Application of Professional Concepts in Clinical The value of this assignment is ten (10) percent of the course grade Learning Outcomes: 1. Relate how caring and advocacy principles are used in client-centered care. 2. Identify the impact of collaboration among the members of the health care team. Introduction: Clinical rotations are a critical component of your experiential learning education and are one of the foundations for professional nursing practice. This assignment asks that you consider the professional concepts studied this term in the context of your clinical experience. Instructions: 1. Identify a patient care situation that you participated in or closely observed members of the interdisciplinary team participate in during your clinical experience this semester. a. Briefly describe the clinical situation in a clear, objective and professional manner. b. Do not use names or other clearly identifying information (use descriptor such as ‘Nurse A’, ‘the patient’ or initials, ‘the patient’s spouse’, ‘Dr. K.’, etc.) 2. Discuss how two professional nursing concepts from NSG 130 were applied in this clinical situation. Include how the concepts you select are related (see samples on Canvas and text books). Reply to the following prompts: a. Discuss the impact of effective and/or ineffective application of the concepts on the clinical situation. b. Describe any other nursing knowledge, skill or attitude that was applicable to this situation such as professional nursing standards (ANA), QSEN, or concepts from other courses (safety, infection prevention, anatomy and physiology, cultural knowledge, etc.) 3. Briefly describe how this experience will help inform your future clinical practice as a nursing student or an RN. 4. APA –This assignment requires personal reflection on the application of professional nursing concepts in your clinical rotation and therefore may be written in the first person. Other APA guidelines apply. The length of the paper needs to be adequate and the content of high quality. In the evaluation, the assignment quality will be weighed heavier than quantity. The paper should include at least one reference and should be about 200–300 words in length (not including references). You’re course texts are a good source to reference, or you may reference a professional journal article or professional standard. Submission and Due Dates: Before submitting the assignment, review the APA tips and sample template in Canvas. The paper is due no later than 2330 on Friday, November 22nd, by 2330. Submit paper to electronically to the instructor (T. Granger) per instructions (pending). Application of Professional Concep ...

1. Application of Professional Concepts in Clinical
The value of this assignment is ten (10) percent of the course
grade
Learning Outcomes:
1. Relate how caring and advocacy principles are used in client-
centered care.
2. Identify the impact of collaboration among the members of
the health care team.
Introduction: Clinical rotations are a critical component of your
experiential learning education and are one of the foundations
for professional nursing practice. This assignment asks that you
consider the professional concepts studied this term in the
context of your clinical experience.
Instructions:
1. Identify a patient care situation that you participated in or
closely observed members of the interdisciplinary team
participate in during your clinical experience this semester.
a. Briefly describe the clinical situation in a clear, objective
and professional manner.
b. Do not use names or other clearly identifying information
(use descriptor such as ‘Nurse A’, ‘the patient’ or initials, ‘the
patient’s spouse’, ‘Dr. K.’, etc.)
2. Discuss how two professional nursing concepts from NSG
130 were applied in this clinical situation. Include how the
concepts you select are related (see samples on Canvas and text
books).
Reply to the following prompts:
a. Discuss the impact of effective and/or ineffective
application of the concepts on the clinical situation.
b. Describe any other nursing knowledge, skill or attitude that
was applicable to this situation such as professional nursing
standards (ANA), QSEN, or concepts from other courses

2. (safety, infection prevention, anatomy and physiology, cultural
knowledge, etc.)
3. Briefly describe how this experience will help inform your
future clinical practice as a nursing student or an RN.
4. APA –This assignment requires personal reflection on the
application of professional nursing concepts in your clinical
rotation and therefore may be written in the first person. Other
APA guidelines apply. The length of the paper needs to be
adequate and the content of high quality. In the evaluation, the
assignment quality will be weighed heavier than quantity. The
paper should include at least one reference and should be about
200–300 words in length (not including references). You’re
course texts are a good source to reference, or you may
reference a professional journal article or professional standard.
Submission and Due Dates: Before submitting the assignment,
review the APA tips and sample template in Canvas. The paper
is due no later than 2330 on Friday, November 22nd, by 2330.
Submit paper to electronically to the instructor (T. Granger) per
instructions (pending).
Application of Professional Concepts Rubric
Criteria
40 Points
Exceeds Expectations
37-40
Meets Expectations
32-36
Below Expectations
20-31
Fails to Meet Expectations
0-19
Content is Addresses the Topic
The student’s reflection and response to the prompts/topic are

3. presented in a clear manner; The topic is thoroughly addressed;
The paper is immediately interesting and it is supported with
detail.
The student’s reflection relates to the instruction prompts/topic;
the student satisfactorily addresses the topic; Detail is provided.
It may take a re-reading to understand.
The student minimally addresses or veers from addressing the
prompts/topic. Little detail is offered: it is difficult to follow
and understand.
Fails to meet the criteria by disregard for the expectations
stated in the instructions; Does not address the prompts/topic;
The reader can not follow the paper at any length.
Criteria
30 Points
Exceeds Expectations
27-30
Meets Expectations
24-26
Below Expectations
15-23
Fails to Meet Expectations
0-14
Organization & Use of Language
Content is easy to read. The paragraphs are clear and with
sufficient detail. Ideas are connected and free of grammatical
and technical errors.
Content organization is satisfactory. The paragraphs are
moderately clear and with some detail. Has less than three
grammatical and/or technical errors.
The content is not satisfactorily organized. The paragraphs are
disconnected, ideas are included which do not relate and have
little or no supporting details. Contains three or more
grammatical and/or technical errors.
Fails to meet the expectations stated in the instructions. Lack of
organization detracts from understanding. Paragraphs are
disjointed, rambling and/or lack transition of thoughts. Contains

4. numerous grammatical, punctuation and/or spelling errors. Uses
jargon and/or is not professional.
Criteria
30 Points
Exceeds Expectations
27-30
Meets Expectations
24-26
Below Expectations
15-23
Fails to Meet Expectations
0-14
APA Format, References
Follows APA guidelines, correct use of citations within the
paper and correct references. Is appropriate in length as
described for the assignment. Succinct and scholarly paper.
Follows APA guidelines with minor (less than three) errors in
the body, citations or references. It is the appropriate length as
described for the assignment.
Paper does not follow APA guidelines and/or contains numerous
(three to six) errors in the body, citations or references. Is
significantly longer or shorter than described for the
assignment.
Paper does not reflect APA guidelines and/or contains greater
than six errors in the body, citations or references. Is
unacceptably longer or shorter than described for the
assignment. Fails to meet the expectations stated in the
instructions.
9/2019
Functional Health Patterns Community Assessment Guide
Functional Health Pattern (FHP) Template Directions:
This FHP template is to be used for organizing community

5. assessment data in preparation for completion of the topic
assignment. Address every bulleted statement in each section
with data or rationale for deferral. You may also add additional
bullet points if applicable to your community.
Value/Belief Pattern
· Predominant ethnic and cultural groups along with beliefs
related to health.
· Predominant spiritual beliefs in the community that may
influence health.
· Availability of spiritual resources within or near the
community (churches/chapels, synagogues, chaplains, Bible
studies, sacraments, self-help groups, support groups, etc.).
· Do the community members value health promotion measures?
What is the evidence that they do or do not (e.g., involvement in
education, fundraising events, etc.)?
· What does the community value? How is this evident?
· On what do the community members spend their money? Are
funds adequate?
Health Perception/Management
· Predominant health problems: Compare at least one health
problem to a credible statistic (CDC, county, or state).
· Immunization rates (age appropriate).
· Appropriate death rates and causes, if applicable.
· Prevention programs (dental, fire, fitness, safety, etc.): Does
the community think these are sufficient?
· Available health professionals, health resources within the

6. community, and usage.
· Common referrals to outside agencies.
Nutrition/Metabolic
· Indicators of nutrient deficiencies.
· Obesity rates or percentages: Compare to CDC statistics.
· Affordability of food/available discounts or food programs
and usage (e.g., WIC, food boxes, soup kitchens, meals-on-
wheels, food stamps, senior discounts, employee discounts,
etc.).
· Availability of water (e.g., number and quality of drinking
fountains).
· Fast food and junk food accessibility (vending machines).
· Evidence of healthy food consumption or unhealthy food
consumption (trash, long lines, observations, etc.).
· Provisions for special diets, if applicable.
· For schools (in addition to above):
· Nutritional content of food in cafeteria and vending machines:
Compare to ARS 15-242/The Arizona Nutrition Standards (or
other state standards based on residence)
· Amount of free or reduced lunch
Elimination (Environmental Health Concerns)
· Common air contaminants’ impact on the community.
· Noise.
· Waste disposal.
· Pest control: Is the community notified of pesticides usage?
· Hygiene practices (laundry services, hand washing, etc.).

7. · Bathrooms: Number of bathrooms; inspect for cleanliness,
supplies, if possible.
· Universal precaution practices of health providers, teachers,
members (if applicable).
· Temperature controls (e.g., within buildings, outside shade
structures).
· Safety (committee, security guards, crossing guards, badges,
locked campuses).
Activity/Exercise
· Community fitness programs (gym discounts, P.E., recess,
sports, access to YMCA, etc.).
· Recreational facilities and usage (gym, playgrounds, bike
paths, hiking trails, courts, pools, etc.).
· Safety programs (rules and regulations, safety training,
incentives, athletic trainers, etc.).
· Injury statistics or most common injuries.
· Evidence of sedentary leisure activities (amount of time
watching TV, videos, and computer).
· Means of transportation.
Sleep/Rest
· Sleep routines/hours of your community: Compare with sleep
hour standards (from National Institutes of Health [NIH]).
· Indicators of general “restedness” and energy levels.
· Factors affecting sleep:
· Shift work prevalence of community members
· Environment (noise, lights, crowding, etc.)
· Consumption of caffeine, nicotine, alcohol, and drugs
· Homework/Extracurricular activities
· Health issues

8. Cognitive/Perceptual
· Primary language: Is this a communication barrier?
· Educational levels: For geopolitical communities, use
http://www.census.gov and compare the city in which your
community belongs with the national statistics.
· Opportunities/Programs:
· Educational offerings (in-services, continuing education,
GED, etc.)
· Educational mandates (yearly in-services, continuing
education, English learners, etc.)
· Special education programs (e.g., learning disabled,
emotionally disabled, physically disabled, and gifted)
· Library or computer/Internet resources and usage.
· Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept
· Age levels.
· Programs and activities related to community building
(strengthening the community).
· Community history.
· Pride indicators: Self-esteem or caring behaviors.
· Published description (pamphlets, Web sites, etc.).
Role/Relationship

9. · Interaction of community members (e.g., friendliness,
openness, bullying, prejudices, etc.).
· Vulnerable populations:
· Why are they vulnerable?
· How does this impact health?
· Power groups (church council, student council, administration,
PTA, and gangs):
· How do they hold power?
· Positive or negative influence on community?
· Harassment policies/discrimination policies.
· Relationship with broader community:
· Police
· Fire/EMS (response time)
· Other (food drives, blood drives, missions, etc.)
Sexuality/Reproductive
· Relationships and behavior among community members.
· Educational offerings/programs (e.g., growth and
development, STD/AIDS education, contraception, abstinence,
etc.).
· Access to birth control.
· Birth rates, abortions, and miscarriages (if applicable).
· Access to maternal child health programs and services (crisis
pregnancy center, support groups, prenatal care, maternity
leave, etc.).
Coping/Stress
· Delinquency/violence issues.

10. · Crime issues/indicators.
· Poverty issues/indicators.
· CPS or APS abuse referrals: Compare with previous years.
· Drug abuse rates, alcohol use, and abuse: Compare with
previous years.
· Stressors.
· Stress management resources (e.g., hotlines, support groups,
etc.).
· Prevalent mental health issues/concerns:
· How does the community deal with mental health issues
· Mental health professionals within community and usage
· Disaster planning:
· Past disasters
· Drills (what, how often)
· Planning committee (members, roles)
· Policies
· Crisis intervention plan
PAGE
© 2011. Grand Canyon University. All Rights Reserved.
TYPE SHORT TITLE IN ALL CAPS 2

11. Title of your paper/presentation in Upper and Lower Case Your
Name
Tidewater Community College Beazley School of Nursing
Course Number: Course Name (i.e. NUR 130 Professional
Nursing Concepts I)
Term and Year (Fall 2019)
Running head: TYPE SHORT TITLE IN ALL CAPS 1
An Abstract is NOT NECESSARY for this brief paper
TYPE SHORT TITLE IN ALL CAPS 1
Title of Paper in Upper and Lower Case (Centered, Not Bold)
Paragraph one is the introduction to presentation topic/the
paper. “Because the introduction is clearly identified by its
position in the manuscript, it does not carry a heading labeling
it the introduction” (American Psychological Association, 2010,
p. 27). It should begin with something that will grab the
reader’s attention, may include several sentences. Provide a
citation to support your introduction as applicable. APA
success requires knowledge of the format and skill in concise,
clear written communication.
Paper Heading (Bold and Centered)
Type content of paper here. Use as many paragraphs as
needed to cover the content appropriately.
Next Heading if Applicable
Use as many headings as necessary to organize your paper.
Short papers may have only one or two headings.

12. No matter how much space is left on the page, the references
are always on the next page.
References (centered, not bold)
American Psychological Association. (2010). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: Author.
Your articles, websites and textbook references.
Alkdjafdjfasdijfolsdjfaij ofiejojlsdjfoijasdfjaojoa
jeojfaowejojifojd ojfaosdfja
osdjfaosdjfaosdjfoasdjfoasdjfadjfasdij
NSG 130 Professional Nursing Concepts I
Course Schedule - Fall 2019
The due dates and times on this Schedule are firm. (ESCC
student see Professor Long regarding Quiz dates/time)
8/21/19 Subject to Change
Wk
Sun-Sat
Concept / Readings
See the Assignments Module in Canvas for additional
assignment details

13. 1
8/18/18 -
8/24/18
Course Overview Professionalism
Read the Welcome and Course Information Announcement on
the course Canvas.
2
8/25/18 -
8/31/18
Ungraded Practice Quiz: Designed to test your lockdown
browser/ computer (not nursing knowledge). Available from
0800 Aug. 30th until 1800 Sept 5th
3
9/1/19 -
9/7/18
Legal
Quiz 1 - Professionalism Due Wednesday 4th between 1800-
2000
4
9/8/18-
9/14/18
Quiz 2 – Legal Due Wednesday the 11th between 1800-2000
5
9/15/18-
9/21/18
Ethics
6
9/22/18-
9/28/18

14. Quiz 3 – Ethics Due Wednesday the 25th between 1800-2000
7
9/29/18-
10/5/18
Caring/Advocacy
Discussion 1 - Professional/Legal/Ethics: Initial Posting Due
Friday the 4th by 2330
8
10/6/18-
10/12/18
Quiz 4 - Caring/Advocacy Due Wednesday the 9th between
1800-2000
9
10/13/18-
10/19/18
Teamwork/
Collaboration
10
10/20/18-
10/26/18
Discussion 2- Caring/Advocacy/Teamwork/Collaboration:
Initial Posting Due Friday the 25th by 2330
11
10/27/18-
11/2/18
Evidence-based Practice
Quiz 5 – Teamwork/Collaboration Due Wednesday the 30th
between 1800-2000
12
11/3/18-
11/9/18
Quiz 6 – Evidence-Based Practice Due Wednesday the 6th

15. between 1800-2000
13
11/10/18-
11/16/18
Informatics
Discussion 3 - Evidence-Based Practice/Informatics: Initial
Posting Due Friday the 13th by 2330
14
11/17/18-
11/23/18
Concept Paper
Concept Paper Due Friday the 22nd no later than 2330
15
11/24/18-
11/30/18
16
12/1/18-12/7/18
Quiz 7 – Informatics Due Wednesday the 4th between 1800-
2000
17
12/8/18-
12/13/18
To Be Determined
December 13 – Last day of instruction