books with specific themes that were incorporated into the curriculum for 10 weeks. For example, one theme might be various types of animals, such as amphibians, birds, farm animals, fish, and reptiles.Results
    Language activities focused on reading stories to the children and then retelling the stories with children using props to reenact the story. They also practiced categorization skills (sorting pictures that were associated with the story), recall of main events in the story, and following directions (“What did the bird do next?”). Phonological awareness activities included syllable segmentation, rhyming, and sound identification during storybook reading. At each of the four intervals, the researchers administered a test of language skills and a test of phonological awareness. Findings revealed that children in the intervention group scored significantly higher on measures of language development and phonological awareness than children in the control group. Moreover, when compared to the normative samples used with each assessment instrument, children in the intervention group scored similarly to their higher-SES peers. It is important to note that at the onset of the study, both groups of children, on average, scored significantly lower than expected for their chronological age. Therefore, the gains made by children in the intervention group were especially meaningful.

Overview(Cognitive Development & Language Development)

Information-processing research seeks to understand how children develop the attention, memory, and self-management skills to succeed with complex tasks. Those who study this approach compare the human mind to a computer, or an intricate, symbol-manipulating system through which information flows. Attention to task is essential to thinking because it helps an individual determine which information needs to be considered. Development of attentional strategies occurs in phases and, over time, children gain an increased capacity for planning. As the ability to sustain attention grows, memory also improves, and the implementation of memory strategies increases a child’s likelihood of transferring information from the working memory to the long-term memory. Children also develop metacognition, which is another form of knowledge that influences how well children remember and solve problems. Fundamental discoveries about information processing have been applied to children’s mastery of academic skills, particularly in the areas of reading and mathematics. Identifying differences in cognitive skills between weak and strong learners can lead to strategies and interventions to increase performance. In addition, intelligence tests are helpful in identifying highly gifted children and diagnosing learning problems. The use of various types of intelligence testing has led to specific educational programs for diverse groups of students.

Language acquisition is one the most remarkable, universal human achievements and develops at an astonishing rate during early childhood. To master a particular language, an individual must combine four components of speech into an adaptable system of communication. These include elements of sound (phonology), meaning (semantics), overall structure (grammar), and everyday use (pragmatics). As children obtain knowledge in each area of language, they gain insight into others. The behaviorist perspective assumes that language is learned through operant conditioning and imitation. Children learn the rules of language when correct uses of words and phrases are positively reinforced by others. Noam Chomsky rationalized that the rules for sentence organization are too intricate to be learned merely through imitation or discovery. Instead, his nativist perspective proposed that all children have an innate language acquisition device (LAD), or system that instinctively allows them to combine words into grammatically consistent, novel statements and to comprehend the meaning of sentences said to them. Interactionists propose that language development is a result of both biological and social factors. Metalinguistic awareness occurs when a child begins to think and talk about language, recognize it as a system, and understand that this system can be manipulated.

Key Terms(Cognitive Development & Language Development)

AUTOMATIC PROCESSES

COGNITIVE SELF-REGULATION

ELABORATION

EMERGENT LITERACY

EPISODIC MEMORY

FUZZY-TRACE THEORY

LONG-TERM MEMORY

METACOGNITION

MODEL OF STRATEGY CHOICE

NEO-PIAGETIAN THEORY

ORGANIZATION

PHONICS APPROACH

PHONOLOGICAL AWARENESS

RECALL

PLANNING

RECOGNITION

RECONSTRUCTION

REHEARSAL

SEMANTIC MEMORY

SENSORY REGISTER

SHORT-TERM MEMORY STORE

THEORY OF MIND

TRIARCHIC THEORY OF SUCCESSFUL INTELLIGENCE

WHOLE-LANGUAGE APPROACH

WORKING MEMORY

EMERGENTIST COALITION MODEL

EXPRESSIVE STYLE

GRAMMAR

GRAMMATICAL MORPHEMES

ILLOCUTIONARY INTENT

INFANT-DIRECTED SPEECH (IDS)

JOINT ATTENTION

LANGUAGE ACQUISITION DEVICE (LAD)

METALINGUISTIC AWARENESS

MUTUAL EXCLUSIVITY BIAS

PHONOLOGY

PRAGMATICS

PROBLEM-CENTERED COPING

REFERENTIAL STYLE

SEMANTICS

SHADING

SHAPE BIAS

SPEECH REGISTERS

SYNTACTIC BOOTSTRAPPING

TELEGRAPHIC SPEECH

TURNABOUT

UNIVERSAL GRAMMAR

Sources(Cognitive Development & Language Development)

Berman, S. L., Weems, C. F., Rodriguez, E. T., & Zamora, I. J. (2006). The relation between identity status and romantic attachment style in middle and late adolescence. Journal of Adolescence, 29, 737–748

Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 367–371.

Jaffari-Bimmel, N., Juffer, F., van IJzendoorn, M. H., Bakermans-Kraneburg, M. J., & Mooijaart, A. (2006). Social development from infancy to adolescence: Longitudinal and concurrent factors in an adoption sample. Developmental Psychology, 42, 1143–1153.

McIntosh, B., Crosbie, S., Holm, A., Dodd, B., & Thomas, S. (2007). Enhancing the phonological awareness and language skills of socially disadvantaged preschoolers: An interdisciplinary programme. Child Language Teaching and Therapy 23, 267–286.

All graphics are public domain images or stock images from 123RF.

 
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Enhancing Public Health Surveillance

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Public Health: Surveillance Subject And Data Sources

Title: Enhancing Public Health Surveillance: Utilizing Diverse Data Sources

Public health surveillance plays a pivotal role in detecting, preventing, and mitigating health threats. To strengthen this cornerstone of public health, integrating diverse data sources is essential. This paper explores the significance of leveraging various data streams for surveillance purposes, emphasizing the role of scholar-practitioners in this endeavor.

Scholar-practitioners, equipped with both theoretical knowledge and practical experience, are uniquely positioned to drive innovation in public health surveillance. By engaging in interdisciplinary collaboration, they can identify and harness diverse data sources, including traditional healthcare data, social media analytics, environmental monitoring, and wearable technology.

These data sources offer a comprehensive view of population health, enabling timely detection of outbreaks, monitoring of disease trends, and evaluation of interventions’ effectiveness. Furthermore, integrating these sources enhances the representativeness of surveillance systems, addressing disparities in health outcomes across different demographics and geographic areas.

However, challenges such as data privacy, standardization, and interoperability must be addressed to realize the full potential of diverse data sources in public health surveillance. Scholar-practitioners can contribute by advocating for ethical data practices, developing data-sharing agreements, and advancing analytical techniques to derive actionable insights from heterogeneous datasets.

In conclusion, scholar-practitioners play a crucial role in advancing public health surveillance by integrating diverse data sources. Through their expertise and collaboration, they can improve the effectiveness and efficiency of surveillance systems, ultimately contributing to better health outcomes for communities.

2 Pg Paper Public Health (Scholar-Practitioner Project: Surveillance Subject And Data Sources)

Enhancing Public Health Surveillance: Utilizing Diverse Data Sources

Due 6/10 10 p.m est  FOLLOW APA FORMAT!!!!

2 PAGES NOT INCLUDING REFERENCE PAGE (MIN)

For this week’s Scholar-Practitioner Project assignment “HIV/AIDS in lower income areas),one that has multiple data sources and elaborate on many of the data considerations you must take into account in monitoring the disease.

The disease or condition you select will be the subject of a disease surveillance system you create throughout the duration of this Project. As such, the portion you submit this week should serve as a preliminary plan for your surveillance system.

To complete this portion of your Scholar-Practitioner Project, write a 2-pg paper that addresses the following:

(Must Be Included In Paper)

· Identify a disease or condition that will be the subject of your Scholar-Practitioner Project surveillance system.

· Identify the population most at risk for the disease or condition you selected.

· Describe the data that you will need to perform the surveillance on your selected disease/condition, including the primary and secondary data sources you will need.

 
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Amphetamine Use And Abuse

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M3_A2_Amphetamine Use And Abuse

(Amphetamine Use And Abuse)

Absolutely No Plagiarism

5 Page Response (not including title and reference page)

In-text citations in each of the paragraphs

Answer all the question, and respond to the necessary and required information

APA format, double space, Times New Roman font

Use template provided for assignment when diagnosing

Case Study:

Aaliyah continues to struggle with balancing her work  hours and her schoolwork. She has been drinking coffee to help her stay  awake, but it is no longer working. She has an exam coming up and needs  to stay up to study.

Aaliyah decides to take an amphetamine to stay awake to  study for the exam. She promises herself that she will only take it this  one time for the exam. The drug allows her to stay awake and alert  while she is studying for the exam. She also feels that she is learning  the material better as a result of the amphetamine. When the grades are  in, Aaliyah receives an A on her work.

As the semester continues, Aaliyah turns to amphetamines  more and more often to help her stay awake to complete her schoolwork.  Soon, Aaliyah finds that one pill no longer keeps her awake as long as  she needs.

She starts taking more than one pill at a time.

She  knows that taking amphetamines so often is not good for her health, and  she finds she experiences an increase in headaches when she takes them,  but she continues to take them because they are helping her be  successful in school and at work.

Based on the case study, prepare a paper that addresses the following:

Examine the change in amphetamine use and abuse in the U.S. from the 1950s to the present.Explain to which schedule amphetamines belong and why they are on the Schedule of Controlled Substances.

Explain the effects Aaliyah might be experiencing as a result of her regular amphetamine use.

Be sure to include:  Acute effects, chronic effects, and withdrawal

Effects on physiology (brain and body), behavior, mood, and toxicity

Give at least three indications from the case study suggesting there  may be a problem with Aaliyah’s substance use.

That is, describe at  least three likely behaviors that Aaliyah is likely to exhibit if she is  misusing amphetamines.

Determine whether Aaliyah has a substance use disorder.  Include a discussion of DSM criteria. Use the template to help you make  the assessment.

Download the diagnosis template to use with this assignment.

By the due date assigned, deliver your assignment to the Submissions Area.

Assignment 2 Grading Criteria   Maximum Points

Examined the change in amphetamine use and abuse in the U.S. from the 1950s to the present.  24 points

Explained why amphetamine is on the Schedule of Controlled Substances and to which schedule it belongs.  20  points

Explained the acute, chronic, and withdrawal effects of amphetamines on physiology, behavior, mood, and toxicity.  40 points

Described at least 3 behaviors Aaliyah is likely to exhibit if she is misusing amphetamines.  40 points

Used DSM criteria to determine whether Aaliyah has a substance use disorder.  32 points

 

Style (4 points): Tone, audience, and word choice

Organization (12 points): Introduction, transitions, and conclusion
Usage and Mechanics (12 points): Grammar, spelling, and sentence structure
 

APA Elements (16 points):

In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style  44

Total:  200

 
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Director of Health Information Presentation

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Director of Health Information Presentation, management homework help

(Director of Health Information Presentation)

Question description

For this Portfolio Project you will write a paper about your job as a Director of Health Information Management.

As the Director of Health Information Management at Anywhere Hospital, your job will include a variety of different roles. In a well-written 8- to 12-pages paper supported by the readings from the text, Modules 1–8, and at least two additional scholarly sources, provide a detailed description of your different roles. Your paper should include at least the answers to the following items:

  1. Staff members at Anywhere Hospital are often called upon to speak at career days held at local high schools. For each speaking engagement, the staff member is required to provide a handout describing the career for students to review. You will be scheduled to speak at one of these career days next month. What topics would you include in your presentation?  What would you include in the brochure that addresses educational requirements and career opportunities of a health information management professional?
  2. Because of increased awareness of instances of identity theft in your local community, you have resolved to minimize the potential for identity theft occurring in your facility. Identify the measures you can employ to prevent identity theft and discuss how you would respond to a reported occurrence of identity theft.
  3. As part of its new employee orientation, the hospital asks each department director to describe to the new employees the services offered by that department and the responsibilities of managers and staff. You have been asked to include as part of your description an explanation of diagnosis-related groups. Describe what you would include in your explanation.
  4. Many HIM professionals have certifications for quality, risk, and utilization in addition to their HIA/RHIT. You are invited to give HIM students an introduction to certifications. You want to include the following

    A) Title of certification/credential
    B) Eligibility requirements
    C) Testing procedure

  5. You are asked to sit on a committee to develop part of the electronic health record at a long-term care facility. Members of the team include a nursing administrator, the chief information officer, an information technology specialist, and yourself, the director of HIM. Judging from your past experiences with IT, there seems to be a problem with miscommunication. What would you do to improve the communication with IT?
  6. In addition to the roles you already have, you are asked to take on the additional role of controller. Describe what added responsibilities you will have and how this new role will fit with your current responsibilities.

Again, your paper should be 8- to 12-pages long and should be supported by the readings from Modules 1-8 and at least two additional scholarly sources. The CSU-Global Library is a great place to find these sources!  Ensure your paper adheres to CSU-Global Guide to Writing and APA Requirements.

 
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Prevention Strategies

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Assignment 1: LASA 2—Prevention Strategies

(Prevention Strategies)

No plagiarsim

In text-citations(in slides and speaker notes)

8-10 slides

Attached Case Study

Add pictures to slides

Be brief on information in slides and utilize speaker note section with an explanantion

Use DSM

Follow instructions posted with assignment below:

 

Assignment 1: LASA 2—Prevention Strategies

Treatment programs cannot always be 100% effective, and  many substance abusers relapse into drug abuse after days, months, or  even years of sobriety. With the marginal success of treatment programs,  it is even more important that people never start using drugs. As such,  prevention strategies are of utmost importance.

 

Click to download transcript 

Review the case study. Using your module readings and the Argosy  University online library resources, research methods of increasing  awareness about substance abuse and dependence.

Develop a PowerPoint presentation including the following:

Identify and describe two prevention strategies.

Explain ways of determining whether loved ones have a problem with  drugs using the current DSM characteristics of substance use disorders.

Address the effectiveness of current treatment strategies in the United States.

Explain polysubstance abuse.

Address the possible treatment options and treatment difficulties for someone who is dependent on two substances.

Develop an 8–10-slide presentation (complete with speakers notes) in  PowerPoint format. Apply APA standards to citation of sources. Be sure  to include a title slide and a list of references. Use the following  file naming convention: LastnameFirstInitial_M5_A1.ppt. 

By the due date assigned, deliver your assignment to the Submissions Area .

Assignment 1 Grading Criteria   Maximum Points

Identified and described 2 prevention strategies  60

Explained  ways of determining whether loved ones have a problem with drugs using  the current DSM characteristics of substance use disorders  52

Address the effectiveness of current treatment strategies in the United States  56    Explained polysubstance abuse.  20

Addressed the possible treatment options and treatment difficulties for someone who has dependence on two substances  48

Style (8 points): Tone, audience, and word choice

Organization (16 points): Introduction, transitions, and conclusion

Usage and Mechanics (16 points): Grammar, spelling, and sentence structure

APA Elements (24 points): Attribution, paraphrasing, quotation  64

 
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CDC Breastfeeding Initiative

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MN577 Discussion Board: CDC Breastfeeding Initiative – Peer Response

(CDC Breastfeeding Initiative)

No plagiarism please.

Will need minimum of 150 words for each response, APA Style, double spaced, times new roman, font 12, and and Include: (1 reference for each response within years 2015-2018) with intext citations.

Discuss the CDC breastfeeding initiative and describe how you will support this when interacting with your pregnant and postpartum women in the primary care setting.

Peer Resp#1

Our bodies are amazing at what they do, there’s no way to fully replace what the body does naturally. That is why organ donation is such a great gift and why we should use our bodies to the fullest in every aspect of life and respect the wonderful life we’ve been given. Breastfeeding is the most essential, dynamic and profitable way of providing an infant with the nutrients they need as they enter the world outside of the womb (Farhan, Das & Malik, 2018).

Not only does breastfeeding benefit the infant, but it has important consequences for the mother as well. Breastfeeding can lower the risk for certain cancers including breast and ovarian as well as decrease the risk of developing type 2 diabetes (Grummer-Strawn et al., 2013). The CDC has started many initiatives to ensure that mothers in the United states have adequate access to lactation services and understand the best way to nourish their newborn. That being said, there are still many mothers who are unable to breastfeed but there is hope for those who desire to have breastmilk for their baby. Donor breastmilk is the milk of choice when a mother’s own milk is not available. Research clearly demonstrates that human milk decreases the rates of pediatric infections such as necrotizing Enterocolitis (NEC) and sepsis (Coutsoudis et al., 2011).

Encouraging mothers to research the benefits of breastfeeding and educating as the mother and family as they are willing is the goal of the nurse practitioner. Ultimately, it is the choice of the mother to partake in breastfeeding, but proper education and encouragement should be offered for new parents.

Peer Response#2

 

The CDC is currently on a mission to improve the breastfeeding in the nation by current, new, and prospective mothers. Nowadays the CDC is actively promoting and engaging with new and potential mothers and well as past mothers to gather information regarding their pregnancies, determining thoughts and practices and how to move forward with the promotion of breastfeeding (CDC, 2018).  From years 2011 to 2015, the CDC has been conducting a study to determine the difference in breastfeeding by demographic variables, which provided them with information regarding cultures and areas where improvement could be made, and where their advocacy needed to be expanded and promoted.  These areas have gained additional promotion regarding health benefits for both mom and baby, as well as the advantage of a cheaper alternative to formula (Anstey et al., 2017).  A variety of issues with moms were discovered in these areas concerning breastfeeding and its practice. Some of these new moms are unsure of breastfeeding and unfamiliar with the method. Some of the moms are interested in breastfeeding but then revert to formula.

The CDC has adopted the ten breastfeeding steps that are being successfully implemented by the WHO and UNICEF organizations; and has been used for promotion throughout hospitals and a variety of healthcare settings as a tool to promote and to make breastfeeding a successful and healthy experience for mom and baby (Sriraman, 2017).  This promotion could be critical as many mothers would attempt to breastfeed their baby as well. This guide and assistance gives new moms information and a guideline to help their newborns attach.  They could also meet with a support team that assists them and has the specialized experience to encourage and teach the mom with the proper practice of breastfeeding.

As practitioner one should encourage a mother to breastfeed if possible, because of the significant benefits of it, such as the decrease chance of the baby of having an allergy to the mother’s breast milk.  However, there could be contraindications to breastfeeding that must be looked at as well.  According to the CDC (2018), a mother who is addicted or who has a disease should not breastfeed, such as a mother with HIV because the disease or drug could pass to the baby through the breast milk.

 
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Insights and Analysis: PSYC515 Essay

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Insights and Analysis: PSYC515 Essay

(Insights and Analysis: PSYC515 Essay)

Week 6 Short Essay: PSYC515

This is a short essay assignment with a mixture of multiple-choice/short answer and essay questions that cite evidence or research to explain/support your answer.

Your essay answers must be in your own words with paraphrasing properly source credited.  Quotes in lieu of answering in your own words will not receive points.

Please submit your responses as a Word document (.docx file).  Make sure to number your responses so your instructor will know where one response ends and the next starts.  It is not necessary to rewrite each question in your document.  For multiple choice questions, CLEARLY indicate your response (a, b, c, or d) so that your instructor does not have to search and try to determine your response in your short answer explanation.

Your responses should be approximately one-half page each (double-spaced) for a total of three (3) pages (not including Title and References Pages if you choose to include them).

1.  Jorge states, “I always knew that guy Johnson was a sneak.  I’m not at all surprised that they finally caught him stealing money out of the cash drawer.”  Jorge’s statement is best thought of as an example of:

a.   an authoritarian personality

b.   hindsight bias

c.    the psychology of inevitability

d.   mutual interdependence

Why is this the best answer?

2.  According to Jacobs and Eccles, what is the best way for mothers to encourage their daughters to develop strong math skills?

3. (Based on Article #32 in Readings About the Social Animal)  Social identity theory suggests that people make comparisons between others like themselves (in-group) and others who are dissimilar to themselves (out-group).  What did Fein and Spencer determine about these sorts of comparisons in their studies?

4. What is your current understanding of meaning of the word “scapegoat?”  Have you always understood the meaning of the word?  Describe any early impressions you had at a much younger age as to what a “scapegoat” was.  Give an example of a scapegoat.

5. Summarize the most effective strategy when it comes to changing deeply rooted attitudes and behavior.

 
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Nursing health & medicine homework

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Case Study Ethical Legal Dilemma Advanced Practice Nursing, health and medicine homework help

(Nursing health & medicine homework)

Question description

Case Study Ethical Legal Dilemma Advanced Practice Nursing

Course outcomes addressed in this Assignment:

MN506-1: Apply theoretical frameworks and concepts to ethical dilemmas in the advanced practice role.

PC 2.3: Demonstrate integrity through the application of relevant codes of conduct and social responsibility within one’s profession.

Please take a moment to watch this Assignment Introduction, or read the presentation transcript.

Instructions:

  1. Create an ethical legal decision-making dilemma involving an advanced practice nurse in the field of education, informatics, administration, or a nurse practitioner. Apply relevant codes of conduct that apply to the practice of nursing and your chosen field.
  2. Include one ethical principle and one law that could be violated and whether the violation would constitute a civil or criminal act based on facts.
  3. Construct a decision that demonstrates integrity and that would prevent violation of the ethical principle and prevent the law from being violated.
  4. Describe the legal principles and laws that apply to the ethical dilemma.
  5. Support the legal issues with prior legal cases or state or federal statutes.
  6. Analyze the differences between ethical and legal reasoning and apply an ethical-legal reasoning model in the case study to create a basis for a solution to the ethical-legal dilemma.
  7. List three recommendations that will resolve advanced practice nurses’ moral distress in the dilemma you have presented.
  8. Based on the issue you presented and the rules of the law, apply the laws to your case and come up with a conclusion.

Note:

  • This is a fact-based Assignment that will not include your opinion.
  • This will require research and support for what is written.
  • The Assignment should be in your words after reading the scholarly and fact-based publications and have proper citations. There should be no quotations. The professor wants to hear your voice as a masters trained nurse.

Description

In the Unit 2 topic 1 Discussion, you will choose an ethical-legal dilemma that would cause the advanced practice nurse moral distress. You will write the introductory paragraphs for the Unit 4 Assignment in the Unit 2 topic 1 Discussion Board and post it for your peers to comment on.

You will continue working on the topic you have chosen and submit the paper using the most recent version of APA format. A template is provided of the course room for the paper. The paper should have a minimum of seven citations and some of these should be case law or applicable statutes. The Kaplan Library has Westlaw Campus Research database where you can find case laws that relate to your topic. The APA Manual and the textbook have instructions on legal formatting.

IMPORTANT TO MAKE THIS ASSIGNMENT

In an attempt to help you understand how to create the proper headings for your Unit 4 paper, I am providing you with the headings I want you to use. This is a huge calss and it would be very challenging to try to determine if you discussed each of the criteria in the directions.rubric if you are not using proper headings. You need to go to the rubric and read each criteria and compare the criteria to the headings below so that you can begin to learn how to create them appropriately.

The title is the first heading; it is centered and not bolded; the remaining headings are centered and bolded. I do not want you to use second or third level headings for the assignments in this course.

Headings are:

Ethical Dilemma

Ethical Principle and Law

Preventing Violation of Principle/Law
Ethical Principles and Laws

Legal Principles and Law
Legal Cases
Ethical and Legal Reasoning

Recommendations

Conclusion

ALSO REMEMBER THAT IN THE UNIT 2 YOU CHOOSE AS ETHICAL DILEMA( SEE ATTACHMENT)

 
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Philosophy Supporting Advance Nursing Practice

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Philosophy Supporting Advance Nursing Practice

(Philosophy Supporting Advance Nursing Practice)

Question description

This Assignment addresses this course outcome:

MN502-4: Develop a philosophy that supports advanced nursing practice reflecting the values, beliefs, and cultural competencies relative to nursing practice, science, and theory.

Now that you have spent the last 8 weeks discussing theory development and exploring models and philosophies that guide advance practice nursing, it is time for you to put it all together. In this Assignment, you will create a presentation using any form of presentation software (e.g., PowerPoint®, Prezi™, Movenote™, Powtoons™, Slidedog™, and so on). Your presentation should bring together the theory that best fits your concept of advance practice nursing, the model that you will use to translate this into practice, and your final philosophy of advance practice nursing related to your role after graduation.

Please remember that your presentation should contain slides that have bullet points. The bullets should number no more than four to six per slide. The bullet point is not written as a complete sentence. It contains key words. You, as the presenter will explain in depth what each bullet point means in the audio portion of the presentation. Slides may contain graphics, but should be uncluttered. Background and font colors should be of sufficient contrast to make reading them easy on the eyes. Attention to colors should be paid so that a person who is colorblind can easily read the presentation.

Assignment Details

The presentation should consist of a series of slides that include:

  • Title Slide: A title slide that identifies the title of the presentation and name of the student.
  • Introduction Slide: An introduction slide that includes brief information about you and your program track. The slide should also explain to the audience the purpose of the presentation.
  • Model Slides: The third and fourth slides will address your chosen model. The bullet points should consist of the specific characteristics of the model. You will need at least one citation that identifies where the model came from. Your audio will expound upon the model and what the characteristics mean. The fourth slide should include why you chose the model and how you will apply it in practice.
  • Theory Slides: The next three slides will focus on your chosen theory. The first slide should present your theory and why you chose it. The next slide would present the key concepts of the theory and how it has been used to date in past research no older than 5 years ago. The third slide will discuss how you will use this theory in practice as an advance practice nurse upon graduation.
  • Philosophy Slide: The next area will consist of one slide that presents your philosophy of advance practice nursing in the post-graduate role you will assume. The philosophy statement will consist of one to three sentences that distill the essence of what you believe advance practice nursing is and your conception of nursing as a profession. It is written in the first person and present tense. It is a personal statement of your beliefs about the profession of nursing. This should present guiding statements for your future practice in the advanced practice role. An example of a philosophy statement might read this way: Advanced practice nursing takes the art and science of nursing to a level of “other” and “self” interacting together to reach a state of optimal wellness guided with compassion and love for the culture of the “other.”
  • Graphical Slide: The next-to-last slide will be a graphical representation of how the model, theory, and your philosophy fit together.
  • Conclusion Slide: The last slide will be a conclusion that brings together everything you have presented. It is not a summary that just reiterates what you presented. It is a judgment about what you presented and bring the audience home, ending the presentation on a positive note about the future.

You will need supporting citations for your theory and model slides, and possibly for your philosophy, as appropriate. You will include the citations where appropriate and your very last slide will be a reference slide.

The total slide count should not exceed 15 slides. This does not include the reference slide(s) or the title slide.

  1. Organization, documentation, references formatting guidelines must follow APA 6th edition: To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Total points: 260

Assignment Requirements

Before finalizing your work, you should:

  • Minimum requirement of at least 5 sources of support
  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

  • follow the conventions of Standard English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition

How to Submit

Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.

When you are ready to submit your Assignment, submit to unit dropbox. Make sure to save a copy of your work and be sure to confirm that your file uploaded correctly.

 
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