CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone wi.docx
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CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings. The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone. Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to .
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CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone w.docx
CASE STUDY
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to p.
Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to .
Based on this case study, consider to answer the questions that are .docx
Based on this case study, consider to answer the questions that are at the end.
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice cari.
Mrs. Smith was a 73-year-old widow who lived alone with no sig.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
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CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone w.docx
CASE STUDY
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to p.
Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
Mrs. Smith was a 73-year-old widow who lived alone with no significa.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to .
Based on this case study, consider to answer the questions that are .docx
Based on this case study, consider to answer the questions that are at the end.
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice cari.
Mrs. Smith was a 73-year-old widow who lived alone with no sig.docx
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to ot.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
Analysis Of Nursing Metaparadigm
The document discusses the nursing metaparadigm and its key components of person, environment, health, and nursing. It analyzes how the concepts of environment and time impact patient outcomes, specifically for patients experiencing acute ischemic strokes. Effective treatment is shown to depend on timely administration of intravenous thrombolytic medications within a suitable environment. The nursing metaparadigm concepts must be considered to provide effective treatment that is greatly affected by various environmental determinants and the context of patients' everyday experiences.
Theory of caring
The document discusses the Theory of Caring by nurse theorist Kristen Swanson. It provides an overview of the theory's key concepts, including its definition of caring as a nurturing way of relating to others. The theory proposes 5 caring processes and 10 carative factors. It also examines the theory's meta-paradigms of person, health, environment, and nursing. The summary describes how the theory can guide nursing practice to focus on holistically caring for patients' physical and emotional needs through compassionate presence and caring interventions.
Myra LevineGrand Nursing Theory Based on Interactive Process.docx
Myra Levine
Grand Nursing Theory Based on Interactive Process
Biography — Early & Family Life
Myra Levine was born in 1920 in Chicago, IL (“Myra Estrin Levine,” 2016)
First of three children
Her father’s “persistent gastrointestinal illness” sparked her interest in pursuing a career in nursing
Myra Levine died on March 20, 1996, at age 75
(Gonzalo, 2019)
Biography — Education
Graduated from Cook County School of Nursing
Obtained BSN from the University of Chicago in 1944
Obtained MSN from Wayne State University in Detroit in 1962
Earned honorary doctorate from Loyola University in 1992
(“Myra Estrin Levine,” 2016)
Biography — Nursing Career
Oncology nurse at Gardiner General Hospital in Chicago
Became Director of Nursing Drexel Home in Chicago
Clinical instructor at Bryan Memorial Hospital in Lincoln, NE (“Myra Estrin Levine,” 2016)
Surgical supervisor at the University of Chicago and Henry Ford Hospital in Detroit (Gonzalo, 2019)
Chairperson of clinical nursing at Cook County School of Nursing (“Myra Estrin Levine,” 2016)
Chronological order
Biography — Publications, Awards, & Honors
Works: “The Pursuit of Wholeness,” “For Lack of Love Alone,” “Adaptation and Assessment: A Rationale for Nursing Intervention,” “The Four Conservation Principles of Nursing,” & “Introduction to Clinical Nursing”
Charter fellow of the American Academy of Nursing in 1973
Honorary recognition from the Illinois Nurses’ Association
Member of Sigma Theta Tau at Alpha Beta Chapter
Elected fellow in the Institute of Medicine of Chicago
First recipient of the Elizabeth Russel Belford Award for excellence in teaching from Sigma Theta Tau in 1977
(Gonzalo, 2019)
Best known for “The Four Conservation Principles of Nursing,” the others were preliminary works
She never planned on developing a nursing theory, she worked as a consultant for different hospitals and nursing schools and came up with an organizational structure for teaching med-surg nursing which was the basis for theory development
Philosophical Underpinnings
Understanding the era in which Myra Levine matured helps give background to her theory
Healthcare was based on authoritarianism and physician decisions were not questioned
Nurses were taskers, operating without a scientific origin
(Toon, 2014)
-In noting pioneers in nursing, it is suitable to recall the era in which theorists such as Myra Levine matured. In Levine’s case it is helpful to recall the era in sociological terms, cultural terms and recall the available technology and the discipline of medicine and how nurses ‘fit’ at the time. The environment of her maturation and development became the underpinning of her career and her Theory of Conservation for Nursing.
-nurses were primarily seen as the ‘handmaidens’ of doctors; neither patients nor nurses were anticipated to que ...
borrowed theory.pdf
This document discusses applying borrowed theory to address an ethical dilemma identified in previous nursing assignments. It describes Afaf Meleis' transitions theory as a middle-range theory that could be applied. Transitions theory focuses on how people experience changes that affect well-being, such as developmental transitions like aging and death. The document then discusses how a borrowed theory, such as family systems theory, could provide additional insights. It reviews the origins and previous applications of transitions theory before discussing how both theories integrated could provide the most appropriate solution to the identified ethical dilemma.
189JOURNAL OF TRANSCULTURAL NURSING JULY 2002Leininger .docx
189
JOURNAL OF TRANSCULTURAL NURSING / JULY 2002Leininger / CULTURE CARE THEORY
Culture Care Theory: A Major Contribution
to Advance Transcultural Nursing
Knowledge and Practices
MADELEINE LEININGER, PhD, LHD, DS, CTN, FAAN, FRCNA
This article is focused on the major features of the Culture
Care Diversity and Universality theory as a central contrib-
uting theory to advance transcultural nursing knowledge and
to use the findings in teaching, research, practice, and consul-
tation. It remains one of the oldest, most holistic, and most
comprehensive theories to generate knowledge of diverse and
similar cultures worldwide. The theory has been a powerful
means to discover largely unknown knowledge in nursing and
the health fields. It provides a new mode to assure culturally
competent, safe, and congruent transcultural nursing care.
The purpose, goal, assumptive premises, ethnonursing
research method, criteria, and some findings are highlighted.
This article is focused on the 2001 Pittsburgh Precon-
ference theme “Major Contributions of Book Authors to
Transcultural Nursing Knowledge and Practices.” As the
founder of the discipline and author of 28 books and 220 pub-
lished articles, I hold that my Culture Care Diversity and Uni-
versality theory has made a significant contribution to estab-
lish and advance transcultural nursing research knowledge
and practice since the mid-1950s. This article is a brief synop-
sis of culture care theory with its unique features and major
contributions to support transcultural nursing as a discipline
and practice field.
In establishing this new discipline, different lines of think-
ing and practice were essential. It necessitated futuristic
vision, risk taking, commitment, patience, and leadership to
challenge many traditional nursing ideas and practices.
Unquestionably new knowledge and practices were essential
for nurses to function in a rapidly changing multicultural
world. Substantive theory-based research knowledge was
greatly needed with a global and comparative focus to care for
people of diverse cultures. Culturally based care knowledge
was the major missing area in nursing in the mid-20th century
and still is in some places in the world. I coined the construct
of culturally congruent care, which is the central goal of the
theory.
In my first two books,Nursing and Anthropology(1970)
and Transcultural Nursing: Concepts, Theories, Research,
and Practice(1978), the nature, rationale, need, and theoreti-
cal base were given to establish transcultural nursing. Nurses
needed in-depth knowledge of cultures with an anthropologi-
cal view and in-depth, culturally based care phenomena. I
held that care was the essence of nursing and had meaning
within cultural contexts. Care was not fully known and valued
in nursing, and so it was a challenge to get nurses interested in
the Culture Care theory in the 1950s and 1960s as the medical
mind-body treatments and symptoms held nurses’ interests
and practices (Leini ...
THEORETICAL FOUNDATIONS OF NURSING.pdf
Fundamentals of Nursing
Definition of Theory
Components of Theory
Phenomenon
Concepts
The Domain of Nursing
Evolution of Nursing Theory
Goals of Theoretical Nursing Models
Types of Theory
Overview Of Select Shared Theories
Overview Of Select Grand and Middle-Range Nursing Theories
Link Between Theory and Knowledge Development in Nursing
Relationship Between Nursing Theory and Nursing Research
Theory Generating Research
Theory Testing Research
Concept Synthesis Paper on Personal Nursing Philosop.docx
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
Nursing Metaparadigm Paper
The document discusses nursing metaparadigms and Betty Neuman's Systems Model. It describes Neuman's concepts of the person, environment, health, and nursing. It explains how Neuman sees the client as an open system that interacts with inputs, processes, outputs, and feedback. The document also provides an example of how Neuman's model can be applied to care for a newborn with a congenital heart defect through various levels of prevention.
Leadership and Nursing Roles HW.pdf
This document describes the McDowell-Williams Caring Leadership Model, which combines Jean Watson's caring theory and Kouzes and Posner's leadership theory. The model provides guidance for nurses to implement caring behaviors and leadership skills. It has been used at Wake Forest University Baptist Medical Center to develop nurse leaders and create a caring culture. The model emphasizes core values like kindness, hope, wisdom, respect and trust. Implementing the model can help address issues like burnout and nurse shortages by developing courageous leaders focused on caring for patients, staff and oneself.
Comfort theory
Dr. Katherine Kolcaba developed the Comfort Theory, which defines comfort as the immediate experience of having needs met for relief, ease, and transcendence in four contexts: physical, psychospiritual, sociocultural, and environmental. The theory proposes that when nursing effectively addresses a patient's comfort needs through tailored interventions, it can lead to improved health outcomes, satisfaction, and institutional viability. Kolcaba's Comfort Theory provides a holistic framework for understanding patient needs and guiding nursing practice, education, and research.
Wgu Rtt1 Task 2
This document discusses the personal philosophy of nursing of the author. It begins by defining key concepts in nursing such as the person, environment, health, and the nursing profession. The author then discusses how their values of caring for those in need led them to choose nursing as a career. The document focuses on how the author's personal philosophy will guide their nursing practice and help provide high quality, compassionate care for patients. The philosophy is intended to be both a career guide and way to improve nursing practice.
Nursing Metaparadigm Essay
The document discusses the nursing metaparadigm and several nursing theories. It begins by explaining the four concepts of the nursing metaparadigm: person, health, environment, and nursing. It then discusses Jean Watson's Theory of Human Caring, which focuses on transpersonal caring relationships and the holistic nature of healing. The document also explains how the author's phenomenon of interest regarding newborn screening for critical congenital heart defects relates to the nursing metaparadigm and can be understood within the frameworks of Neuman's systems model and the UCSF symptom management model.
Leiniger
Madeleine Leininger was a pioneer in the field of transcultural nursing. She developed the Culture Care Diversity and Universality Theory in the 1950s-1960s to guide nursing care that is culturally congruent. The theory focuses on understanding care from an emic (insider) perspective to reduce conflicts between professional care and cultural values. Leininger established the first transcultural nursing program and organizations like the Transcultural Nursing Society to advance research and education in this area. She developed methods like the Sunrise Enabler model to systematically assess culture and its influence on health, illness, and caring practices.
Brief background of Martha E.RogersMartha Elizabeth Rogers (.docx
Brief background of Martha E.Rogers
Martha Elizabeth Rogers (May 12, 1914 – March 13, 1994) was an American nurse, she was born in Dallas, Texas the oldest of four children
Martha E. Rogers, one of nursing’s foremost scientists
she completed her BS in public health nursing at George Peabody College 1937.
She earning both a master’s of public health and a doctor of science degree from Johns Hopkins University in Baltimore, Maryland.
After graduation from Johns Hopkins, Rogers was appointed head of the Division of Nursing at New York University
Socio Political context during the time the theory was formulated
Martha Rogers' development of the Science of Unitary Human Beings has become an influential nursing theory in the United States.
When first introduced it was considered radical, and difficult to understand, also it considered profound and was too ambitious but now is simply thought to be ahead of its time.
This conceptual framework has greatly influenced all facets of nursing by offering an alternative to traditional approaches of nursing.
THEORY DESCRIPTION
(1.1.1) Theory assumptions
The assumptions of Rogers’ Theory of Unitary Human Beings are as follows:
(1) Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts.
(2) Man and environment are continuously exchanging matter and energy with one another.
(3) The life process evolves irreversibly and unidirectionally along the space-time continuum.
(4) Pattern and organization identify the man and reflect his innovative wholeness. And lastly,
(5) Man is characterized by the capacity for abstraction and imagery, language and thought sensation and emotion.
(1.1) Structural Components
(1.1) Structural Component (continued)
(1.1.2) Concepts
The following are the major concepts and metaparadigm of Martha Rogers’ nursing theory:
A- Human-unitary human beings
A person is defined as an indivisible, pan-dimensional energy field identified by a pattern, and manifesting characteristics specific to the whole, and that can’t be predicted from knowledge of the parts. A person is also a unified whole, having its own distinct characteristics that can’t be viewed by looking at, describing, or summarizing the parts.
(1.1) Structural Component (continued)
(1.1.2) Concepts
B-Health
Rogers defines health as an expression of the life process.
It is the characteristics and behavior coming from the mutual, simultaneous interaction of the human and environmental fields, and health and illness are part of the same continuum.
The multiple events occurring during the life process show the extent to which a person is achieving his or her maximum health potential.
The events vary in their expressions from greatest health to those conditions that are incompatible with the maintaining life process.
(1.1) Structural Component (continued)
(1.1.2) Concepts
C-Nursing
It is the study of unitary, irreducible, in.
jean watson
Jean Watson developed the Theory of Human Caring between 1975-1979 to bring focus to nursing as a distinct profession. The theory examines the relatedness of all things and blends sciences and humanities. It has three main elements: Carative Factors/Caritas Processes which guide nursing's core, the caring relationship, and caring occasions. The 10 Carative Factors became the 10 Caritas Processes which allow the intersection of personal and professional care. Watson views people as complex holistic beings impacted by their environment. Nursing is a human science of caring for people's health experiences through caring relationships, and occurs through authentic presence during caring events.
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymp.docx
Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.
Chapter 10 Check PointAnswer the following questions. Please.docx
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
.
Chapter 10 Case Project 10-2 two page report double spaceCas.docx
Chapter 10: Case Project 10-2: two page report double space
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After discovering that Alexander Rocco Corporation has multiple Web servers running on different platforms, you wonder whether your security tools can asses Web applications vulnerabilities throughly. You have only two tools for conducting Web security tests: Wapiti and Wfetch. Based on the information write a two page report on other tools for security testers conducting Web applications vulnerability testing. Use the skills you have gained to search the Internet and explore the Kali DVD to find tools for Windows and *nix platforms. The report should state the tool's name, describe the installation method, and include a brief description of what the tool does.
Chapter 11: Case Project 11-1- one-page report
Case Project: Determining Vulnerabilities of Wireless Networks
After conducting a security test on the Alexander Rocco network, you discover that the company has a wireless router configured to issue IP addresses to connecting stations. Vistumbler indicates that channel 6 is active, the SSID is linksys, and WEP is enabled. Based on this information, write a one-page report listing possible vulnerabilities of the WLAN’s current configuration. Your report should include recommendations for improving wireless security.
.
Chapter 1 provided a high-level overview of the Information Syst.docx
Chapter 1 provided a high-level overview of the Information Systems Security Policy Management:
Information Systems Security (ISS). What is it? The act of protecting information and the systems that store, process and transmit
Why is ISS needed? ISS provides a foundation for establishing protection of systems and data against risks such as: Unauthorized access and Use, Disclosure, System Disruption, Modification or Corruption
Destruction
After reading chapter 1 and looking at the ISS Management Life Cycle.
Let’s look at a real-world scenario and discuss what C-I-A Triad is all about.
You must do the following:
1) Create a new thread. As indicated above,
please explain how DHS should handle the situation described in the preceding paragraph.
.
Chapter 1 Intro to Policy Making in a The Digital Age.docx
Chapter 1: Intro to Policy Making in a The Digital Age
CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter.
SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself.
EVALUATION: Apply the concepts from the appropriate chapter. Hint: Be sure to use specific terms and models directly from the textbook in analyzing the material presented and include the page in the citation.
SOURCES: Include citations with your sources.
Use APA style citations and references.
.
Chapter 1 discussed the expansion of the European intermodal rai.docx
Chapter 1 discussed the expansion of the European intermodal rail-road freight transport (EIT) under the European Union. Chapter 2 explores the development of intermodal transportation in the United States.
Instructions:
In 2-3 pages maximum, discuss the impact (negative and positive) that regulation/deregulation has had on the growth and/or continued growth of intermodal transportation in both countries. Ensure you site specific examples in your paper. You are encouraged to use the internet and other sources to support your discussion.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
.
Change is an activity and mindset that many resists. Kotter proposed.docx
Change is an activity and mindset that many resists. Kotter proposed a “dual operating system” for accelerating change.
1. What are the main reasons why people resist change? (support response with academic sources).
2. Then, give an example when YOU were resistant to change. Explain what the change was about, why you resisted, and what was the outcome.
3. Describe Kotter’s idea of a dual operating system for making change happen in an accelerating world. (and support your answer). Then provide a critical assessment.
.
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Chapter 1: Government: Boss, financial partner, regulator – Entrepreneurs in mixed economies
Chapter 3: Electronic innovation and the government: David Sarnoff creates the RCA empire
Chapter 5: Speeding voice and data traffic worldwide: Network microprocessors from RMI
Chapter 7: Implementing information technology across the globe
Ives, B., & Jarvenpaa, S.L. (1991). Applications of Global Information Technology: Key Issues for Management. MIS Quarterly, 15(1), 33. https://doi.org/10.2307/249433
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Entrepreneurship in the Global Economy : Engine for Economic Growth
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7
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Similar to CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone wi.docx
Myra LevineGrand Nursing Theory Based on Interactive Process.docx
Myra Levine
Grand Nursing Theory Based on Interactive Process
Biography — Early & Family Life
Myra Levine was born in 1920 in Chicago, IL (“Myra Estrin Levine,” 2016)
First of three children
Her father’s “persistent gastrointestinal illness” sparked her interest in pursuing a career in nursing
Myra Levine died on March 20, 1996, at age 75
(Gonzalo, 2019)
Biography — Education
Graduated from Cook County School of Nursing
Obtained BSN from the University of Chicago in 1944
Obtained MSN from Wayne State University in Detroit in 1962
Earned honorary doctorate from Loyola University in 1992
(“Myra Estrin Levine,” 2016)
Biography — Nursing Career
Oncology nurse at Gardiner General Hospital in Chicago
Became Director of Nursing Drexel Home in Chicago
Clinical instructor at Bryan Memorial Hospital in Lincoln, NE (“Myra Estrin Levine,” 2016)
Surgical supervisor at the University of Chicago and Henry Ford Hospital in Detroit (Gonzalo, 2019)
Chairperson of clinical nursing at Cook County School of Nursing (“Myra Estrin Levine,” 2016)
Chronological order
Biography — Publications, Awards, & Honors
Works: “The Pursuit of Wholeness,” “For Lack of Love Alone,” “Adaptation and Assessment: A Rationale for Nursing Intervention,” “The Four Conservation Principles of Nursing,” & “Introduction to Clinical Nursing”
Charter fellow of the American Academy of Nursing in 1973
Honorary recognition from the Illinois Nurses’ Association
Member of Sigma Theta Tau at Alpha Beta Chapter
Elected fellow in the Institute of Medicine of Chicago
First recipient of the Elizabeth Russel Belford Award for excellence in teaching from Sigma Theta Tau in 1977
(Gonzalo, 2019)
Best known for “The Four Conservation Principles of Nursing,” the others were preliminary works
She never planned on developing a nursing theory, she worked as a consultant for different hospitals and nursing schools and came up with an organizational structure for teaching med-surg nursing which was the basis for theory development
Philosophical Underpinnings
Understanding the era in which Myra Levine matured helps give background to her theory
Healthcare was based on authoritarianism and physician decisions were not questioned
Nurses were taskers, operating without a scientific origin
(Toon, 2014)
-In noting pioneers in nursing, it is suitable to recall the era in which theorists such as Myra Levine matured. In Levine’s case it is helpful to recall the era in sociological terms, cultural terms and recall the available technology and the discipline of medicine and how nurses ‘fit’ at the time. The environment of her maturation and development became the underpinning of her career and her Theory of Conservation for Nursing.
-nurses were primarily seen as the ‘handmaidens’ of doctors; neither patients nor nurses were anticipated to que ...
borrowed theory.pdf
This document discusses applying borrowed theory to address an ethical dilemma identified in previous nursing assignments. It describes Afaf Meleis' transitions theory as a middle-range theory that could be applied. Transitions theory focuses on how people experience changes that affect well-being, such as developmental transitions like aging and death. The document then discusses how a borrowed theory, such as family systems theory, could provide additional insights. It reviews the origins and previous applications of transitions theory before discussing how both theories integrated could provide the most appropriate solution to the identified ethical dilemma.
189JOURNAL OF TRANSCULTURAL NURSING JULY 2002Leininger .docx
189
JOURNAL OF TRANSCULTURAL NURSING / JULY 2002Leininger / CULTURE CARE THEORY
Culture Care Theory: A Major Contribution
to Advance Transcultural Nursing
Knowledge and Practices
MADELEINE LEININGER, PhD, LHD, DS, CTN, FAAN, FRCNA
This article is focused on the major features of the Culture
Care Diversity and Universality theory as a central contrib-
uting theory to advance transcultural nursing knowledge and
to use the findings in teaching, research, practice, and consul-
tation. It remains one of the oldest, most holistic, and most
comprehensive theories to generate knowledge of diverse and
similar cultures worldwide. The theory has been a powerful
means to discover largely unknown knowledge in nursing and
the health fields. It provides a new mode to assure culturally
competent, safe, and congruent transcultural nursing care.
The purpose, goal, assumptive premises, ethnonursing
research method, criteria, and some findings are highlighted.
This article is focused on the 2001 Pittsburgh Precon-
ference theme “Major Contributions of Book Authors to
Transcultural Nursing Knowledge and Practices.” As the
founder of the discipline and author of 28 books and 220 pub-
lished articles, I hold that my Culture Care Diversity and Uni-
versality theory has made a significant contribution to estab-
lish and advance transcultural nursing research knowledge
and practice since the mid-1950s. This article is a brief synop-
sis of culture care theory with its unique features and major
contributions to support transcultural nursing as a discipline
and practice field.
In establishing this new discipline, different lines of think-
ing and practice were essential. It necessitated futuristic
vision, risk taking, commitment, patience, and leadership to
challenge many traditional nursing ideas and practices.
Unquestionably new knowledge and practices were essential
for nurses to function in a rapidly changing multicultural
world. Substantive theory-based research knowledge was
greatly needed with a global and comparative focus to care for
people of diverse cultures. Culturally based care knowledge
was the major missing area in nursing in the mid-20th century
and still is in some places in the world. I coined the construct
of culturally congruent care, which is the central goal of the
theory.
In my first two books,Nursing and Anthropology(1970)
and Transcultural Nursing: Concepts, Theories, Research,
and Practice(1978), the nature, rationale, need, and theoreti-
cal base were given to establish transcultural nursing. Nurses
needed in-depth knowledge of cultures with an anthropologi-
cal view and in-depth, culturally based care phenomena. I
held that care was the essence of nursing and had meaning
within cultural contexts. Care was not fully known and valued
in nursing, and so it was a challenge to get nurses interested in
the Culture Care theory in the 1950s and 1960s as the medical
mind-body treatments and symptoms held nurses’ interests
and practices (Leini ...
THEORETICAL FOUNDATIONS OF NURSING.pdf
Fundamentals of Nursing
Definition of Theory
Components of Theory
Phenomenon
Concepts
The Domain of Nursing
Evolution of Nursing Theory
Goals of Theoretical Nursing Models
Types of Theory
Overview Of Select Shared Theories
Overview Of Select Grand and Middle-Range Nursing Theories
Link Between Theory and Knowledge Development in Nursing
Relationship Between Nursing Theory and Nursing Research
Theory Generating Research
Theory Testing Research
Concept Synthesis Paper on Personal Nursing Philosop.docx
Concept Synthesis Paper on Personal Nursing Philosophy
Ancelle Jackson
South University
Advanced Theoretical Perspectives for Nursing
NSG5002 S09
Dr. Susan Stear
Running head: CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
CONCEPT SYNTHESIS PAPER ON PERSONAL NURSING
Concept Synthesis Paper on Personal Nursing Philosophy
The purpose of this paper is to identify, describe, and apply the concepts that underlie my personal nursing philosophy. I will give a brief overview of my nursing background, identify and describe the four metaparadigms of nursing, provide two other practice specific concepts that apply to my practice, and include a numbered list of five propositions that apply to those concepts.
Nursing Autobiography
When I was little, I dreamed of becoming a flight attendant, a lawyer, an architect, and a doctor. I never saw myself become a nurse someday. I must admit that my only motivation for pursuing a nursing degree in college was to get to the United States and make good money. But I didn't think that I would someday love the profession I never even imagined doing. It is for this reason that I believe that nursing is a calling. Being a nurse has its bittersweet moments and surely takes a lot of compassion, patience, empathy, and strength. While it's true that the long hour shifts can be physically exhausting, it's witnessing the most devastating situations in life that make this profession very challenging. On the contrary, our ability to heal, save lives, and make a difference in our patients' lives and their families, truly is very rewarding and incomparable to nothing. Being a nurse for almost five years has opened my eyes and changed my views about life and all other things. I first started working on a Telemetry/Neuro floor for about a year and a half before I decided to venture out and ended up working in an extremely busy ER in downtown Jacksonville, FL. I worked there for two years, and though it was a highly stressful environment, I enjoyed almost every minute of it. The ER has the kind of culture that is fast-paced, task-oriented, informative, and team driven. Having passed my certification in emergency nursing (CEN) recently, I can say that my knowledge base, assessment, and critical thinking skills, which I often use to guide me in my clinical decision making, have significantly improved since I became an ER nurse. It has molded me into a strong, hard-working, and competent nurse that I am today.
The Four Metaparadigms of Nursing
A metaparadigm is referred to as the global concepts and propositions that define a particular discipline and describes their distinction from other professions (Fawcett, 2000, p. 4). It consists of four stipulations: (1) a domain different from other disciplines, (2) all phenomena of interest to the discipline (3) a neutral perspective, and (4) a scope that’s international in nature
(Fawcett, 1996, p. 94). In nursing, there are four common interconnected basic concepts that include patient, ...
Nursing Metaparadigm Paper
The document discusses nursing metaparadigms and Betty Neuman's Systems Model. It describes Neuman's concepts of the person, environment, health, and nursing. It explains how Neuman sees the client as an open system that interacts with inputs, processes, outputs, and feedback. The document also provides an example of how Neuman's model can be applied to care for a newborn with a congenital heart defect through various levels of prevention.
Leadership and Nursing Roles HW.pdf
This document describes the McDowell-Williams Caring Leadership Model, which combines Jean Watson's caring theory and Kouzes and Posner's leadership theory. The model provides guidance for nurses to implement caring behaviors and leadership skills. It has been used at Wake Forest University Baptist Medical Center to develop nurse leaders and create a caring culture. The model emphasizes core values like kindness, hope, wisdom, respect and trust. Implementing the model can help address issues like burnout and nurse shortages by developing courageous leaders focused on caring for patients, staff and oneself.
Comfort theory
Dr. Katherine Kolcaba developed the Comfort Theory, which defines comfort as the immediate experience of having needs met for relief, ease, and transcendence in four contexts: physical, psychospiritual, sociocultural, and environmental. The theory proposes that when nursing effectively addresses a patient's comfort needs through tailored interventions, it can lead to improved health outcomes, satisfaction, and institutional viability. Kolcaba's Comfort Theory provides a holistic framework for understanding patient needs and guiding nursing practice, education, and research.
Wgu Rtt1 Task 2
This document discusses the personal philosophy of nursing of the author. It begins by defining key concepts in nursing such as the person, environment, health, and the nursing profession. The author then discusses how their values of caring for those in need led them to choose nursing as a career. The document focuses on how the author's personal philosophy will guide their nursing practice and help provide high quality, compassionate care for patients. The philosophy is intended to be both a career guide and way to improve nursing practice.
Nursing Metaparadigm Essay
The document discusses the nursing metaparadigm and several nursing theories. It begins by explaining the four concepts of the nursing metaparadigm: person, health, environment, and nursing. It then discusses Jean Watson's Theory of Human Caring, which focuses on transpersonal caring relationships and the holistic nature of healing. The document also explains how the author's phenomenon of interest regarding newborn screening for critical congenital heart defects relates to the nursing metaparadigm and can be understood within the frameworks of Neuman's systems model and the UCSF symptom management model.
Leiniger
Madeleine Leininger was a pioneer in the field of transcultural nursing. She developed the Culture Care Diversity and Universality Theory in the 1950s-1960s to guide nursing care that is culturally congruent. The theory focuses on understanding care from an emic (insider) perspective to reduce conflicts between professional care and cultural values. Leininger established the first transcultural nursing program and organizations like the Transcultural Nursing Society to advance research and education in this area. She developed methods like the Sunrise Enabler model to systematically assess culture and its influence on health, illness, and caring practices.
Brief background of Martha E.RogersMartha Elizabeth Rogers (.docx
Brief background of Martha E.Rogers
Martha Elizabeth Rogers (May 12, 1914 – March 13, 1994) was an American nurse, she was born in Dallas, Texas the oldest of four children
Martha E. Rogers, one of nursing’s foremost scientists
she completed her BS in public health nursing at George Peabody College 1937.
She earning both a master’s of public health and a doctor of science degree from Johns Hopkins University in Baltimore, Maryland.
After graduation from Johns Hopkins, Rogers was appointed head of the Division of Nursing at New York University
Socio Political context during the time the theory was formulated
Martha Rogers' development of the Science of Unitary Human Beings has become an influential nursing theory in the United States.
When first introduced it was considered radical, and difficult to understand, also it considered profound and was too ambitious but now is simply thought to be ahead of its time.
This conceptual framework has greatly influenced all facets of nursing by offering an alternative to traditional approaches of nursing.
THEORY DESCRIPTION
(1.1.1) Theory assumptions
The assumptions of Rogers’ Theory of Unitary Human Beings are as follows:
(1) Man is a unified whole possessing his own integrity and manifesting characteristics that are more than and different from the sum of his parts.
(2) Man and environment are continuously exchanging matter and energy with one another.
(3) The life process evolves irreversibly and unidirectionally along the space-time continuum.
(4) Pattern and organization identify the man and reflect his innovative wholeness. And lastly,
(5) Man is characterized by the capacity for abstraction and imagery, language and thought sensation and emotion.
(1.1) Structural Components
(1.1) Structural Component (continued)
(1.1.2) Concepts
The following are the major concepts and metaparadigm of Martha Rogers’ nursing theory:
A- Human-unitary human beings
A person is defined as an indivisible, pan-dimensional energy field identified by a pattern, and manifesting characteristics specific to the whole, and that can’t be predicted from knowledge of the parts. A person is also a unified whole, having its own distinct characteristics that can’t be viewed by looking at, describing, or summarizing the parts.
(1.1) Structural Component (continued)
(1.1.2) Concepts
B-Health
Rogers defines health as an expression of the life process.
It is the characteristics and behavior coming from the mutual, simultaneous interaction of the human and environmental fields, and health and illness are part of the same continuum.
The multiple events occurring during the life process show the extent to which a person is achieving his or her maximum health potential.
The events vary in their expressions from greatest health to those conditions that are incompatible with the maintaining life process.
(1.1) Structural Component (continued)
(1.1.2) Concepts
C-Nursing
It is the study of unitary, irreducible, in.
jean watson
Jean Watson developed the Theory of Human Caring between 1975-1979 to bring focus to nursing as a distinct profession. The theory examines the relatedness of all things and blends sciences and humanities. It has three main elements: Carative Factors/Caritas Processes which guide nursing's core, the caring relationship, and caring occasions. The 10 Carative Factors became the 10 Caritas Processes which allow the intersection of personal and professional care. Watson views people as complex holistic beings impacted by their environment. Nursing is a human science of caring for people's health experiences through caring relationships, and occurs through authentic presence during caring events.
Similar to CASE STUDY Mrs. Smith was a 73-year-old widow who lived alone wi.docx (13)
Myra LevineGrand Nursing Theory Based on Interactive Process.docx
Myra LevineGrand Nursing Theory Based on Interactive Process.docx
189JOURNAL OF TRANSCULTURAL NURSING JULY 2002Leininger .docx
189JOURNAL OF TRANSCULTURAL NURSING JULY 2002Leininger .docx
Concept Synthesis Paper on Personal Nursing Philosop.docx
Concept Synthesis Paper on Personal Nursing Philosop.docx
Brief background of Martha E.RogersMartha Elizabeth Rogers (.docx
Brief background of Martha E.RogersMartha Elizabeth Rogers (.docx
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Chapter 11: Case Project 11-1- one-page report
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one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
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The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph, provide at least two important historical facts about each work.
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Then, In a 6–10-sentence concluding paragraph:
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Chapter #15
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chapter begins with a story of a sociologist, riding in a taxi
- he was born in the US of Japanese heritage (grandfather came to US in 1880s)
- taxi drive asks him how long he was in the US (the answer is since birth)
- brings up the perception of ‘other’ around Asian Americans
focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’)
- model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype)
why an increase in immigration from the Philippines and India into the US?
- both colonized
— India by Britain
— Philippines 1st by Spain, then the US
current demographics
- Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above
— contrasted with African Americans (13%) and Hispanic Americans (16%)
- overall, rapid growth in numbers of Asian Americans in US recently
— one reason: immigration changes in 1965
— one of the largest growing groups – Asian Indians
— rapid growth is expected to continue
- 10 largest Asian groups in fig 8.1 below
- high percentage of foreign born in Asian American population
— 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children)
— — see figure 8.2 below
- similar to Hispanic Americans, Asian Americans are
+ likely to identify with country of origin 1st
origins and cultures
great diversity in languages, cultures, religions
- Asian cultures are much older than the founding of the US
- these cultures are quite different from each other, but there are some similarities
similarities:
- group membership is more important than the individual
— some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy
— — therefore loyalty to group, conformity to societal expections and respect for superiors are important
- it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence
— guilt / shame dichotomy
— — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group)
— — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations
— — — overall desire to seek harmony
— — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt)
- generally (but not always) traditionally patriarchal
— in China foot binding was practiced for many generations
the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.
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CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors.
1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act.
2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards.
3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities.
4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement.
5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies.
6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute.
7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll.
8. A report indicating whether a governmental entity has compiled with certain government regulations.
9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP.
10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system.
11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision.
Required
a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s.
b. For each of the services listed above, indicate the type of service from the list that follows.
(1) An audit of historical financial statements.
(2) An attestation service other than an audit service.
(3) An assurance or no assurance service that is not an attestation service.
1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.”
a. Identify ways in which a financial statement audit adds value for clients.
b. List other services other than audits that Czarnecki and Hogan likely provides.
c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .
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Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docx
Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I
Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details.
The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx
Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
Centralized System for Strategic ResourcesIntroductionAttentio.docx
Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
Challenge your thinking.10) After completing the WebQuest, has y.docx
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to homelessness.
13) Are there examples of these interventions in our area? Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
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