Category: Nursing

Instructions:
Review professional organizations standards and guidelines for eth

Instructions:
Review professional organizations standards and guidelines for ethical, legal, or social considerations in informatics. Examples include as the American Nursing Informatics Association (ANIA), American Health Information Management Association (AHIMA), the American Medical Informatics Association (AMIA), and The Healthcare Information and Management Systems Society (HIMSS).
Choose an ethical, legal, or social issue in health informatics. Some examples of ethical, legal or social issues include: Privacy of Patient Information/Data Breaches, Patient Safety, Research Data Ethics, User involvement and Accessibility, Ethics with data sharing and availability, False Claims, Fraud and Abuse, Public Health Monitoring/Surveillance, Telehealth/Telemedicine, Biometrics (or any topic you choose). 
Write a 3-5 page paper (excluding title and reference pages):
Introduce the ethical, legal or social issue describing the context and relevant history. Include who is or are most likely to be impacted by this issue.
Discuss why the ethical, legal or social issue is important in today’s healthcare.
Identify professional standards and best practices for improved outcomes related to this ethical, legal or social issue.
Recommend a nursing practice change or policy related to this ethical, legal or social issue.
Support your essay with the professional standards and guidelines of at least one professional organization for informatics. In addition, incorporate at least 2 scholarly resources published within the past five (5) years (remember that websites and blogs are not scholarly resources).
APA 7th edition format required.

Leadership Self-Assessment Reflection Paper
As you continue to grow professional

Leadership Self-Assessment Reflection Paper
As you continue to grow professionally, taking time to assess your own areas of strength as well as areas that could benefit from skill development can help you formulate your own plan to enhance your capacity in a nurse leader role.
Assignment directions
There are many key competencies for leaders in health care, including nurse leaders. The attached worksheet contains just ten (10) of these competencies. Rate yourself on each of these on a scale of 1-5 using the Leadership Self-Assessment Worksheet attached below. Then think about where you fall on the below scale. 
1= Novice: Your primary focus is understanding and gaining information in order to comprehend needed leadership skills; at this stage you are expected to require assistance when performing this skill.
2 = Competent: You have experience that gives you a level of confidence so you are able to independently complete this skill as needed, though help from experts may be needed from time to time.
3 = Expert: You are able to intuitively analyze and solve problems; you can provide guidance to others, troubleshoot, and answer questions related to this skill.
Although you will not be sharing the results of your self-assessment, choose three (3) competencies where you rated yourself as needing further development. (These will usually be items scored 1-2; if you have no items which were scored 1-2, pick competencies where you are not yet an expert.)
Write a paper addressing the following
Explain why each of these three (3) competencies are essential skills for a nurse leader (either formal or informal). Provide an example for each, either from the literature or from your own experience
Describe actions you can take now and, in the future, to develop your leadership role.
Support your writing with at least three (3) scholarly sources (Please use current resources – 5-10 years).
Your paper should be approximately five (5) pages long, including title page and reference page.
Format your paper in accordance with APA 7th edition guidelines (title page, headings, body, references).

Integrate an appreciation for inequities and power dynamics into everyday intera

Integrate an appreciation for inequities and power dynamics into everyday interactions
Use refelction from these chapters:
Textbook Reading: Chapter 5 “Listening and Responding Skills”
• Textbook Reading: Chapter 6 “Verbal Communication Skills”
• Textbook Reading: Chapter 7 “Non-verbal Communication Skills”
• Textbook Reading: Chapter 8 “Conflict Management Skills”
use the learning activity from the power point it shows the image on the powerpoint I have attached. Please use everything that has mentioned for the group activity I have also attched the textbook so please use course textbook as well
This is the group activity You will be shown 5 images.
 You will have about 5 minutes for each
image.
 Apply Textbook concepts from Chapter 7 to
the following images
 Skim the chapter for key terms (bold
words)
 Decide which key term best applies
 Write out the definition and cite the
textbook (paraphrase or quote)
 Explain the elements in the image that best
demonstrate the key term you selected
 Post on the discussion board 
Please read each and every step of this assignment carefully and if you need any slides notes or anything do let me know I really need to get A or A + in this assignment to be succesful in the course. 

The first one is the learning contract. The second one is going to be the DMP Pr

The first one is the learning contract. The second one is going to be the DMP Practice Experience requirement document, and then the role specific competencies. You’ll also want to go into your syllabus, which you can find here in the syllabus link. For convenience of this, I do want to go ahead and just open up. And you will see that in the syllabus, you have the end of student or end of program student learning outcomes. This is EP SLOs. Okay, so you can find that in page two. What I want to point out is that for most of you at this point in the program are going to be under the previous end of program student learning outcomes because you’ve taken your leadership course before the summer of POT one of this year of 2024. So you can disregard right now the newly revised, because that is for students who are taking leadership this summer, and they may not be at this point in the course, so I’m not going to address that, but what you do or what you need to do is to look at the previous end of program student learning outcomes. The other thing that you’re going to want to look at is the course level learning outcomes. Now, in previous learning contracts, we’ve asked you to link up the course outcome with the end of program student learning outcome. We’re not asking you to do that anymore, but what this would do is be helpful to you because what you’re doing is you’re going to address the EPS LO that matches up with the course outcome. So where you can see, you have previous DMP, EPS LOs, two and three. You’re going to address in your learning outcome two and three. You’re going to look at nine, and you’re going to look at four, and then you’re going to look at 27 and eight. So you’re not reviewing and going to document and cover every student learning outcome, but you are looking at a lot of them. So again, you’re going to look at two and three, you’re going to look at nine, you’re going to look at four, and then you’re going to look at 27 and eight. Okay. So going back here, you’re going to in your first column of your learning contract, and let me get to that real quick here. Is you’re going to scroll to the second page, which is the learning contract. So again, you’re going to go back to the course outcomes that match with the EPS LOS and that I’m just hypothetically saying 27 and eight, but please look at all of them that match up. You’re going to record that here. Then you’re going to go back up to the first page of the learning contract. And depending on the educational track that you’re on, whether you’re general education or leadership, you have specific role specific competencies or outcomes. For the general track students, you’re going to focus just on the EPSO. For the educator track, you’re going to look at one through eight. It doesn’t mean that you have to address one through eight, but you will have a good majority of them. And by the time you get into internship three, which is your last internship course, you would have addressed all eight of those. Leadership, there are five, and again, you may not be focusing on all five, but maybe a couple or three or whatever. But by the end, you would have addressed all five. So you can find role specific competencies or outcomes in the learning contract on the first page, and then you’re going to go ahead and list those. So list all the EPS LOs, and then underneath it, you can do the role outcomes. All right. Then for each of these outcomes, you’re going to come up with a plan. The plan learning activities can be found in the DNP Practicum Experience requirement document. Again, you can find that in Module one. And just to reiterate, you don’t have to give us any information about the 100 clinical hours. Those are faculty generated hours that have been assigned for each of these courses. So in internship two, you have 100 clinical hours that are part of the assignments for the course. You can find that in the syllabus. What we’re asking for you to do is to met the 80 clinical hours. And those 80 clinical hours are tied to the EPS Ls in the course. But the learning or the plan specifically can come from either your DMP project, which again, we’re asking that the project is not covered in all of these, or it’s not the only activity that you’re doing. In order to meet your role specific competencies and to meet the educational outcomes or the EPS LO outcomes is to look at a vast array of different learning activities. And you can find that through this document by looking at organizing your practice experience hours, which you can get 3 hours at the very beginning. You can look at meeting with your practice partner, going to meetings, professional meetings, looking at advocating for vulnerable populations. Maybe you’re doing some mission work, for example, maybe working on a specific a specific policy for the project site that you’re on, looking at evidence based practice, doing some lit review as far as that for your project, attending conferences, reading scholarly research articles. But what I want you to pay attention to is there are not only those, but there are some other ideas. So please look at the remaining pages, because it does give you some really good ideas to meet that plan or the learning activities. Now, if you’re choosing many of these, they do have maximum hours. So you can’t give us that you’re doing one activity for 50 hours or 60 hour, 70 hours. That is unheard of. It’s not going to be practical. You do need to have a vast array of different learning activities to meet these learning outcomes. So please make sure that when you tell us that in the plan that you’re going to read six articles, just know that you have a maximum of six articles, and you have up to 12 hours. Okay? So be realistic with the hours that you are using if you have a question about how many hours, please contact course faculty, and we’ll be happy to tell you yes or no as far as the amount of hours that you’re asking for. But again, this is a very helpful document to help with your planning of your learning contract. As far as the hours for the learning contract, all you’re doing is giving us anticipated hours again, to keep you very organized and to ensure that you are going to meet at least 80 hours minimum for your learning contract. So again, Please make sure that you look at your syllabus for the end of program student learning outcomes. The course outcomes are linked to certain end of program student learning outcomes. And again, you can find that in your syllabus. You can find the role competency in the learning contract instructions. And these are all linked up to NLN and the organization for leadership. So please know that we’re just not making these up. You can specifically go to these organizations and see that they do have specific learning outcomes for the different educational tracks. Make sure you have all of the information here at the top, that you organize your EPS LOs and then your role specific competencies or outcomes. You have plan or plans for each of these outcomes and the anticipated hours. And then as far as where you would attach it is in Module one, and then you do have the due date that’s below it

In a 5–7 page written assessment, define the patient, family, or population heal

In a 5–7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Collapse All
Introduction
This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:
Develop a problem statement for a patient, family, or population that’s relevant to your practice.
Begin building a body of evidence that will inform your approach to your practicum.
Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.
Preparation
In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).
To prepare for the assessment, complete the following:
Identify the patient, family, or group you want to work with during your practicum. The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.
Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.
In addition, you may wish to complete the following:
Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.
Review the Practicum Focus Sheet: Assessment 1 [PDF] Download Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.
Note: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.
Instructions
Complete this assessment in two parts.
Part 1
Use Assessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF] Download Assessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF] to define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.
Part 2
Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] Download Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Requirements
The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
Define a patient, family, or population health problem that’s relevant to your practice.
Summarize the problem you’ll explore.
Identify the patient, family, or group you intend to work with during your practicum.
Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.
Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.
Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.
Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.
Explain how you would know if the data are unreliable.
Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.
Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.
Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.
Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.
Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.
Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.
Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.
Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.
Discuss research on the effectiveness of leadership strategies.
Define the role that you anticipate leadership must play in addressing the problem.
Describe collaboration and communication strategies that you anticipate will be needed to address the problem.
Describe the change management strategies that you anticipate will be required to address the problem.
Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Organize content so ideas flow logically with smooth transitions.
Apply APA style and formatting to scholarly writing.
Additional Requirements
Format: Format your paper using APA style. APA Style Paper Tutorial [DOCX] is provided to help you in writing and formatting your paper. Be sure to include:
A title page and reference page. An abstract is not required.
Appropriate section headings.
Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.
Capella Academic Portal
Complete the NURS-FPX4900 Volunteer Experience Form in Capella Academic Portal. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.
The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review the BSN Practicum Campus page for more information and instructions on how to log your hours.
Context
Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.
Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Define a patient, family, or population health problem that’s relevant to personal and professional practice.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.
Competency 5: Analyze the impact of health policy on quality and cost of care.
Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.
Competency 7: Implement patient-centered care to improve quality of care and the patient experience.
Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.
Competency 8: Integrate professional standards and values into practice.
Organize content so ideas flow logically with smooth transitions.
Apply APA style and formatting to scholarly writing.

This assessment addresses the following learning objective(s):
Examine the effec

This assessment addresses the following learning objective(s):
Examine the effect of legal, ethical, and regulatory processes on nursing practices (and/or change to providers), healthcare delivery, and outcomes while maintaining balance with administrative and fiscal responsibilities.
Instructions
The healthcare industry is made up of diverse people and teams. This includes individuals who create policies, groups who lobby for legislation, and the people and teams who implement and follow laws and policies. For this assignment, you will reflect on your role, past, present, and future, regarding health policies. While research is encouraged for this assignment, in-text citations are not necessary. The purpose of this assignment is to provide your instructor with your knowledge framework and allow you to reflect on your knowledge and identify biases.
In an introductory paragraph, briefly summarize your scope of knowledge regarding health policy, both state/federal, and organizational policies.
In a second paragraph, explain why you wish to develop a deeper understanding of the policy creation, implementation, and assessment process. For example, how will understanding health policy improve your professional practice?
In a closing paragraph, address the following questions:
What biases/strong opinions do you have regarding health policy (state, federal, organizational policies)?
What caused those biases/opinions to develop (personal experiences, patient interactions, etc.)?
How will you respectfully maintain or evolve your bias/opinions as you advance in this course, and your career?
What is your primary source of information for staying up-to-date on state and federal health policy (names of publications, websites, organization-disseminated information, etc.)?
APA style should be followed throughout this assignment. 

Chapter 11,12,13
DQ#2: How can you incorporate pressure point therapies into nur

Chapter 11,12,13
DQ#2: How can you incorporate pressure point therapies into nursing practice for pain management. Give examples.
For all DQs: Please abide by APA 7th edition format in your writing. Answers should be 2-3 Paragraphs made up of 3-4 sentences each, at least 250 words (more or less) in length. 
AND, please use your assigned textbook as, at least,
one reference, or 10 points will be deducted.

view and review the case study Care of an Adult Experiencing Acute Mania  and an

view and review the case study Care of an Adult Experiencing Acute Mania  and answer    the 10 questions below in complete senstnces using proper grammer and puncuations .
following   
Mental Health Prioritization of Needs
Analyze the scenario and write your data collection findings. Create a list of      PRIORITIZED. 
Use the template below as it will be helpful to use Maslow’s Hierarchy Model for
this section.

Write a paragraph for each prompt: 
What does nursing mean to you?
What does pro

Write a paragraph for each prompt: 
What does nursing mean to you?
What does professionalism mean to you?
What does caring mean to you?
What does ethics or ethical behavior mean to you?

Write a 2–3 page paper that explains and defends your view on the issue of wheth

Write a 2–3 page paper that explains and defends your view on the issue of whether or not patients with no other treatment options have a moral right to unproven drugs.
Collapse All
Introduction
Many doctors, nurses, medical technicians, and other health care workers are involved in medical research. The field of medicine is not limited to the direct treatment of patients but also involves the continued expansion of medical research. A large part of such research is clinical research, which puts patients into the role of experimental subjects. This raises a number of challenging questions for health care ethics, many of which follow from the fact that physicians, nurses, and others involved in clinical research have a dual role. As researchers, they are committed to generating new knowledge about diseases, developing new treatments and drug therapies, and, in general, helping to improve the welfare of human beings by eliminating or controlling diseases and increasing longevity. However, researchers involved in clinical research must also be committed to the highest quality care for individual patients taking part in research studies. This assessment explores some of the ethical issues that clinical research raises and some of the safeguards in place to protect the interests of patients involved in research.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Articulate ethical issues in health care.
Explain how the principle of informed consent is relevant to these issues.
Explain the costs and benefits of offering unapproved experimental drugs to patients.
Competency 2: Apply sound ethical thinking related to a health care issue.
Identify relevant ethical theories and moral principles.
Articulate arguments using examples for and against offering pre-approved drugs to wider pools of patients.
Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
Exhibit proficiency in clear and effective academic writing skills.
Preparation
When a new drug is undergoing clinical trials to be approved for treatment, it must pass through a number of distinct phases of testing. These phases require rigorous study and evidence to demonstrate the safety and efficacy of new treatments. Passing through these phases and achieving approval takes many years for some trials. Before approval, patients not part of a clinical trial have limited or no access to experimental drugs, even though these drugs could be helpful and potentially save their lives. There are various groups pushing for greater patient access to drugs still in the experimental stage. In recent years, the FDA has made it somewhat easier to receive treatment with experimental drugs, but according to advocacy groups there are still too many restrictions (Munson, 2014).
This leads to a potential quandary when early stages of research on a drug sometimes suggest that the drug could be effective in treating a certain disease. On one hand, offering easier access to early stage trial drugs could help individuals suffering with a medical condition. However, on the other hand, making early access to experimental drugs easier could limit the pool of patients available to participate in clinical trials that establish whether or not the drug is truly effective and safe. This is an important consideration, as the vast majority of experimental drugs turn out to be completely ineffective or could have very dangerous side effects that will only show up over time and across a wider test population.
When completing this assessment, it is important to keep in mind the ethical arguments that are relevant to both views regarding the right to experimental drugs. It may be useful to review the suggested resources and conduct additional independent research while you are planning your assessment submission.
Instructions
Do patients with no other treatment options have a moral right to unproven drugs? Write a paper that explains and defends your view on this issue. In addition to reviewing the suggested resources, you are encouraged to locate additional resources in the Capella library, your public library, or authoritative online sites to provide additional support for your viewpoint. Be sure to weave and cite the resources throughout your work. In your paper, address the following points:
Identify relevant ethical theories and moral principles.
Explain how the principle of informed consent is relevant to the issue.
Explain the costs and benefits of making unproven, unapproved experimental drugs widely available to patients. Consider the costs and benefits not only to the individual patients who take these drugs but also potential costs and benefits to other patients.
Explain arguments using examples for and against offering pre-approved drugs to wider pools of patients.
Support your view using ethical theories or moral principles (or both) that you find most relevant to the issue.
Additional Requirements
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines. Refer to Evidence and APA for guidance.
Length: 2–3 typed, double-spaced pages.
Font and font size: Times New Roman, 12 point.
Reference
Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Wadsworth.