CS547 Wireless Networking and Security
Exam 2
Question 1 (10 pts):
Prove that, if every user code is orthogonal to every other user code in CDMA, unwanted signals
can easily be filtered out. Note: you have to show me a generalize proof. Showing me examples of
three or more instances or examples is NOT a proof!
Question 2 (10 pts):
A message needs to be fragmented into 12 frames with each frame having a probability of 92%
of arriving error free. Calculate the probability of the entire message getting through.
Question 3 (10 pts):
Using the Hamming algorithm, determine whether the received 24-bit Hamming code 0x616FB3
is error-free. If it is not error-free and assuming that there is no error masking, fix the error.
Note: read the binary values from left to right, i.e. the leftmost bit is bit # 1.
Question 4 (10 pts):
Using CRC, calculate the transmitted data for a message M = 1011011101001010 and a dividing
polynomial P = x5 + x3 + x2 + 1.
Question 5 (15 pts):
Briefly describe five ways of increasing the capacity of cellular systems.
Question 6 (5 pts):
Explain why a 2-cell or a 5-cell reuse pattern does not exist in symmetrical cellular arrangements.
Question 7 (10 pts):
In satellite communications that follows the free space law, which option will provide more
received power: doubling the effective area of both antennas or doubling the transmission
frequency? Justify your answer.
Question 8 (10 pts):
Choose between FHSS and DSSS and justify your choice with a convincing argument!.
Question 9 (20 points):
Write a two-page research report on “Jamming Satellite Communications.”
For research problems, you are expected to provide a reference section and properly cite your
sources.
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revis.
This document outlines the essential components of baccalaureate education for professional nursing practice. It describes 9 essential elements that delineate the outcomes expected of graduates from baccalaureate nursing programs. The essentials address concepts like patient-centered care, evidence-based practice, quality improvement, informatics, and cultural sensitivity. They emphasize preparing nurses for practice in complex healthcare systems through roles like providing care, managing care, and being members of the profession. The essentials also stress the importance of liberal education, leadership, interprofessional collaboration, and population health for baccalaureate nursing graduates.
1 The Essentials of Baccalaureate Education for ProfTatianaMajor22
The document outlines the essential components of a baccalaureate education for professional nursing practice. It discusses the changing healthcare environment and need to transform nursing education. The 9 essentials delineate the outcomes expected of graduates and include components like liberal education, leadership, evidence-based practice, informatics, healthcare policy, interprofessional collaboration, clinical prevention, professionalism, and generalist nursing practice. The essentials emphasize concepts like patient-centered care, quality improvement, and preparing nurses for practice across settings and diverse populations.
1 The Essentials of Baccalaureate Education for Prof.docxjesusamckone
The document outlines the essential components of a baccalaureate education for professional nursing practice. It discusses the changing healthcare environment and need to transform nursing education. The 9 essentials delineate the outcomes expected of graduates and include components like liberal education, leadership, evidence-based practice, informatics, healthcare policy, interprofessional collaboration, clinical prevention, professionalism, and generalist nursing practice. The essentials emphasize concepts like patient-centered care, quality improvement, and preparing nurses for practice across settings and diverse populations.
1 The Essentials of Baccalaureate Education for Prof.docxlorainedeserre
The document outlines the essential components of a baccalaureate education for professional nursing practice. It discusses the changing healthcare environment and need to transform nursing education. The 9 Essentials delineate the outcomes expected of graduates and include liberal education, organizational leadership, evidence-based practice, informatics, healthcare policy/finance, interprofessional collaboration, clinical prevention/population health, professionalism, and generalist nursing practice. The Essentials emphasize concepts like patient-centered care, quality improvement, and cultural sensitivity to prepare nurses for practice.
1 The Essentials of Baccalaureate Education for Prof.docxRAJU852744
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxherminaprocter
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
Application of Patient Care Technology Discussion.docxwrite22
Knowledge and skills in information management and patient care technology are critical for delivering quality patient care according to the document. The document discusses how these skills were developed during the nursing program, including applying technologies to coordinate care for diverse populations. It emphasizes that information management and technology competencies are outlined in Essential IV and are important for nursing practice.
Clinical Disease Prevention Population Health Discussion.docxstudywriters
Health promotion and disease prevention are important components of baccalaureate nursing practice for both individuals and populations. During the BSN program, the author met Essential VII through courses that addressed topics like community health, epidemiology, and health education. Specific examples were provided but not cited in the summary.
This document outlines the essential components of baccalaureate education for professional nursing practice. It describes 9 essential elements that delineate the outcomes expected of graduates from baccalaureate nursing programs. The essentials address concepts like patient-centered care, evidence-based practice, quality improvement, informatics, and cultural sensitivity. They emphasize preparing nurses for practice in complex healthcare systems through roles like providing care, managing care, and being members of the profession. The essentials also stress the importance of liberal education, leadership, interprofessional collaboration, and population health for baccalaureate nursing graduates.
1 The Essentials of Baccalaureate Education for ProfTatianaMajor22
The document outlines the essential components of a baccalaureate education for professional nursing practice. It discusses the changing healthcare environment and need to transform nursing education. The 9 essentials delineate the outcomes expected of graduates and include components like liberal education, leadership, evidence-based practice, informatics, healthcare policy, interprofessional collaboration, clinical prevention, professionalism, and generalist nursing practice. The essentials emphasize concepts like patient-centered care, quality improvement, and preparing nurses for practice across settings and diverse populations.
1 The Essentials of Baccalaureate Education for Prof.docxjesusamckone
The document outlines the essential components of a baccalaureate education for professional nursing practice. It discusses the changing healthcare environment and need to transform nursing education. The 9 essentials delineate the outcomes expected of graduates and include components like liberal education, leadership, evidence-based practice, informatics, healthcare policy, interprofessional collaboration, clinical prevention, professionalism, and generalist nursing practice. The essentials emphasize concepts like patient-centered care, quality improvement, and preparing nurses for practice across settings and diverse populations.
1 The Essentials of Baccalaureate Education for Prof.docxlorainedeserre
The document outlines the essential components of a baccalaureate education for professional nursing practice. It discusses the changing healthcare environment and need to transform nursing education. The 9 Essentials delineate the outcomes expected of graduates and include liberal education, organizational leadership, evidence-based practice, informatics, healthcare policy/finance, interprofessional collaboration, clinical prevention/population health, professionalism, and generalist nursing practice. The Essentials emphasize concepts like patient-centered care, quality improvement, and cultural sensitivity to prepare nurses for practice.
1 The Essentials of Baccalaureate Education for Prof.docxRAJU852744
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
1 The Essentials of Baccalaureate Education for Prof.docxherminaprocter
1
The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nursing Practice
I. Liberal Education for Baccalaureate Generalist Nursing Practice 10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for EvidenceBased Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments 20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Baccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings 47
Appendix D: Schools of Nursing that Participated in the Regional Meetings 49
Appendix E: Professional Organizations that Participated in the Regional Meetings 60
Appendix F: Healthcare Systems that Participated in the Regional Meetings 61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nursing education by providing
the curricular elements and framework for building the baccalaureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders’ recommendations and
landmark documents such as the IOM’s recommendations for the core knowledge required of
all healthcare professionals. This document emphasizes such concepts as patientcentered
care, interprofessional teams, evidencebased practice, quality improvement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity,
professionalism, and practice across the lifespan in an everchanging and complex healthcare
environment
Essentials IIX delineate the outcomes expected of graduates of baccalaureate nursing
programs. Achievement of these outcomes will enable graduates to practice within complex
healthcare systems and assume the roles: provider of care; designer/manager/coordinator of
care; and member of a profession. Essential IX describes generalist nursing practice at the
completion of bacc.
Application of Patient Care Technology Discussion.docxwrite22
Knowledge and skills in information management and patient care technology are critical for delivering quality patient care according to the document. The document discusses how these skills were developed during the nursing program, including applying technologies to coordinate care for diverse populations. It emphasizes that information management and technology competencies are outlined in Essential IV and are important for nursing practice.
Clinical Disease Prevention Population Health Discussion.docxstudywriters
Health promotion and disease prevention are important components of baccalaureate nursing practice for both individuals and populations. During the BSN program, the author met Essential VII through courses that addressed topics like community health, epidemiology, and health education. Specific examples were provided but not cited in the summary.
The Baccalaureate Graduate Nurse Discussion.docxwrite4
The document discusses the essential components of baccalaureate education for nursing practice as outlined by the American Association of Colleges of Nursing. It describes 9 essential elements that nursing programs should address, including liberal education, leadership, evidence-based practice, healthcare policies, interprofessional collaboration, population health, professionalism, and generalist nursing practice. The final essential focuses on preparing graduates to provide patient-centered care across different environments and respect variations in care complexity.
Importance of Health Care Policies in Nursing Discussion.docx4934bk
Healthcare policies, including financial and regulatory policies, directly and indirectly influence the healthcare system and are therefore important considerations in professional nursing practice. During the BSN program, the author met Essential V by taking courses that covered healthcare policy and how it impacts nursing practice and the healthcare system. Clinical experiences provided opportunities to apply policy knowledge.
Knowledge and Skills in Leadership Discussion.docx4934bk
Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high-quality healthcare. During the BSN program, these areas were addressed through coursework that focused on topics like evidence-based practice, informatics, and interprofessional collaboration. Clinical experiences provided opportunities to apply these concepts and help improve patient outcomes.
Moral Dilemmas in Healthcare Informatics FNU.pdfbkbk37
The document discusses moral dilemmas in healthcare informatics that could be addressed using an ethical decision-making framework. It identifies using smartphones to interact with and monitor patients as one such dilemma. The document also references MSN Essential V, which involves informatics and healthcare technologies. It provides a reference for a nursing informatics textbook.
NSG6103 SU Week 3 The Essentials of Baccalaureate Education Project.docxstirlingvwriters
This document outlines the essential components of a baccalaureate nursing education program based on national standards set by the American Association of Colleges of Nursing (AACN). It discusses 9 essential areas that nursing program goals should align with, including liberal education, organizational leadership, evidence-based practice, technology, healthcare policy, interprofessional collaboration, prevention and health, professionalism, and generalist nursing practice. The document provides details on each essential area and expectations for clinical experiences.
Week 2 Improving Quality in Nursing Informatics Discussion.pdfsdfghj21
The document discusses strategies for improving quality in nursing informatics. It recommends applying Essential V, which involves using informatics and healthcare technologies to deliver enhanced patient care. One strategy is to avoid barriers to quality improvement by selecting technologies that are easy to use and share information across systems. Nurses should also receive training to effectively use technologies.
The document outlines the 9 essentials of a Master's education in nursing according to the American Association of Colleges of Nursing (AACN). The essentials are: 1) Background for practice from sciences and humanities, 2) Organizational and systems leadership, 3) Quality improvement and safety, 4) Translating and integrating scholarship into practice, 5) Informatics and healthcare technologies, 6) Health policy and advocacy, 7) Interprofessional collaboration, 8) Clinical prevention and population health, and 9) Master's-level nursing practice. The essentials guide nursing curriculum and prepare graduates for diverse areas of practice through advanced nursing knowledge and leadership skills.
The document discusses a nursing informatics teaching demo implemented by the author. It includes one of the nine MSN Essentials. The essential discussed was Essential V on Informatics and Healthcare Technologies, which recognizes that master's-prepared nurses use technologies to deliver care and communicate to coordinate care. The document provides context on master's education in nursing and the need to prepare nurses for diverse and evolving roles through attaining competencies across nine essential areas including informatics.
Please explain what each of the following courses mean to me wit.docxcherry686017
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
2 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -
A
ssessment,
D
iagnosis,
P
lanning,
I
ntervention, and
E
valuation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assess.
Nursing Building an Evidence Based Study Discussion.docxstirlingvwriters
The document discusses the essentials of a Master's education in nursing. It outlines 9 essential areas that all nursing Master's programs should address: background from sciences and humanities, organizational and systems leadership, quality improvement and safety, translating research into practice, informatics, health policy, interprofessional collaboration, clinical prevention and population health, and advanced nursing practice. The essentials prepare graduates for roles in areas like leadership, research, education, management, public health and informatics.
Please explain what each of the following courses mean to me withiisbelsejx0m
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
2 pages minimum
12 Point Font (Times New Roman)
Semester 2
Care Management II
Nursing care management of diverse adult and elderly acute care populations experiencing physiologic and psychological illnesses. Proficiency is acquired in the classroom and in clinical experiences across conditions that have a significant effect on quality of life, are highly preventable, and/or economically inefficient. Emphasis is placed on interprofessional collaboration and advocacy to achieve optimal outcomes.
Ethical and Legal issues in health care
The course introduces contemporary bioethical and legal issues confronting healthcare providers in a variety of settings. Topics focus on identification of legal and ethical principles underlying the decision-making process in nursing and healthcare.
Information Technology for Nursing
Information management and patient care technology skills, including analysis of various applications of information systems within the context of the healthcare system. Elements covered include theoretical models; data acquisition and data representation; nursing vocabularies and nursing knowledge representation; managing organizational change; ethical and social issues in healthcare and consumer information technology.
Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in information management and pa ...
Please explain how you have met various Bachelor of Science in Nur.docxARIV4
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 1.5 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
1.5 pages
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course builds fro.
Understanding the competencies related to the AACN Essentials of B.docxouldparis
Understanding the competencies related to the AACN Essentials of Baccalaureate Education for Professional Nursing Practice provides you with valuable information as you begin to study this course.
Complete this self-assessment, which is based on The Essentials of Baccalaureate Education for Professional Nursing from the American Association of Colleges of Nursing (2008) prior to posting to the discussion on this topic
Place a check mark or X in the column that best describes your current level of competency or understanding of the Essential’s statement. There are no incorrect answers.
After you have completed the assessment, total the number of points that you earned. Record this number in a location where you will be able to retrieve it at the end of the course, when it will serve as the basis for a future discussion.
AACN (American Association of Colleges of Nursing) Baccalaureate Essentials
Poor
1
Good
2
Very Good
3
Excellent
4
Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
3
Apply leadership concepts, skills, and decision-making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
3
Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
3
Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team.
3
Employ principles of quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and system-wide practice improvements that will improve the quality of healthcare delivery.
3
Essential V: Healthcare Policy, Finance, and Regulatory Environments
2
Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.
3
Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.
2
Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.
2
Advocate for consumers and the nursing profession.
Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
3
Use inter and intrarofessional communication and collaborative skills to deliver evidence-based, patient-centered care.
3
Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships.
3
Demonstrate appropriate teambuilding and collaborative strategies whe ...
Please explain how you have met various Bachelor of Science in Nur.docxcherry686017
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 4 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
4 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course build.
Types of Complaints by Patients Staff Essay.pdfsdfghj21
This document outlines 9 essentials that are core components of all master's nursing programs. It discusses the transformation of healthcare and how master's education must prepare graduates to lead change, advance excellence through learning, build collaborative teams, integrate care services, design innovative practices, and translate evidence into practice. The essentials address background from sciences and humanities, organizational leadership, quality improvement, translating scholarship, informatics, health policy, interprofessional collaboration, population health, and advanced nursing practice.
Strategy to Promote Access to Nursing Informatics.pdfbkbk37
1) One strategy to promote access to nursing informatics is to apply Essential V, which recognizes that master's-prepared nurses use technologies to deliver and enhance patient care as well as communicate and coordinate care.
2) Master's programs should prepare nurses to utilize informatics tools to improve healthcare outcomes for individuals, families, and populations.
3) Applying technologies in nursing practice can help promote wider access to information and resources across diverse healthcare settings.
Clinical Site Learning Experience Essay DQ.pdfbkbk37
In week 12 at their clinical site, the student observed how nurse leaders apply objectives in a SOAP note format focusing on quality improvement and safety. The student will apply Essential III on quality improvement and safety by discussing how nurse leaders at their site work to improve standards related to quality and apply quality principles. Master's programs prepare nurses for roles requiring advanced nursing knowledge and leadership skills to improve health outcomes. Graduates are competent in areas like quality improvement, evidence-based practice, and healthcare systems.
Week 9 Hand Washing Demonstration Stress Management.pdfsdfghj21
This document discusses a teaching demonstration on hand washing and stress management for nursing staff. It includes:
1) A discussion question asking staff to discuss a teaching demo and reference an MSN essential, such as hand washing.
2) Another discussion question asking staff to define stress and the coping process, and discuss handling a stressful situation using nursing concepts and references.
3) Nine essentials that outline the expected competencies for all master's nursing programs, including organizational leadership, quality improvement, evidence-based practice, and more. The essentials provide a framework for all master's nursing curricula.
Nurs 710 CA and National Requirements for Nursing ProgramsNsarr
The document outlines the nine essentials that all nursing schools must fulfill according to the American Association of Colleges of Nursing to be eligible to teach a Baccalaureate Education for Professional Nursing Practice. Essential I discusses the importance of a liberal education foundation in sciences, arts, and humanities. Essential II covers organizational and systems leadership skills for quality care and patient safety. Essential III addresses the importance of scholarship and applying evidence-based practice.
American Association of Colleges of Nursing The Esse.docxgreg1eden90113
American Association
of Colleges of Nursing
The Essentials of Master's Education in Nursing
March 21,2011
TABLE OF CONTENTS
Introduction 3
Master's Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master's Nursing Education Curriculum 7
The Essentials of Master's Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership II
Ill. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master's-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master's Programs 29
Summary 31
Glossary 31
1
References 40
Appendix A: Task Force on the Essentials of Master's Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
2
The Essentials of Master's Education in Nursing
March 21, 2011
The Essentials of Master's Education in Nursing reflect the profession's continuing call for
imagination, transformative thinking, and evolutionmy change in graduate education. The
extraordinmy explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing's critical
contributions to health care. Master's education prepares nurses for flexible leadership and critical
action within complex, changing systems, including health, educational, and organizational
systems. Master's education equips nurses with valuable knowledge and skills to lead change,
promote health, and elevate care in various roles and settings. Synergy with these Essentials,
current and future healthcare reform legislation, and the action-oriented recommendations of the
Initiative on the Future of Nursing (!OM, 2010) highlights the value and transforming potential of
the nursing profession.
These Essentials are core for all master's programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master's nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this document .
BUSI 330Collaborative Marketing Plan Final Draft Instructions.docxrichardnorman90310
BUSI 330
Collaborative Marketing Plan Final Draft Instructions
Include the following in your Group Discussion Board Forum:
1. A report with the final Marketing Plan that includes the three previous drafts, attached as an MS Word file. In addition, this final MP must include the following sections:
· Marketing Programs & Financial Projections.
You should review pp. 54–55 of the text for examples of the key issues that should be discussed within these sections of the MP. You will need a comprehensive marketing program, which includes a discussion of: the Product Strategy, the Pricing Strategy, the Promotion Strategy and the Distribution (channels) Strategy.
The last section on Financial Projections should show a 5-year projection of expected revenues. In addition, you should present some type of idea when BE (break-even) will take place. Companies that introduce new products generally do not make a profit in “year 1” because of the high development and marketing costs required to test and launch the product. Obtaining costs will be difficult, but you should try to estimate costs.
· Executive Summary (ES)
Finally, once the MP is written, you will need to write the Executive Summary. The ES is written last but is placed right after the Table of Contents. You will want the reader to see the ES first. if they like it, they may read on. If it does not excite the reader, the MP will likely be discounted. The ES should contain only the most important findings, conclusions, and recommendations contained within your plan.
· The Table of Contents
The Table of Contents contains a list of the major sections of your marketing plan with the names of the group members that participated in the actual writing of each section. This will allow the instructor to evaluate each member’s contribution to the overall group project.
· Appendices
The only Appendix required is a reference list. Keep in mind that data and key information may need citations, but will surely require a reference list. A plan with no references will be considered marginal since information sources add considerable credibility to the ideas in your plan.
Your Collaborative Marketing Plan Final Draft must be submitted by 11:59 p.m. (ET) on Friday of Module/Week 8.
Running head: 1
4Group 4-Crystal ArzolaEdwin BrannanLevi ClarkJennifer HardyBrodee Whichard
Liberty UniversityDraft 1-Marketing Plan
1. Executive Summary
Our marketing plan is for the pediatric rack system used by g-tube patients to be distributed and sold through the Fortune 500 company, Owens & Minor.
2. Company Description
Owens and Minor was established by cofounders Otho O. Owens and G. Gilmer Minor in 1882 to provide healthcare services for the local Richmond community. What started as a drugstore, in a now historic landmark, quickly grew to buy out competitor drugstore Bodeker Drug Company in 1954. With this acquisition, the company briefly changed names to Owens, Minor & Bodeker, commonly known in that day as OMB. In pre.
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The document outlines the 9 essentials of a Master's education in nursing according to the American Association of Colleges of Nursing (AACN). The essentials are: 1) Background for practice from sciences and humanities, 2) Organizational and systems leadership, 3) Quality improvement and safety, 4) Translating and integrating scholarship into practice, 5) Informatics and healthcare technologies, 6) Health policy and advocacy, 7) Interprofessional collaboration, 8) Clinical prevention and population health, and 9) Master's-level nursing practice. The essentials guide nursing curriculum and prepare graduates for diverse areas of practice through advanced nursing knowledge and leadership skills.
The document discusses a nursing informatics teaching demo implemented by the author. It includes one of the nine MSN Essentials. The essential discussed was Essential V on Informatics and Healthcare Technologies, which recognizes that master's-prepared nurses use technologies to deliver care and communicate to coordinate care. The document provides context on master's education in nursing and the need to prepare nurses for diverse and evolving roles through attaining competencies across nine essential areas including informatics.
Please explain what each of the following courses mean to me wit.docxcherry686017
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
2 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -
A
ssessment,
D
iagnosis,
P
lanning,
I
ntervention, and
E
valuation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
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Please explain what each of the following courses mean to me withiisbelsejx0m
Please explain what each of the following courses mean to me within my nursing career and how I was able to apply the various BSN essentials through the completion of various course assignments and clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 2 pages in length, reflecting on each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many BSN essential as possible for each course reflection.
2 pages minimum
12 Point Font (Times New Roman)
Semester 2
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Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in information management and pa ...
Please explain how you have met various Bachelor of Science in Nur.docxARIV4
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 1.5 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
1.5 pages
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
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Physical Assessment
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Understanding the competencies related to the AACN Essentials of Baccalaureate Education for Professional Nursing Practice provides you with valuable information as you begin to study this course.
Complete this self-assessment, which is based on The Essentials of Baccalaureate Education for Professional Nursing from the American Association of Colleges of Nursing (2008) prior to posting to the discussion on this topic
Place a check mark or X in the column that best describes your current level of competency or understanding of the Essential’s statement. There are no incorrect answers.
After you have completed the assessment, total the number of points that you earned. Record this number in a location where you will be able to retrieve it at the end of the course, when it will serve as the basis for a future discussion.
AACN (American Association of Colleges of Nursing) Baccalaureate Essentials
Poor
1
Good
2
Very Good
3
Excellent
4
Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
3
Apply leadership concepts, skills, and decision-making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
3
Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
3
Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team.
3
Employ principles of quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and system-wide practice improvements that will improve the quality of healthcare delivery.
3
Essential V: Healthcare Policy, Finance, and Regulatory Environments
2
Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.
3
Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.
2
Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.
2
Advocate for consumers and the nursing profession.
Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
3
Use inter and intrarofessional communication and collaborative skills to deliver evidence-based, patient-centered care.
3
Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships.
3
Demonstrate appropriate teambuilding and collaborative strategies whe ...
Please explain how you have met various Bachelor of Science in Nur.docxcherry686017
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 4 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
4 pages minimum
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course build.
Types of Complaints by Patients Staff Essay.pdfsdfghj21
This document outlines 9 essentials that are core components of all master's nursing programs. It discusses the transformation of healthcare and how master's education must prepare graduates to lead change, advance excellence through learning, build collaborative teams, integrate care services, design innovative practices, and translate evidence into practice. The essentials address background from sciences and humanities, organizational leadership, quality improvement, translating scholarship, informatics, health policy, interprofessional collaboration, population health, and advanced nursing practice.
Strategy to Promote Access to Nursing Informatics.pdfbkbk37
1) One strategy to promote access to nursing informatics is to apply Essential V, which recognizes that master's-prepared nurses use technologies to deliver and enhance patient care as well as communicate and coordinate care.
2) Master's programs should prepare nurses to utilize informatics tools to improve healthcare outcomes for individuals, families, and populations.
3) Applying technologies in nursing practice can help promote wider access to information and resources across diverse healthcare settings.
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In week 12 at their clinical site, the student observed how nurse leaders apply objectives in a SOAP note format focusing on quality improvement and safety. The student will apply Essential III on quality improvement and safety by discussing how nurse leaders at their site work to improve standards related to quality and apply quality principles. Master's programs prepare nurses for roles requiring advanced nursing knowledge and leadership skills to improve health outcomes. Graduates are competent in areas like quality improvement, evidence-based practice, and healthcare systems.
Week 9 Hand Washing Demonstration Stress Management.pdfsdfghj21
This document discusses a teaching demonstration on hand washing and stress management for nursing staff. It includes:
1) A discussion question asking staff to discuss a teaching demo and reference an MSN essential, such as hand washing.
2) Another discussion question asking staff to define stress and the coping process, and discuss handling a stressful situation using nursing concepts and references.
3) Nine essentials that outline the expected competencies for all master's nursing programs, including organizational leadership, quality improvement, evidence-based practice, and more. The essentials provide a framework for all master's nursing curricula.
Nurs 710 CA and National Requirements for Nursing ProgramsNsarr
The document outlines the nine essentials that all nursing schools must fulfill according to the American Association of Colleges of Nursing to be eligible to teach a Baccalaureate Education for Professional Nursing Practice. Essential I discusses the importance of a liberal education foundation in sciences, arts, and humanities. Essential II covers organizational and systems leadership skills for quality care and patient safety. Essential III addresses the importance of scholarship and applying evidence-based practice.
American Association of Colleges of Nursing The Esse.docxgreg1eden90113
American Association
of Colleges of Nursing
The Essentials of Master's Education in Nursing
March 21,2011
TABLE OF CONTENTS
Introduction 3
Master's Education in Nursing and Areas of Practice 5
Context for Nursing Practice 6
Master's Nursing Education Curriculum 7
The Essentials of Master's Education in Nursing
I. Background for Practice from Sciences and Humanities 9
II. Organizational and Systems Leadership II
Ill. Quality Improvement and Safety 13
IV. Translating and Integrating Scholarship into Practice 15
V. Informatics and Healthcare Technologies 17
VI. Health Policy and Advocacy 20
VII. Interprofessional Collaboration for Improving Patient
and Population Health Outcomes 22
VIII. Clinical Prevention and Population Health for
Improving Health 24
IX. Master's-Level Nursing Practice 26
Clinical/Practice Learning Expectations for Master's Programs 29
Summary 31
Glossary 31
1
References 40
Appendix A: Task Force on the Essentials of Master's Education in Nursing 49
Appendix B: Participants who attended Stakeholder Meetings 50
Appendix C: Schools of Nursing that Participated in the Regional Meetings
or Provided Feedback 52
Appendix D: Professional Organizations that Participated in the Regional
Meetings or Provided Feedback 63
Appendix E: Healthcare Systems that Participated in the Regional Meetings 64
2
The Essentials of Master's Education in Nursing
March 21, 2011
The Essentials of Master's Education in Nursing reflect the profession's continuing call for
imagination, transformative thinking, and evolutionmy change in graduate education. The
extraordinmy explosion of knowledge, expanding technologies, increasing diversity, and global
health challenges produce a dynamic environment for nursing and amplify nursing's critical
contributions to health care. Master's education prepares nurses for flexible leadership and critical
action within complex, changing systems, including health, educational, and organizational
systems. Master's education equips nurses with valuable knowledge and skills to lead change,
promote health, and elevate care in various roles and settings. Synergy with these Essentials,
current and future healthcare reform legislation, and the action-oriented recommendations of the
Initiative on the Future of Nursing (!OM, 2010) highlights the value and transforming potential of
the nursing profession.
These Essentials are core for all master's programs in nursing and provide the necessary
curricular elements and framework, regardless of focus, major, or intended practice setting. These
Essentials delineate the outcomes expected of all graduates of master's nursing programs. These
Essentials are not prescriptive directives on the design of programs. Consistent with the
Baccalaureate and Doctorate of Nursing Practice Essentials, this document .
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BUSI 330Collaborative Marketing Plan Final Draft Instructions.docxrichardnorman90310
BUSI 330
Collaborative Marketing Plan Final Draft Instructions
Include the following in your Group Discussion Board Forum:
1. A report with the final Marketing Plan that includes the three previous drafts, attached as an MS Word file. In addition, this final MP must include the following sections:
· Marketing Programs & Financial Projections.
You should review pp. 54–55 of the text for examples of the key issues that should be discussed within these sections of the MP. You will need a comprehensive marketing program, which includes a discussion of: the Product Strategy, the Pricing Strategy, the Promotion Strategy and the Distribution (channels) Strategy.
The last section on Financial Projections should show a 5-year projection of expected revenues. In addition, you should present some type of idea when BE (break-even) will take place. Companies that introduce new products generally do not make a profit in “year 1” because of the high development and marketing costs required to test and launch the product. Obtaining costs will be difficult, but you should try to estimate costs.
· Executive Summary (ES)
Finally, once the MP is written, you will need to write the Executive Summary. The ES is written last but is placed right after the Table of Contents. You will want the reader to see the ES first. if they like it, they may read on. If it does not excite the reader, the MP will likely be discounted. The ES should contain only the most important findings, conclusions, and recommendations contained within your plan.
· The Table of Contents
The Table of Contents contains a list of the major sections of your marketing plan with the names of the group members that participated in the actual writing of each section. This will allow the instructor to evaluate each member’s contribution to the overall group project.
· Appendices
The only Appendix required is a reference list. Keep in mind that data and key information may need citations, but will surely require a reference list. A plan with no references will be considered marginal since information sources add considerable credibility to the ideas in your plan.
Your Collaborative Marketing Plan Final Draft must be submitted by 11:59 p.m. (ET) on Friday of Module/Week 8.
Running head: 1
4Group 4-Crystal ArzolaEdwin BrannanLevi ClarkJennifer HardyBrodee Whichard
Liberty UniversityDraft 1-Marketing Plan
1. Executive Summary
Our marketing plan is for the pediatric rack system used by g-tube patients to be distributed and sold through the Fortune 500 company, Owens & Minor.
2. Company Description
Owens and Minor was established by cofounders Otho O. Owens and G. Gilmer Minor in 1882 to provide healthcare services for the local Richmond community. What started as a drugstore, in a now historic landmark, quickly grew to buy out competitor drugstore Bodeker Drug Company in 1954. With this acquisition, the company briefly changed names to Owens, Minor & Bodeker, commonly known in that day as OMB. In pre.
BUSI 460 – LT Assignment Brief 1
ACADEMIC YEAR 2020 – SPRING TERM
MBA
(MASTER OF BUSINESS ADMINISTRATION)
BUSI 460 – CONSLTING PRACTICE
INSTRUCTOR: DR. PAURIC P. O’ROURKE
LEARNING TEAM (LT) ASSIGNMENT BRIEF –
LAYERED
TOPIC: LT CONSULTING PROJECT CASE STUDY
35% OF TOTAL COURSE GRADE
(Part 1-5% -W6, Part 2-10% -W7, Part 3 - 15%-W10 &
Part 4 - 5%- W11)
SUBMISSION DATES: VARIES - WEEKS 6, 7, 10 &
11 ONLINE VIA STUDENT PORTAL(MOODLE)
TURNITIN LINK
Self-Selected Learning Team Group (LT Group)
N= Name. Cell = Mobile. e = E Mail Address. f/t/i = Facebook. or Twitter or Instagram Account
Members of Group Written Assignment Learning Team:
1.N:______________ C: __________ e: ___________f/t/i: ___________
2.N:______________ C: __________ e: ___________f/t/i: ___________
3.N:_______________ C: __________ e: ___________f/t/i: ___________
4.N:______________ C: __________ e: ___________f/t/i: ___________
If you change any of your contact details, such as cell number, you are obliged to let your team members know in advance asap.
Important: Sharing such personal contact details is totally optional and up to each individual student but it does make arranging
meetings outside of class time, which you will have to do in this subject must easier. Sharing of such information is on the strict basis
BUSI 460 – LT Assignment Brief 2
and understanding that such information will not be misused or passed on to third parties without the individual’s consent. Any breach
of this will be reported to the University Authorities.
Learning Outcomes:
On successful completion of this assignment the student will be able:
1. To develop abilities to gather, analyse, interpret and evaluate information on a
management consulting task and project related topic(s).
2. To strengthen conceptual and analytical skills in the study management
consulting.
3. To build tangible links between the theory and practice of management
consulting.
4. To heighten awareness and understanding of management consulting in action
and gain greater self-awareness of oneself as a consultant.
5. To develop and present thoughts, arguments, and informed opinions in a logical
and coherent way.
6. To develop creativity and critical management skills.
7. To develop skills in case study navigation and analysis.
8. To demonstrate academic and management research, proposal, report writing
and composition skills with academic and business integrity.
9. To consistently apply the APA system of academic referencing.
10. To demonstrate word processing and IT skills
11. To develop project and time management skills.
12. To develop team working skills in order to function as a high performance team.
13. To develop healthy and functional work habits in progressing confidently and
consistently towards a defined submission deadline date.
Learning Team (LT) Assignment – Overall Task
Usin.
BUS475 week#7Diversity in the work environment promotes accept.docxrichardnorman90310
BUS475 week#7
Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, age, gender, language, political beliefs, religion, sexual orientation, communication styles, and other differences. Discuss the following:
If you were starting a business that required you to hire new personnel, would diversity be a priority? How important would it be to you on a list of other considerations? Explain.
.
BUS475week#5In Chapter 11 of your textbook, you explored import.docxrichardnorman90310
BUS475/week#5
In Chapter 11 of your textbook, you explored important areas of risk and opportunity for society and companies such as the role of technology in business and society, cybersecurity, privacy, robotics, genetically engineering and others.
Discuss questions or concerns or enthusiasm you have regarding one of these areas (or other similar area of your choice) that are changing due to technological advance
.
BUS475week#6Share a recent or current event in which a busine.docxrichardnorman90310
BUS475/week#6
Share a recent or current event in which a business or government failed to protect consumers. What were the failures? Who were the victims? What can or could be done to prevent such failures in the future? Do your findings change the way you will support the company in the future?
You are encouraged to share resources that introduce or illuminate the event.
.
BUS475v10Project PlanBUS475 v10Page 2 of 2Wk 4 – App.docxrichardnorman90310
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 2
Wk 4 – Apply: Project Plan
Project Title: Project Objectives:
· List project objective
· List project objective
· List project objective
Operational Step
Responsible Person
Timeline
Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys, online discussion/social media groups, and SWOT analyses, you’ve determined that there is an opportunity to increase your organization’s customer base through the introduction of desert tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Review the organization’s customer database to determine potential customer groups
Leo (Market Research Manager)
9/30 (1 week)
Identify the top 3 groups to target based upon volume, brand loyalty, and location
Betty (Director of Marketing)
10/7 (2 weeks)
Survey customers regarding food preferences and potential menu items
Tom (Customer Service Representative)
10/21 (4 weeks)
Share customer feedback with inventory and operational teams
Betty/Tom
10/28 (5 weeks)
Determine the top 5 locations and times to complete a pilot study with your test market.
Operational Step
Responsible Person
Timeline
Review sales data to determine peak sales opportunities by location
Jim (Director of Sales)
9/30 (1 week)
Identify the top 5 locations in which to conduct the desert taco pilot
Jim
10/7 (2 weeks)
Create marketing collateral and social media communications to promote the desert taco pilot
Oliver (Media Relations Manager)
10/21 (4 weeks)
Provide expected volume and product information for the inventory team
Jim
10/7 (2 weeks)
Estimate the required inventory and supply chain needs necessary to support the desert taco pilot
Operational Step
Responsible Person
Timeline
Based on expected customer volume, locations, and times, determine the product inventory required to support the pilot.
Louise (Controller)
10/14 (3 weeks)
Source supply companies and obtain product pricing quotes and delivery timelines.
Louise
10/21 (4 weeks)
Determine shipment and storage needs to support the pilot.
Louise and Ben (Operations Manager)
10/21 (4 weeks)
Purchase product for the pilot and arrange transportation to support the desert taco pilot at the various locations.
Louise
10/28 (5 weeks)
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
Running head: TESLA EXPANSION 2
TESLA EXPANSION 2
Tesla Global Expansion
Shawn Cyr
BUS 475
31 March 2020
Mr. Simpson
The opportunity which Tesla needs to exploit is to go into expand its market into the developing countries. The reason for choosing this opportunity is that Tesla today operates in a small market. The company has the majority of its revenues from the United States with a small percentage from China. .
BUS472L – Unit 2 & 4 AssignmentStudent Name ___________________.docxrichardnorman90310
BUS472L – Unit 2 & 4 Assignment
Student Name: ______________________
Instructions:
Unit 2: Replace fields within [brackets] with applicable data for your project. First, list out deliverables and work packages; which align to your project scope. Feel free to add additional lines as applicable based on your project size. Ensure to update the WBS # and indent lines as applicable. Add in estimated start and completion dates, owners (person responsible for ensuring the activity is completed), and then shade the applicable columns to represent the length of each activity to create a Gantt chart. Ignore the predecessor column for Unit 2. Then fill in the Resource Chart, the resources should align to the activity owners that you assigned in your WBS.
Unit 4: Update your WBS below to include predecessors (this will be the WBS # of the activity that must be completed prior to starting that activity). Note be sure to check then your expected start and completion dates reflect properly based on your predecessors. Next, set at least two tasks to run in parallel. Finally, complete the below critical path and resource constraint/leveling instructions below.
Project WBS (Unit 2 & 4)
WBS #
Activity Name
Expected
Start
Expected Completion
Activity Owner
Predecessor
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
UNIT 4
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
1
[Project Name]
1.1
Initiate
1.1.1
[Deliverable 1]
[2/1/2020]
[3/15/2020]
[Bob Smith]
1.1.2
[Deliverable 2]
[3/15/2020]
[4/30/2020]
1.2
Planning
1.2.1
[Deliverable 3]
1.3
Execution
1.3.1
[Deliverable 4]
1.3.1.1
[Work Package 1]
1.3.1.2
[Work Package 2]
1.3.2
[Deliverable 5]
1.3.3
[Deliverable 6]
1.4
Close
1.4.1
[Deliverable 7]
Resource Chart: (Unit 2)
Name
Role
% of time dedicated to the project
[Bob Smith]
Project Manager
95%
Critical Path: (Unit 4)
The project critical path is important; because if an activity on the critical path delays; the project delays. In looking at your project, what activities are on your critical path (note all might be if you have your activities in serial sequence)? How could you work to limit the number of activities on the critical path? How could you proactively put measures in place so if an activity slips by a couple days the entire success of the project is not jeopardized? Respond with at least 5-6 sentences.
Response:
Resource Constraints: (Unit 4)
Your project may or may not have resource constraints. A resource constraint would be present if you have an individual working on one or multiple activities and do not have enough capacity in order to finish that activity on time. In reflection of your pr.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxrichardnorman90310
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS 206 Milestone Two Template To simplify completi.docxrichardnorman90310
BUS 206 Milestone Two Template
To simplify completing this milestone, use this template to help you write your essay. You may use each
heading as a starter sentence and then discuss the legal issues presented in the case study using the
following guide, if you choose. Be sure to explain and elaborate on how each term applies to the story.
Be sure to incorporate the facts of the case into your explanation and analysis.
Remember that the document you submit should follow the formatting guidelines described in the
Milestone Two Guidelines and Rubric document.
A. Various elements must be present to prove that a valid contract exists between Sam and the
chain store.
The four elements to a contract are . (Chapter 13)
The first element of would be deemed to exist if [describe facts that
are or should be present].
The second element of would be deemed to exist if [describe facts
that are or should be present].
The third element of would be deemed to exist if [describe facts that
are or should be present].
The fourth element of would be deemed to exist if [describe facts
that are or should be present].
If the elements of a contract did exist between these parties, there could still be some
possible reasons why a contract might not be valid based on facts not present in the
scenario. For example, if Sam was a minor at the time he made the agreement with
the chain store, the contract would not be valid because . List
some other reasons and elaborate on why a contract might be invalid.
Discuss and explain any other information you deem relevant to this answer.
(Chapters 13, 14, 15, and 16)
B. Even if there is not a valid legal contract between Sam and the chain store, there may still be
a quasi-contract (Chapter 13) or elements of what is called a promissory estoppel. (Chapter
15)
A quasi-contract is defined as . In this case, a quasi-contract may exist
if the following facts are true: . (Chapter 13)
A promissory estoppel is defined as . This principle might apply to this
case if . (Chapters 13 and 16)
Discuss and explain any other information you deem relevant to this answer.
C. The rights and obligations of both the landlord and tenant depend upon the term of their
contract. Such a contract may be verbal or in writing under a standard residential lease
agreement. (Chapters 13 and 50)
Some facts that may support that Sam is in breach of that contract are
.
Some facts that may support that Sam is not in breach of that contract are
. (Chapters 16, 17, and 50)
Discuss and explain any other information you deem relevant to this answer.
D. Based upon those rights and obligations, Sam’s landlord has/does not have grounds to evict
because .
Elaborate and explain.
E. Some defenses Sam might raise if his landlord tries to evict him include
because .
Elaborate .
Bunker Hill Community College MAT 093 Foundations of Mathema.docxrichardnorman90310
Ryan has monthly expenses of $1883 leaving her with $82 per month after paying all her bills. If she saves $150 per month, it will take her 12 months to save two months' salary of $3600 for an emergency fund. The document provides a multi-step math word problem to solve involving Ryan's monthly income and expenses. It then provides additional math word problems involving geometry, fractions, percentages, and other calculations to solve. The problems are from a midterm exam for a foundations of mathematics course and include a grading rubric.
Bullying and cyberbullying of adolescents have become increasingly p.docxrichardnorman90310
Bullying and cyberbullying of adolescents have become increasingly popular media topics. Why do you think schools are often ineffective in reducing rates of bullying and cyberbullying? Imagine you are an administrator at a middle or high school. What specific activities would you engage in to deter students from bullying their peers?
.
Building an Information Technology Security Awareness an.docxrichardnorman90310
Building an Information
Technology Security Awareness
and Training Program
Mark Wilson and Joan Hash
NIST Special Publication 800-50
C O M P U T E R S E C U R I T Y
Computer Security Division
Information Technology Laboratory
National Institute of Standards and Technology
Gaithersburg, MD 20899-8933
October 2003
U.S. Department of Commerce
Donald L. Evans, Secretary
Technology Administration
Phillip J. Bond, Under Secretary for Technology
National Institute of Standards and Technology
Arden L. Bement, Jr., Director
Reports on Computer Systems Technology
The Information Technology Laboratory (ITL) at the National Institute of Standards and Technology
(NIST) promotes the U.S. economy and public welfare by providing technical leadership for the Nation’s
measurement and standards infrastructure. ITL develops tests, test methods, reference data, proof of
concept implementations, and technical analyses to advance the development and productive use of
information technology. ITL’s responsibilities include the development of technical, physical,
administrative, and management standards and guidelines for the cost-effective security and privacy of
sensitive unclassified information in Federal computer systems. This Special Publication 800-series
reports on ITL’s research, guidance, and outreach efforts in computer security, and its collaborative
activities with industry, government, and academic organizations.
U.S. GOVERNMENT PRINTING OFFICE
WASHINGTON: 2003
For sale by the Superintendent of Documents, U.S. Government Printing Office
Internet: bookstore.gpo.gov — Phone: (202) 512-1800 — Fax: (202) 512-2250
Mail: Stop SSOP, Washington, DC 20402-0001
NIST Special Publication 800-50
Authority
This document has been developed by the National Institute of Standards and Technology (NIST) in
furtherance of its statutory responsibilities under the Federal Information Security Management Act
(FISMA) of 2002, Public Law 107-347.
NIST is responsible for developing standards and guidelines, including minimum requirements, for
providing adequate information security for all agency operations and assets, but such standards and
guidelines shall not apply to national security systems. This guideline is consistent with the requirements
of the Office of Management and Budget (OMB) Circular A-130, Section 8b(3), Securing Agency
Information Systems, as analyzed in A-130, Appendix IV: Analysis of Key Sections. Supplemental
information is provided A-130, Appendix III.
This guideline has been prepared for use by federal agencies. It may be used by nongovernmental
organizations on a voluntary basis and is not subject to copyright. (Attribution would be appreciated by
NIST.)
Nothing in this document should be taken to contradict standards and guidelines made mandatory and
binding on federal agencies by the Secretary of Commerce under statutory author.
Building a company with the help of IT is really necessary as most.docxrichardnorman90310
Building a company with the help of IT is really necessary as most of the daily things are running via technology these days and while using technology you must have some minimum criteria for all of those who are using it. Usually, the company must make some policies for internal use and external use, so that where someone crosses the line, they are able to catch hold of them and take a severe action as per the business policies. Now this is really important because due to an error from one person there are other people who would get affected, and there are multiple stages to those areas, that checks the severity of all of those mistakes.
Here some of them that is general while making policies, such as visiting pornographic web sites using company computer is not allowed, disrupting another’s data or computer system and sharing corporate database information. When employees make any of these mistakes, then companies have authorities to terminate employees from the business. Usually every employee is supposed work as per the basic rules or you can say acceptable usage policy. While using company materials and internet, because most of the office work is done over the internet, like using cloud or any other online applications. This allows you to have full access to outside world, but you must know what are the DO’s and Don’t’s. This will help you stick to the company for long time and also grow with the company as much as possible (Information Resources Management Association. International Conference).
These are made by looking at the history, because most of the employees have made some worst things in the history for personal benefits and ended sharing company details with outsiders, and hampered own company value. Using such valuable data, someone from outside can take over the company or misuse the data or they can do anything that can hurt the business directly. When the business owners are going under loss, the company can take actions against such activity or people who are committing those mistakes.
References
Information Resources Management Association. International Conference. Challenges of Information Technology Management in the 21st Century:
Primary Source Document
with Questions (DBQs)
E X C E R P T S F R O M I N S T R U C T I O N S T O M Y D A U G H T E R
By Song Siyŏl
Introduction
Song Siyŏl (1607‐1689) was a prominent scholar and official. This piece was written for his oldest daughter on the
occasion of her marriage and subsequently became an important tutelary text that circulated among elite families.
By the time this text was written, the patterns of patrilocal residence and patrilineal descent advocated by Neo‐
Confucian reformers early in the Chosŏn dynasty had become well established.
Document Excerpt with Questions (Longer selection follows this section)
From Sources of Korean Tradition, edited by Yŏng‐ho Ch’oe, Peter H. Lee, .
Building a Comprehensive Health HistoryBuild a health histor.docxrichardnorman90310
Building a Comprehensive Health History
Build a health history for a 55-year-old Asian female living in a high-density public housing complex –
Introduction of the paper, then explain
1. How would your communication and interview techniques for building a health history differ with each patient?
2. How might you target your questions for building a health history based on the patient’s social determinants of health?
3. What risk assessment instruments would be appropriate to use with the patient, or what questions would you ask the patient to assess his or her health risks?
4. Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
5. Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel's Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
6. Develop at least eight targeted questions you would ask the selected patient to assess his or her health risks and begin building a health history.
Resources
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel's guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 1, “The History and Interviewing Process”
· Chapter 5, “Recording Information” provides methods for maintaining clear and accurate records, also explore the legal aspects of patient records.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, "The Comprehensive History and Physical Exam" (pp. 19–29)
R Ryanne, W., & Lori A, O. (2015). Implementation of health risk assessments with family health history: barriers and benefits. Postgraduate Medical Journal, 1079, 508.
Lushniak, B. D. (2015). Surgeon general’s perspectives: family health history: using the past to improve future health. Public Health Reports, 1, 3.
Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., Bernardes, R., Coca, A., & Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15, 1111.
ITS 832
Chapter 5
From Building a Model to Adaptive Robust
Decision Making Using Systems Modeling
InformationTechnology in a Global Economy
Professor Miguel Buleje
Introduction
• Modeling & Simulation
• Fields that develops and applies computational methods to
address complex system
• Addresses problems related to complex issues
• Focus on decision making abilities
• Opportunities to leverage interdisciplinary approach, and learn
across fields to understand complex systems.
• Legacy System Dynamics (SD) modeling and others
methods are presented
• Recent innovations
• What the future holds
• Examples
Systems Modeling
• Dynamic complexity
• Behavior evolves over time
• Mode.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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1. CS547 Wireless Networking and Security
Exam 2
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code in CDMA, unwanted signals
can easily be filtered out. Note: you have to show me a
generalize proof. Showing me examples of
three or more instances or examples is NOT a proof!
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Question 3 (10 pts):
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Question 5 (15 pts):
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Question 6 (5 pts):
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Question 7 (10 pts):
In satellite communications that follows the free space law,
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Question 8 (10 pts):
Choose between FHSS and DSSS and justify your choice with a
convincing argument!.
Question 9 (20 points):
Write a two-page research report on “Jamming Satellite
Communications.”
For research problems, you are expected to provide a reference
section and properly cite your
sources.
1
3. The Essentials of Baccalaureate Education
for Professional Nursing Practice
October 20, 2008
TABLE OF CONTENTS
Executive Summary 3
Background 5
Nursing Education 6
The Discipline of Nursing 7
Assumptions 8
Roles for the Baccalaureate Generalist Nurse 8
Preparation for the Baccalaureate Generalist Nurse:
Components of the Essentials 10
The Essentials of Baccalaureate Education for Professional Nurs
ing Practice
I.
Liberal Education for Baccalaureate Generalist Nursing Practice
10
II. Basic Organizational and Systems Leadership for
Quality Care and Patient Safety 13
III. Scholarship for Evidence-Based Practice 15
IV. Information Management and Application of Patient
Care Technology 17
V. Healthcare Policy, Finance, and Regulatory Environments
20
VI. Interprofessional Communication and Collaboration for
Improving Patient Health Outcomes 22
4. VII. Clinical Prevention and Population Health 23
VIII. Professionalism and Professional Values 26
IX. Baccalaureate Generalist Nursing Practice 29
Expectations for Clinical Experiences within the Baccalaureate
Program 33
2
Summary 35
Glossary 36
References 40
Appendix A: Task Force on the Revision of the Essentials of Ba
ccalaureate
Education for Professional Nursing Practice 45
Appendix B: Consensus Process to
Revise the Essentials of Baccalaureate 46
Education for Professional Nursing Practice
Appendix C: Participants who Attended Stakeholder Meetings
47
Appendix D: Schools of Nursing that Participated in the Region
al Meetings 49
Appendix E: Professional Organizations that Participated in the
Regional Meetings 60
5. Appendix F:
Healthcare Systems that Participated in the Regional Meetings
61
3
Executive Summary
The Essentials of Baccalaureate Education
for Professional Nursing Practice (2008)
This Essentials document serves to transform baccalaureate nurs
ing education by providing
the curricular elements and framework for building the baccala
ureate nursing curriculum for
the 21 st century. These Essentials address the key stakeholders
’ recommendations and
landmark documents such as the IOM’s recommendations for th
e core knowledge required of
all healthcare professionals. This document emphasizes such co
ncepts as patient-centered
care, interprofessional teams, evidence-based practice, quality i
mprovement, patient safety,
informatics, clinical reasoning/critical thinking, genetics and ge
nomics, cultural sensitivity,
professionalism, and practice across the lifespan in an ever-chan
ging and complex healthcare
environment
Essentials I-IX delineate the outcomes expected of graduates of
baccalaureate nursing
programs. Achievement of these outcomes will enable graduate
s to practice within complex
healthcare systems and assume the roles: provider of care; desig
6. ner/manager/coordinator of
care; and member of a profession. Essential IX describes genera
list nursing practice at the
completion of baccalaureate nursing education. This Essential i
ncludes practice-focused
outcomes that integrate the knowledge, skills, and attitudes deli
neated in Essentials I – VIII.
The time needed to accomplish each Essential will vary, and eac
h Essential does not require a
separate course for achievement of the outcomes.
The nine Essentials are:
• Essential I:
Liberal Education for Baccalaureate Generalist Nursing Practice
o
A solid base in liberal education provides the cornerstone for th
e practice and
education of nurses.
•
Essential II: Basic Organizational and Systems Leadership for Q
uality Care and
Patient Safety
o
Knowledge and skills in leadership, quality improvement, and p
atient safety are
necessary to provide high quality health care.
• Essential III: Scholarship for Evidence Based Practice
o
Professional nursing practice is grounded in the translation of c
urrent evidence
7. into one’s practice.
•
Essential IV: Information Management and Application of Patie
nt Care Technology
o
Knowledge and skills in information management and patient ca
re technology are
critical in the delivery of quality patient care.
•
Essential V: Health Care Policy, Finance, and Regulatory Envir
onments
o
Healthcare policies, including financial and regulatory, directly
and indirectly
influence the nature and functioning of the healthcare system an
d thereby are
important considerations in professional nursing practice.
•
Essential VI: Interprofessional Communication and Collaboratio
n for Improving
Patient Health Outcomes
o
Communication and collaboration among healthcare professiona
ls are critical to
delivering high quality and safe patient care.
4
• Essential VII: Clinical Prevention and Population Health
8. o
Health promotion and disease prevention at the individual and p
opulation level
are necessary to improve population health and are important co
mponents of
baccalaureate generalist nursing practice.
• Essential VIII: Professionalism and Professional Values
o
Professionalism and the inherent values of altruism, autonomy,
human dignity,
integrity, and social justice are fundamental to the discipline of
nursing.
• Essential IX: Baccalaureate Generalist Nursing Practice
o
The baccalaureate-graduate nurse is prepared to practice with pa
tients,
including individuals, families, groups, communities, and popul
ations across
the lifespan and across the continuum of healthcare environment
s.
o
The baccalaureate graduate understands and respects the variati
ons of care,
the increased complexity, and the increased use of healthcare re
sources
inherent in caring for patients.
Learning opportunities, including direct clinical experiences, m
ust be sufficient in
breadth and depth to ensure the baccalaureate graduate attains t
hese practice-focused
9. outcomes and integrates the delineated knowledge and skills int
o the graduate’s
professional nursing practice.
Clinical learning is focused on developing and refining the
knowledge and skills necessary to manage care as part of an inte
rprofessional team.
Simulation experiences augment clinical learning and are compl
ementary to direct care
opportunities essential to assuming the role of the professional
nurse. A clinical
immersion experience provides opportunities for building clinic
al reasoning,
management, and evaluation skills.
5
Introduction
The Essentials of Baccalaureate Education for Professional Nurs
ing Practice provides
the educational framework for the preparation
of professional nurses. This document
describes the outcomes expected of graduates of baccalaureate n
ursing programs.
The Essentials apply to all
pre-licensure and RN completion programs, whether the
degree is baccalaureate or
graduate entry. Program curricula are designed to prepare
students to meet the end-of-program outcomes delineated under
each Essential.
Background
10. The healthcare delivery system has changed dramatically
since The Essentials of
Baccalaureate Education for Professional Nursing Practice was
endorsed by the
American Association of Colleges of Nursing (AACN, 1998). B
uilding a safer
healthcare system has become the focus of all health professions
following numerous
reports from the Institute of Medicine (IOM, 2000, 2001, 2004),
American Hospital
Association (2002), Robert Wood Johnson Foundation (Kimball
& O’Neill, 2002), the
Joint Commission (2002) and other authorities. Nursing has bee
n identified as having the
potential for making the biggest impact on a
transformation of healthcare delivery to a
safer, higher quality, and more cost-effective system. With the i
ncreasing awareness of
the need for change in the healthcare system, the clinical micros
ystems (small, functional
units where care is provided within the larger system) have beco
me an important focus
for improving healthcare outcomes (Nelson, Batalden, & Godfre
y, 2007).
In addition to the concern over healthcare outcomes, the United
States and the global
market are experiencing a nursing shortage that is expected to i
ntensify as the demand for
more and different nursing services grows. Buerhaus, Staiger, a
nd Auerbach (2008)
reported that the U.S. may experience a shortage
of more than 500,000 registered nurses
by the year 2025. Despite annual increases in enrollments in ent
ry-level baccalaureate
nursing programs since 2001 (Fang, Htut, & Bednash, 2008),
11. these increases are not
sufficient to meet the projected demand for nurses. According t
o Buerhaus et al. (2008),
enrollment in nursing programs would have to increase at least
40% annually to replace
the nurses expected to leave the workforce through retirement al
one. Addressing the need
for an increased number of baccalaureate-prepared nurses is crit
ical but not sufficient.
Nursing must educate future professionals to deliver patient-cen
tered care as members of
an interprofessional
team, emphasizing evidence-based practice, quality improvemen
t
approaches, and informatics (IOM, 2003b). Nursing education a
nd practice must work
together to better align education with practice environments (J
oint Commission, 2002,
Kimball & O’Neill, 2002;).
The environments in which professional nurses practice have be
come more diverse and
more global in nature. Scientific advances, particularly in the ar
eas of genetics and
6
genomics, have had and will continue to have a growing and sig
nificant impact on
prevention, diagnosis, and treatment of diseases, illnesses, and c
onditions. The increased
prevalence of chronic illness is a result of an increasingly older
adult population,
environmental threats,
12. lifestyles that increase risk of disease, and enhanced technologi
cal
and therapeutic interventions that prolong life. Increases in long
evity of life have made
the older adult the fastest growing segment of the population. In
2003, 12 % of the
population was older than 65 years of age. By 2030,
this population will increase to 20%,
with a large majority older than
80 years of age (He, Sengupta, Velkoff, & DeBarros,
2005). Those older than 65 years of
age had almost four times the number of
hospitalization days than those younger than 65 years of
age (Centers for Disease
Control, 2007)
Education for the baccalaureate generalist must include content
and experiences across
the lifespan, including the very young who are especially vulner
able. The percentage of
the population under 18 years of age is 24.6% (U.S. Census Bur
eau, 2008). U.S. infant
mortality in 2006 ranked 38 th in the world (World Health
Organization, 2008).
Prevention is critical in addressing both acute and chronic condi
tions across the lifespan.
The role of the nurse in prevention continues to be of utmost im
portance.
Increasing globalization of healthcare and the diversity of this n
ation’s population
mandates an attention to diversity in order to provide safe, high
quality care. The
professional nurse practices in a multicultural environment and
must possess the skills to
provide culturally
13. appropriate care. According to the U.S. Census Bureau (2008), t
he
nation's minority population totaled 102 million or 34% of the
U.S. population in 2006.
With projections pointing to even greater levels of diversity in t
he coming years,
professional nurses need to demonstrate a sensitivity to and und
erstanding of a variety of
cultures to provide high quality care across settings. Liberal edu
cation, including the
study of
a second language, facilitates the development of an appreciatio
n for diversity.
Strong forces influencing the role of nurses include:
•
scientific advances, particularly in the area of genetics and geno
mics,
• changing demographics of patient populations,
• new care technologies, and
• patient access to healthcare information.
These forces call for new ways of thinking and providing health
care. Nursing is
uniquely
positioned to respond to these major forces, requiring an increas
ed emphasis on
designing and implementing patient-centered care,
developing partnerships with the
patient, and a focus on customer service.
Nursing Education
In response to calls for transforming the healthcare system and
how healthcare
professionals are educated, AACN has maintained an ongoing di
14. alogue with a broad
representation of stakeholders internal and external to nursing.
The dialogue has focused
on the knowledge, skills, and attitudes needed by nurses to pract
ice effectively within this
7
complex and changing environment. New innovative models of
nursing education have
emerged, and AACN has taken a leadership role in crafting a pr
eferred vision for nursing
education.
In 2004, the AACN Board of Directors reaffirmed its position th
at baccalaureate
education is the minimum level required for entry into professio
nal nursing practice in
today’s complex healthcare environment. Baccalaureate generali
st education, as defined
in this document, is the foundation upon which all
graduate nursing education builds.
The preferred vision for nursing education includes generalist, a
dvanced generalist, and
advanced specialty nursing education. Generalist nurse educatio
n occurs at a minimum in
baccalaureate-degree nursing programs. Advanced generalist ed
ucation occurs in
master’s degree nursing programs, including the Clinical Nurse
Leader (CNL®), which is
an advanced generalist nursing role. Advanced specialty educati
on occurs at the doctoral
level in Doctor of
15. Nursing Practice (DNP) or research-focused degree programs (P
hD,
DNS, or DNSc). End-of-program
outcomes for the baccalaureate, master’s, and doctoral
nursing programs build on each other.
The Discipline of Nursing
Roles for the baccalaureate generalist nurse are derived from th
e discipline of nursing.
The roles of the baccalaureate generalist include:
• provider of care,
• designer/manager/coordinator of care, and
• member of a profession.
Nursing generalist practice includes both direct and indirect car
e for patients, which
includes individuals, families, groups,
communities, and populations. Nursing practice is
built on nursing knowledge, theory, and research. In addition, n
ursing practice derives
knowledge from a wide array of other fields and professions, ad
apting and applying this
knowledge as appropriate to professional practice.
In the senior college and university setting, every academic disc
ipline is grounded in
discrete inquiry-based applications that are distinctive to that di
scipline. Scientific
advances, (particularly in the area of genetics and genomics), ch
anging demographics of
patient populations, new care technologies, and patient access t
o health care information
call for new ways of thinking and doing in the provision of heal
th care. The academic
16. setting provides a forum for contemplating physical, psychologi
cal, social, cultural,
behavioral, ethical, and spiritual
problems within and across disciplines. Faculty have a
responsibility to facilitate the translation of knowledge from a li
beral education base into
the practice of nursing. Nursing faculty introduce nursing scienc
e and theories, and guide
the student in developing an understanding of the discipline of n
ursing’s distinctive
perspective.
Baccalaureate-prepared nurses provide patient-centered care
that identifies, respects, and
addresses patients’
differences, values, preferences, and expressed needs (IOM, 200
3a).
Patient-centered care also involves the coordination of continuo
us care, listening to,
8
communicating with, and educating patients and caregivers rega
rding health, wellness,
and disease management and prevention. The generalist nurse pr
ovides the human link
between the healthcare system and the patient by translating the
plan of care to the
patient. A broad-based skill set is required to fill this human int
erface role. Patient-
centered care also requires the development of a nurse-patient p
artnership. Patients, as
consumers of healthcare services, and as integral members of th
e healthcare team, have
17. an increasing role and responsibility for the mutual planning of
care and healthcare
decision making.
The fundamental aspects of generalist nursing practice are: dire
ct care of the sick in and
across all environments, health promotion and clinical preventio
n, and population-based
health care. A defining feature of professional nursing practice i
s the focus on health
promotion and risk reduction. Advances in science and technolo
gy will continue to
emerge, which
will help to predict future health problems. Nurses will design a
nd
implement measures to modify risk factors and promote healthy
lifestyles. These same
advances in science and technology also have allowed individua
ls to live longer and often
with increasing numbers of chronic illnesses and conditions. Wi
th an increasing emphasis
on cost-savings and cost-benefits, nurses will play
a leading role in the provision of care.
Assumptions
The baccalaureate generalist graduate is prepared to:
• practice from a holistic, caring framework;
• practice from an evidence base;
• promote safe, quality patient care;
•
use clinical/critical reasoning to address simple to complex situ
ations;
•
assume accountability for one’s own and delegated nursing care;
• practice in a variety of healthcare settings;
18. • care for patients across the health-illness continuum;
• care for patients across the lifespan;
• care for diverse populations;
• engage in care of self in order to care for others; and
• engage in continuous professional development.
Roles for the Baccalaureate Generalist Nurse
Baccalaureate Generalist nurses are providers of direct and indir
ect care. In this role,
nurses are patient advocates and educators. Historically, the nur
sing role has emphasized
partnerships with patients –
whether individuals, families, groups, communities, or
populations –
in order to foster and support the patient’s active participation i
n
determining healthcare decisions. Patient advocacy is a hallmar
k of the professional
nursing role and requires that nurses deliver high quality care, e
valuate care outcomes,
and provide leadership in improving care.
9
Changing demographics and ongoing advances in science and te
chnology are a reality of
healthcare practice. The generalist nurse provides evidence-base
d care to patients within
this changing environment. This clinician uses research findings
and other evidence in
designing and implementing care that is multi-dimensional, high
quality, and cost-
effective. The generalist nurse also is prepared for the ethical di
19. lemmas that arise in
practice and will be able to make and assist others in making de
cisions within a
professional ethical framework. Understanding advances in scie
nce and technology and
the influence these advances have on health care and individual
well-being is essential.
Understanding patients and the values they bring to the healthca
re relationship is equally
important.
The generalist nurse practices from a holistic, caring framework
. Holistic nursing care is
comprehensive and focuses on
the mind, body, and spirit, as well as emotions. The
generalist nurse recognizes the important distinction between di
sease and the individual’s
illness experience. Assisting patients
to understand this distinction is an important aspect
of nursing. In addition, nurses recognize that determining the he
alth status of the patient
within the context of the patient’s values is essential in providin
g a framework for
planning, implementing, and evaluating outcomes of care.
The generalist nurse provides care in and across all environment
s. Nurses focus on
individual, family, community, and population health care, as th
ey monitor and manage
aspects of the environment to foster health.
Baccalaureate generalist nurses are designers, coordinators, and
managers of care. The
generalist nurse, prepared at the baccalaureate-degree level, will
have the knowledge and
authority to delegate tasks to other healthcare personnel, as well
20. as to supervise and
evaluate these personnel. As healthcare providers who function
autonomously and
interdependently within the healthcare team, nurses are account
able for their professional
practice and image, as well as for
outcomes of their own and delegated nursing care.
Nurses are members of healthcare teams, composed of professio
nals and other personnel
that deliver treatment and services in complex, evolving healthc
are systems. Nurses bring
a unique blend of knowledge, judgment, skills, and caring to the
healthcare team.
Baccalaureate generalist nurses are members of the profession a
nd in this role are
advocates for the patient and the
profession. The use of the term “professional” implies
the formation
of a professional identity and accountability for one’s professio
nal image.
As professionals, nurses are knowledge workers who use a well-
delineated and broad
knowledge base for practice. Professional nursing requires stron
g critical reasoning,
clinical judgment, communication, and assessment skills. The pr
ofessional nurse also
requires the development and demonstration of an appropriate s
et of values and ethical
framework for practice. As advocates for high quality care for a
ll patients, nurses are
knowledgeable and active in the policy processes defining healt
hcare delivery and
systems of care. The generalist nurse also is committed to lifelo
ng learning, including
career planning, which increasingly will include graduate level
21. study.
10
Preparation for the Baccalaureate Generalist Nurse Roles: Comp
onents of The
Essentials
This section
outlines the nine Essentials of Baccalaureate Education for Prof
essional
Nursing Practice. These Essentials are the curricular elements t
hat provide the
framework for baccalaureate nursing education. Each
Essential is operationalized through
the program’s curriculum
and is not intended to represent a course. Essential IX describes
baccalaureate nursing practice and integrates the knowledge, ski
lls, and attitudes from
Essentials I-VIII. Each
Essential includes a rationale explaining its relevance for the
education of the professional nurse today and in
the future. The rationale for each
Essential is followed by
outcomes that delineate the knowledge, skills, and attitudes
expected of new baccalaureate generalist graduates. These outc
omes serve as a guide to
help faculty identify program and course objectives that are spe
cific and measurable.
Next, sample content is listed to aid faculty in selecting materia
l suited to achieving the
specific Essential. The list of content is not inclusive, nor is it i
ntended as required. A
22. vast selection of content is available for each Essential, and the
specific baccalaureate
program’s curriculum will specify the content as appropriate to
their mission, community
served, and student population. The Essential
outcomes can be obtained through a
variety of content approaches, and potential content can and wil
l evolve over time as new
knowledge develops. The sample content is offered as a guide to
programs or to further
elucidate the nature of the Essential with which the content is li
sted.
The Essentials of Baccalaureate Education for
Professional Nursing Practice
Essential I: Liberal Education for
Baccalaureate Generalist Nursing Practice
Rationale
As defined by the Association of American Colleges and Univer
sities (AAC&U), a
liberal education is one that intentionally fosters, across multipl
e fields of study, wide-
ranging knowledge of science, cultures, and society; high-level
intellectual and practical
skills; an active commitment to personal and social responsibilit
y; and the demonstrated
ability to apply learning to complex problems and challenges (A
AC&U, 2007, p. 4). For
the purposes of this document, a
liberal education includes both the sciences and the arts.
The sciences include:
• physical sciences (e.g., physics and chemistry),
23. • life sciences (e.g., biology and genetics),
• mathematical sciences, and
• social sciences (e.g., psychology and sociology).
The arts include:
• fine arts (e.g., painting and sculpture),
• performing arts (e.g., dance and music), and
• humanities (e.g., literature and theology).
11
Liberal education is critical to the generation of responsible citi
zens in a global society.
In addition, liberal education is needed for the development of i
ntellectual and innovative
capacities for current and emergent generalist nursing practice.
Liberally educated nurses
work within a healthcare team to address issues important to the
profession of nursing,
question dominant assumptions, and solve complex problems rel
ated to individuals and
population-based health care. Nursing graduates with a liberal e
ducation exercise
appropriate clinical judgment, understand the reasoning behind
policies and standards,
and accept responsibility for continued development of self and
the discipline of nursing.
A solid base in liberal education provides the distinguishing cor
nerstone for the study and
practice of professional nursing. Studying the humanities, social
sciences, and natural
sciences expands the learner’s capacity to engage in socially val
ued work and civic
24. leadership in society. A strong foundation in liberal arts include
s a general education
curriculum that provides broad exposure to multiple disciplines
and ways of knowing.
Other than the nursing major, some aspects of
liberal arts study will be provided as
discrete parts of the full educational curriculum; however the ri
ch and diverse
perspectives and knowledge embedded in the liberal arts and sci
ences will be integrated
throughout the nursing curriculum, as these perspectives are int
egral to the full spectrum
of professional nursing practice (Hermann, 2004).
Successful integration of liberal education and nursing educatio
n provides graduates with
knowledge of human cultures, including spiritual beliefs, and th
e physical and natural
worlds supporting an inclusive approach
to practice. The study of history, fine arts,
literature,
and languages are important building blocks for developing cult
ural
competence and clinical reasoning. Furthermore, the integratio
n of concepts from
behavioral, biological, and natural sciences throughout the nursi
ng curriculum promotes
the understanding of self and others and contributes to safe, qua
lity care. The integration
of concepts from
the arts and sciences provides the foundation for understanding
health
as well as disease processes, and forms the basis for clinical rea
soning. As noted by the
Carnegie Foundation for the Advancement of Teaching, the scie
nces are a critical aspect
25. of liberal education for nurses. Sciences that have clinical
relevance are especially
important to the profession of nursing to ensure that graduates h
ave the ability to keep
pace with changes driven by research and new technologies (Car
negie Foundation, in
press).
A liberal education for nurses forms the basis for intellectual an
d practical abilities for
nursing practice as well as for engagement with the larger comm
unity, both locally and
globally. Skills of inquiry, analysis, critical thinking, and com
munication in a variety of
modes, including the written and spoken word, prepare baccalau
reate graduates to
involve others in the common good through use of information t
echnologies, team work,
and interprofessional problem solving. Liberal education, includ
ing the study of a second
language, facilitates the development of an appreciation for cult
ural and ethnic diversity.
Strong emphasis on the development of a personal values syste
m that includes the
capacity to make and act upon ethical judgments is a hallmark o
f liberal education.
Students educated in a liberal education environment are encour
aged to pursue
12
meaningful personal and professional goals as well as to commit
to honesty in
26. relationships and the search for truth. The development of lead
ership skills and
acceptance of responsibility to promote social justice are expect
ed outcomes of a liberal
education.
Liberal education allows the graduate
to form the values and standards needed to address
twenty-first century changes in technology, demographics, and e
conomics. These trends
include an aging population, diverse family and community stru
ctures, and increasing
global interdependence, as well as economic and political chang
es in the United States
healthcare system. Liberal education provides the baccalaureate
graduate with the ability
to integrate knowledge, skills, and values from the arts and scie
nces to provide
humanistic, safe quality care; to act as advocates for individuals
, families, groups,
communities, and/or populations; and to promote social justice.
Liberally educated
graduates practice from a foundation of professional values and
standards.
The baccalaureate program prepares the graduate to:
1.
Integrate theories and concepts from liberal education into nursi
ng practice.
2. Synthesize theories and concepts from liberal education
to build an understanding of
the human experience.
3. Use skills of inquiry, analysis, and information literacy
27. to address practice issues.
4.
Use written, verbal, non-verbal, and emerging technology metho
ds to communicate
effectively.
5. Apply knowledge of social and cultural factors
to the care of diverse populations.
6.
Engage in ethical reasoning and actions to provide leadership in
promoting advocacy,
collaboration, and social justice as a socially responsible citizen
.
7. Integrate
the knowledge and methods of a variety of disciplines to inform
decision
making.
8.
Demonstrate tolerance for the ambiguity and unpredictability of
the world and its
effect on the healthcare system.
9. Value the ideal of
lifelong learning to support excellence in nursing practice.
Sample Content
• selected concepts and ways of knowing from the sciences
• selected concepts and ways of knowing from the arts
• principles related to working with peoples from
diverse cultures
28. 13
• concepts related to intellectual
diversity, tolerance, and social justice
•
concepts related to globalization and migration of populations
Essential II: Basic Organizational and Systems Leadership for Q
uality Care and
Patient Safety
Rationale
Organizational and systems leadership, quality improvement, an
d safety are critical to
promoting high quality patient care.
Leadership skills are needed that emphasize ethical
and critical decision-making, initiating and maintaining effectiv
e working relationships,
using mutually respectful
communication and collaboration within interprofessional
teams, care coordination, delegation, and developing conflict re
solution strategies. Basic
nursing leadership includes an awareness of complex systems, a
nd the impact of power,
politics, policy, and regulatory guidelines on these systems. To
be effective,
baccalaureate graduates must be able to practice at the microsys
tem level within an ever-
changing healthcare system. This practice requires creativity an
d effective leadership and
communication skills to work productively within interprofessio
nal teams in various
healthcare settings.
29. As a member of a healthcare team, baccalaureate graduates will
understand and use
quality improvement concepts, processes, and outcome measure
s. In addition, graduates
will
be able to assist or initiate basic quality and safety investigation
s; assist in the
development of quality improvement action plans; and assist in
monitoring the results of
these action plans within the clinical microsystem, which is emb
edded within a larger
system of care.
An important component of quality is safety. Safety in health ca
re is defined as the
minimization of “risk of harm to patients and providers through
both system effectiveness
and individual performance” (Cronenwett et al., 2007). Researc
h has demonstrated that
nurses more
than any other healthcare professional are able to recognize, int
errupt,
evaluate, and correct healthcare errors (Rothschild et al., 2006)
The baccalaureate
graduate implements safety principles and works with others on
the interprofessional
healthcare team to create a
safe, caring environment for care delivery.
Baccalaureate graduates will
be skilled in working within organizational and community
arenas and in the actual provision of care by themselves and/or
supervising care provided
by other licensed and non-licensed assistive personnel. They
will be able to recognize
30. safety and quality
concerns and apply evidence-based knowledge from the nursing
profession and other clinical sciences to their practice. Baccalau
reate nursing graduates
are distinguished by their abilities to identify, assess, and evalu
ate practice in care
delivery models that are based in contemporary nursing science
and are feasible within
current cultural, economic, organizational, and political perspec
tives.
14
The baccalaureate program prepares the graduate to:
1. Apply leadership concepts, skills, and decision making in the
provision of high quality
nursing care, healthcare team coordination, and the oversight an
d accountability for care
delivery in a variety of settings.
2. Demonstrate leadership and communication skills to effectiv
ely implement patient
safety and quality improvement initiatives within the context of
the interprofessional
team.
3. Demonstrate an awareness of complex organizational
systems.
4. Demonstrate a basic understanding of organizational structur
e, mission, vision, philosophy,
and values.
31. 5. Participate in quality and patient safety
initiatives, recognizing that these are complex system
issues, which involve individuals, families, groups,
communities, populations, and other
members of the healthcare team.
6. Apply concepts of quality and safety using structure, process
, and outcome measures to
identify clinical questions and describe the process of changing
current practice.
7. Promote factors that create a culture of safety and caring.
8.
Promote achievement of safe and quality outcomes of care for di
verse populations.
9.
Apply quality improvement processes to effectively implement
patient safety initiatives and
monitor performance measures, including nurse-sensitive indica
tors in the microsystem of
care.
10. Use improvement methods, based on data from the outcomes
of care processes, to design and
test changes to continuously improve the quality and safety of h
ealth care.
11. Employ principles of quality improvement, healthcare polic
y, and cost-effectiveness to assist
in the development and initiation of effective plans for the micr
osystem and/or system-wide
practice improvements that will improve the quality of healthcar
e delivery.
32. 12. Participate in the development and implementation of
imaginative and creative
strategies to enable systems to change.
Sample Content
•
leadership, including theory, behaviors, characteristics, contemp
orary
approaches, leadership development, and styles of leadership
15
•
leadership skills and strategies (negotiating, collaborating, coor
dinating);
decision making to promote quality
patient care in a variety of healthcare settings
• change theory and complexity science
• community organizing models
• social change theories
• creative and imaginative strategies in problem solving
•
communication, including elements, channels, levels, barriers,
models,
organizational communication, skill
development, workplace communication,
conflict resolution, optimizing patient care outcomes, and chain
-of-command
• principles of interpersonal interactions/communication
•
33. healthcare systems (structure and finance) and organizational str
uctures and
relationships (e.g., between finance, organizational structure,
and delivery of
care, particularly at the microsystem level, including mission/vi
sion/philosophy
and values)
• reliability and reliability sciences in health care
•
operations research, queuing theory, and systems designs in hea
lth care
•
teamwork skills, including effective teams/characteristics, appli
cation to patient
care teams, team process, conflict resolution, delegation, superv
ision, and
collaboration
•
microsystems and their relationship to complex systems, quality
care, and patient
safety
• patient safety
principles, including safety standards, organizational safety
processes, reporting processes, departmental responsibilities, o
wnership, national
initiatives, and financial implications
• quality improvement (QI),
including history, elements, Continuous Quality
Improvement (CQI) models, concepts, principles, benchmarking
, processes,
34. tools, departmental ownership, roles/responsibility, methodologi
es, regulatory
requirements, organizational structures for QI, outcomes, monit
oring, Quality
Assurance (QA) vs. QI, beginning resource need assessment, an
d resource
identification, acquisition, and evaluation
• overview of
QI process techniques, including benchmarks, basic statistics, r
oot
cause analyses, and Failure Mode Effects Analysis (FMEA) in t
he quality
improvement process
•
principles of nursing care delivery management and evaluation
Essential III: Scholarship for Evidence-Based Practice
Rationale
Professional nursing practice is grounded in the translation
of current evidence into
practice. Scholarship for the baccalaureate graduate involves id
entification of practice
issues; appraisal and integration
of evidence; and evaluation of outcomes. As
practitioners at the point of care, baccalaureate nurses are uniqu
ely positioned to monitor
patient outcomes and identify practice issues. Evidence-based p
ractice models provide a
16
35. systematic process for the evaluation and application of scientif
ic evidence surrounding
practice issues (IOM, 2003b). Dissemination is a critical elemen
t of scholarly practice;
baccalaureate graduates are prepared to share evidence of best p
ractices with the
interprofessional team.
Baccalaureate education provides a basic understanding of how
evidence is developed,
including the research process, clinical judgment, interprofessio
nal perspectives, and
patient preference as applied to practice. This basic understandi
ng serves as a foundation
for more complex applications at the graduate level (AACN, 20
06a). Baccalaureate
nurses integrate reliable evidence from multiple ways of knowin
g to inform practice and
make clinical judgments. In collaboration with other healthcare
team members, graduates
participate in documenting and interpreting evidence for improv
ing patient outcomes
(AACN, 2006b).
In all healthcare settings, ethical and legal precepts guide resear
ch conduct to protect the
rights of patients eligible for,
or participating in, investigations. Professional nurses
safeguard patient rights, including those of the most vulnerable
patients, in situations
where an actual or potential conflict of interest, misconduct, or
the potential for harm are
identified.
The baccalaureate program prepares the graduate to:
36. 1. Explain the interrelationships among theory, practice, and res
earch.
2. Demonstrate an understanding of the basic elements of the re
search process and
models for applying evidence to clinical practice.
3. Advocate for the protection of human subjects in the conduct
of research.
4. Evaluate the credibility of sources of
information, including but not limited to
databases and Internet resources.
5. Participate in
the process of retrieval, appraisal, and synthesis of evidence in
collaboration with other members of the healthcare team
to improve patient outcomes.
6. Integrate evidence, clinical judgment, interprofessional persp
ectives, and patient
preferences in planning, implementing, and evaluating outcomes
of care.
7. Collaborate in the collection, documentation, and disseminati
on of evidence.
8. Acquire an understanding of the process for how nursing and
related healthcare quality
and safety measures are developed, validated, and endorsed.
9. Describe mechanisms to resolve identified practice discrepan
cies between identified
standards and practice that may adversely impact patient outcom
es.
37. 17
Sample Content
• principles and models of evidence-based practice
• nurse-sensitive quality indicators (National Quality
Forum, 2004), performance
measures
• overview of qualitative and quantitative research processes
• methods for locating and appraising health
and other relevant research literature
and other sources of evidence
• basic applied statistics
•
basic designs, corresponding questions, analytical methods relat
ed to research
questions, and limits on implications of findings (e.g., causal vs
. relational)
• ethical conduct of research and scholarly work
•
linkages among practice, research evidence, patient outcomes, a
nd cost
containment
• forces driving research agendas
• locating and evaluating sources of evidence
• electronic database search strategies (e.g., CINAHL, PubMed)
• systematic application of information
•
levels of evidence: textbooks, case studies, reviews of literature
38. , research
critiques, controlled trials, evidence-based clinical practice guid
elines (
www.guideline.gov), meta-analyses, and systematic reviews (e.g
., the Cochrane
Database of Systematic Reviews)
•
differentiation of clinical opinion from research and evidence su
mmaries
• scholarship dissemination methods: oral/visual
presentations, publications,
newsletters, etc.
Essential IV: Information Management and Application of Patie
nt Care Technology
Rationale
Knowledge and skills in information and patient care technolog
y are critical in preparing
baccalaureate nursing graduates to deliver quality patient care i
n a variety of healthcare
settings (IOM, 2003a). Graduates must have basic competence i
n technical skills, which
includes the use of computers, as well as the application of
patient care technologies such
as monitors, data gathering devices, and other technological sup
ports for patient care
interventions. In addition, baccalaureate graduates must have c
ompetence in the use of
information technology systems, including decision-support syst
ems, to gather evidence
to guide practice. Specific introductory
39. level nursing informatics competencies include
the ability to use selected applications in a comfortable and kno
wledgeable way.
Computer and information literacy are crucial to the future of n
ursing. Improvement of
cost effectiveness and safety depend on evidence-based practice
, outcomes research,
interprofessional
care coordination, and electronic health records, all of which in
volve
information management and technology (McNeil et al., 2006).
Therefore, graduates of
http://www.guideline.gov/
18
baccalaureate programs must have competence in using both pat
ient care technologies
and information management systems.
In addition, baccalaureate graduates ethically manage data, info
rmation, knowledge, and
technology to communicate effectively; provide safe and effecti
ve patient care; and use
research and clinical evidence to inform practice decisions. Gra
duates will be aware that
new technology often
requires new workflow patterns and changes in practice approac
hes
to patient care prior to implementation.
The use and understanding of standardized terminologies are fo
undational to the
40. development of effective clinical information systems (CIS). Int
egration of standardized
terminologies into the CIS not only supports day-to-day nursing
practice but also the
capacity to enhance interprofessional
communication and automatically generate
standardized data to continuously evaluate and improve practice
(American Nurses
Association, 2008).
Baccalaureate graduates are prepared to gather and document ca
re
data that serve as a foundation for decision making for the healt
hcare team.
Course work and clinical experiences will provide the baccalaur
eate graduate with
knowledge and skills to use information management and patien
t care technologies to
deliver safe and effective care. Graduates will have exposure to
information systems that
provide data about quality improvement and required regulatory
reporting through
information systems. Course work and clinical experiences will
expose graduates to a
range of technologies that facilitate clinical care, including pati
ent monitoring systems,
medication administration systems, and other technologies to su
pport patient care.
Integral to these basic skills is an attitude of openness to innova
tion and continual
learning, as information systems and patient care technologies a
re constantly changing.
The baccalaureate program prepares the graduate to:
41. 1.
Demonstrate skills in using patient care technologies, informati
on systems, and
communication devices that support safe nursing practice.
2.
Use telecommunication technologies to assist in effective comm
unication in a variety
of healthcare settings.
3.
Apply safeguards and decision making support tools embedded i
n patient care
technologies and information systems to support a safe practice
environment for both
patients and healthcare workers.
4.
Understand the use of CIS systems to document interventions re
lated to achieving
nurse sensitive outcomes.
5.
Use standardized terminology in a care environment that reflect
s nursing’s unique
contribution to patient outcomes.
19
6. Evaluate data from
all relevant sources, including technology, to inform the deliver
y
of care.
42. 7.
Recognize the role of information technology in improving patie
nt care outcomes and
creating a safe care environment.
8.
Uphold ethical standards related to data security, regulatory req
uirements,
confidentiality, and clients’ right to privacy.
9.
Apply patient-care technologies as appropriate to address the ne
eds of a diverse
patient population.
10.
Advocate for the use of new patient care technologies for safe,
quality care.
11. Recognize that redesign of
workflow and care processes should precede
implementation of care technology
to facilitate nursing practice.
12.
Participate in evaluation of information systems in practice setti
ngs through policy
and procedure development.
Sample Content
•
use of patient care technologies (e.g., monitors, pumps, compute
r-assisted
devices)
43. •
use of technology and information systems for clinical decision-
making
•
computer skills that may include basic software, spreadsheet, an
d healthcare
databases
• information management for patient safety
•
regulatory requirements through electronic data monitoring syst
ems
•
ethical and legal issues related to the use of information technol
ogy, including
copyright, privacy, and confidentiality issues
•
retrieval information systems, including access, evaluation of da
ta, and
application of relevant data to patient care
• online literature searches
• technological resources for evidence-based practice
•
web-based learning and online literature searches for self and pa
tient use
• technology and information systems safeguards (e.g.,
patient monitoring,
equipment, patient identification systems, drug alerts and IV sy
stems, and
barcoding)
• interstate practice regulations (e.g., licensure, telehealth)
• technology for virtual care delivery and monitoring
44. •
principles related to nursing workload measurement/resources a
nd information
systems
• information literacy
• electronic health record/physician order entry
20
• decision-support tools
•
role of the nurse informaticist in the context of health informati
cs and information
systems
Essential V: Healthcare Policy, Finance, and Regulatory Enviro
nments
Rationale
Healthcare policies, including financial and regulatory
policies, directly and indirectly
influence nursing practice as well as the nature and functioning
of the healthcare system.
These policies shape responses to organizational, local, national
, and global issues of
equity, access, affordability, and social justice in health care.
Healthcare policies also are
central to any discussion about quality and safety in the practice
environment.
The baccalaureate-educated graduate will have a solid understan
45. ding of the broader
context of health care, including how patient care services are o
rganized and financed,
and how reimbursement is structured.
Regulatory agencies define boundaries of nursing
practice, and graduates need to understand the scope and role of
these agencies.
Baccalaureate graduates also will
understand how healthcare issues are identified, how
healthcare policy is both developed and changed, and how that p
rocess can be influenced
through the efforts of
nurses, and other healthcare professionals, as well as lay and
special advocacy groups.
Healthcare policy shapes the nature, quality, and safety of the p
ractice environment and
all professional nurses have the responsibility to participate in t
he political process and
advocate for patients, families, communities, the nursing profes
sion, and changes in the
healthcare system as needed. Advocacy
for vulnerable populations with the goal of
promoting social justice is recognized as moral and ethical resp
onsibilities of the nurse.
The baccalaureate program prepares the graduate to:
1.
Demonstrate basic knowledge of healthcare policy, finance, and
regulatory
environments, including local, state, national, and global
healthcare trends.
2.
Describe how health care is organized and financed, including t
46. he implications of
business principles, such as patient and system cost factors.
3. Compare the benefits and limitations of the major forms of
reimbursement on the
delivery of health care services.
4.
Examine legislative and regulatory processes relevant to the pro
vision of health
care.
21
5. Describe state and national
statutes, rules, and regulations that authorize and
define professional nursing practice.
6. Explore
the impact of socio-cultural, economic, legal, and political facto
rs
influencing healthcare delivery and practice.
7.
Examine the roles and responsibilities of the regulatory agencie
s and their effect
on
patient care quality, workplace safety, and the scope of nursing
and other health
professionals’ practice.
8.
Discuss the implications of healthcare policy on issues of access
, equity,
47. affordability, and social justice in healthcare delivery.
9.
Use an ethical framework to evaluate the impact of social polici
es on health care,
especially for vulnerable populations.
10.
Articulate, through a nursing perspective, issues concerning hea
lthcare delivery
to decision makers within healthcare organizations and other po
licy arenas.
11. Participate as a nursing professional
in political processes and grassroots
legislative efforts to influence healthcare policy.
12. Advocate for consumers and the nursing profession.
Sample Content
• policy development and the legislative process
• policy development and the regulatory process
• licensure and regulation of nursing practice
• social policy/public policy
• policy analysis and evaluation
• healthcare financing and reimbursement
• economics of health care
• consumerism and advocacy
• political activism and professional organizations
• disparities in the healthcare system
• impact of social
trends such as genetics and genomics, childhood obesity, and
aging on health policy
• role of nurse as patient advocate
48. • ethical and legal issues
• professional organizations’
role in healthcare policy, finance and regulatory
environments
•
scope of practice and policy perspectives of other health profess
ionals
• negligence, malpractice, and risk management
• Nurse Practice Act
22
Essential VI: Interprofessional
Communication and Collaboration for Improving
Patient Health Outcomes
Rationale
Effective communication and collaboration among health profes
sionals is imperative to
providing patient-centered care. All health professions are chall
enged to educate future
clinicians to deliver patient-centered care as members of an inte
rprofessional team,
emphasizing communication, evidence-based practice, quality i
mprovement approaches,
and informatics (IOM, 2003a). Interprofessional education is de
fined as interactive
educational activities involving two or more professions that fos
ter collaboration to
improve patient care (Freeth, Hammick, Koppel, &
Reeves, 2002). Teamwork among
healthcare professionals is associated with delivering high quali
49. ty and safe patient care
(Barnsteiner, Disch, Hall, Mayer, & Moore, 2007). Collaboratio
n is based on the
complementarities of roles and the understanding of
these roles by the members of the
healthcare teams.
Interprofessional education enables the baccalaureate graduate t
o enter the workplace
with baseline competencies and confidence for interactions and
with communication
skills that will improve practice, thus yielding better patient out
comes. Interprofessional
education can occur in a variety of settings.
An essential component for the
establishment of collegial relationships is recognition of the uni
que discipline-specific
practice spheres. Fundamental to effective interprofessional and
intra-professional
collaboration is a definition of shared goals; clear role expectati
ons of members; a
flexible decision-making process; and the establishment of open
communication patterns
and leadership. Thus, interprofessional education optimizes opp
ortunities for the
development of respect and trust for other members of the healt
hcare team.
The baccalaureate program prepares the graduate to:
1.
Compare/contrast the roles and perspectives of the nursing prof
ession with other
care professionals on the healthcare team
(i.e., scope of discipline, education and
licensure requirements).
50. 2. Use inter- and intraprofessional
communication and collaborative skills to deliver
evidence-based, patient-centered care.
3.
Incorporate effective communication techniques, including nego
tiation and
conflict resolution
to produce positive professional working relationships.
4.
Contribute the unique nursing perspective to interprofessional te
ams to optimize
patient outcomes.
5.
Demonstrate appropriate teambuilding and collaborative strategi
es when working
with interprofessional teams.
23
6.
Advocate for high quality and safe patient care as a member of t
he
interprofessional team.
Sample Content
• interprofessional and intraprofessional
communication, collaboration, and
socialization, with consideration of principles related to commu
nication with
51. diverse cultures
• teamwork/concepts of teambuilding/cooperative learning
•
professional roles, knowledge translation, role boundaries, and
diverse
disciplinary perspectives
• relationship building
• navigating complex systems, system facilitation
•
interdependence and resource sharing of healthcare professions
• individual accountability/shared accountability
• advocacy
•
ethical codes and core values of different healthcare professions
• autonomy
• safety
• scopes of practice
•
conflict management, conflict resolution strategies, and negotiat
ion
• group dynamics
• principles of referral process for specialized services
• participatory decision-making
• caring
Essential VII: Clinical Prevention and Population Health
Rationale
Health promotion, disease, and injury prevention across the life
span are essential
elements of baccalaureate nursing practice at the individual and
population levels. These
concepts are necessary to improve population health. Epidemiol
52. ogic studies show that
lifestyle, environmental, and genetic factors are major determin
ants of population health
in areas of health, illness, disease, disability, and mortality
(U.S. Department of Health
and Human Services, 2000a).
Thus, acute care and disease-based episodic interventions
alone are inadequate for improving health (Allan et al., 2004; A
llan, Stanley, Crabtree,
Werner, & Swenson, 2005).
Health promotion along with disease and injury prevention
are important throughout the lifespan and include assisting indi
viduals, families, groups,
communities, and populations to prepare for and minimize healt
h consequences of
emergencies, including mass casualty disasters.
24
Clinical prevention refers to individually focused interventions
such as immunizations,
screenings, and counseling aimed at preventing escalation of dis
eases and conditions.
(Allan, Stanley, Crabtree, Werner, & Swenson, 2005)
Because these interventions are
relevant across
the lifespan, nurses need knowledge about growth and developm
ent as
well as evidence-based clinical prevention practices. Nurses col
laborate with other
healthcare professionals and patients for improving health throu
gh clinical prevention.
In population-focused nursing, the aggregate, community, or po
53. pulation is the unit of
care. Emphasis is placed on health promotion and disease preve
ntion. Because
population-focused care is fundamental to nursing practice, and
because a baccalaureate
degree in nursing is the recommended minimal educational cred
ential for population-
focused care, baccalaureate programs prepare graduates for pop
ulation health as well as
clinical prevention (AACN, 1998; American Public Health Asso
ciation, 1996; Quad
Council of Public Health Nursing Organizations, 2004).
Population-focused nursing
involves identifying determinants of health, prioritizing primary
prevention when
possible, actively identifying and reaching out to those who mig
ht benefit from a service,
and using available resources to assure best overall improvemen
t in the health of the
population (American Nurses Association, 2007).
For instance, population-focused
interventions involve reaching an appropriate level of herd imm
unity in the community
and ensuring that information about appropriate screenings reac
h the entire population,
not just those who choose to come to healthcare facilities. Colla
boration with other
healthcare professionals and populations is necessary to promot
e conditions and healthy
behaviors that improve population health.
The baccalaureate program prepares the graduate to:
1.
Assess protective and predictive factors, including genetics, whi
ch influence the
54. health of individuals, families, groups, communities, and popula
tions.
2.
Conduct a health history, including environmental exposure and
a family history
that recognizes genetic risks, to identify current and future healt
h problems.
3.
Assess health/illness beliefs, values, attitudes, and practices of
individuals,
families, groups, communities, and populations.
4.
Use behavioral change techniques to promote health and manage
illness.
5.
Use evidence-based practices to guide health teaching, health co
unseling,
screening, outreach, disease and outbreak investigation, referral
, and follow-up
throughout the lifespan.
6.
Use information and communication technologies in preventive
care.
7.
Collaborate with other healthcare professionals and patients to p
rovide spiritually
and culturally appropriate health promotion
and disease and injury prevention
interventions.
55. 25
8. Assess the health, healthcare, and emergency
preparedness needs of a defined
population.
9.
Use clinical judgment and decision-making skills in appropriate
, timely nursing
care during disaster, mass casualty, and other emergency situati
ons.
10.
Collaborate with others to develop an intervention plan that take
s into account
determinants of health, available resources, and the range of act
ivities that
contribute
to health and the prevention of illness, injury, disability, and pr
emature
death.
11. Participate in
clinical prevention and population-focused interventions with
attention to effectiveness, efficiency, cost-effectiveness, and eq
uity.
12.
Advocate for social justice, including a commitment to the healt
h of vulnerable
populations and the elimination of health disparities.
13.
Use evaluation results to influence the delivery of care, deploy
56. ment of resources,
and to provide input into the development of policies to promot
e health and
prevent disease.
Sample Content
• prevention and harm reduction
•
ecological model as framework for understanding determinants
of health
• public health principles
•
fundamentals of epidemiology and biostatistics (distribution, in
cidence, prevalence,
rates, risk factors, health status indicators, and control of diseas
e in populations)
• public health core functions
• systems theory
•
ethical, legal, and economic principles related to clinical preven
tion and population
health
•
cultural, psychological, and spiritual implications of clinical pre
vention and
population health
• environmental health risks
• health literacy
• health behavior change theories
•
theoretical foundations and principles of individual and populati
on-focused
57. education and counseling
• genetics and genomics
• nutrition
• global health
• occupational health, including ergonomics
26
• evidence-based clinical prevention practices
• complementary and alternative therapies
• population assessment
•
individual and population-focused interventions (e.g. weight co
ntrol, nicotine
management, social marketing, policy development)
• health surveillance
• health disparities and vulnerable populations
• screening
• immunization
• pharmaceutical preventive strategies
• communicating and sharing health information with the public
• risk communication
• emergency
preparedness and disaster response including self protection
•
using technology in population focused care and clinical preven
tion
• outcome measurement
•
pedigree from a three-generation family health history using sta
ndardized symbols
58. and terminology
Essential VIII: Professionalism and Professional Values
Rationale
Professional values and their associated behaviors are foundatio
nal to the practice of
nursing. Inherent in professional practice is an understanding of
the historical, legal, and
contemporary context of nursing practice. Professionalism is de
fined as the consistent
demonstration of core values evidenced by nurses working with
other professionals to
achieve optimal health and wellness outcomes in patients, famili
es, and communities by
wisely applying principles of altruism, excellence, caring, ethic
s, respect,
communication, and accountability (Interprofessional Professio
nalism Measurement
Group, 2008).
Professionalism also involves accountability for one’s self and
nursing
practice, including continuous professional engagement and life
long learning. As
discussed in the American Nurses Association Code of Ethics fo
r Nursing (2005, p.16),
“The nurse is responsible for individual nursing practice and det
ermines the appropriate
delegation of tasks consistent with the nurse’s obligation to pro
vide optimum patient
care.” Also, inherent in accountability is responsibility for indiv
idual actions and
behaviors, including civility. In order to demonstrate profession
alism, civility must be
present. Civility is a fundamental
59. set of accepted behaviors for a society/culture upon
which professional behaviors are based (Hammer, 2003).
Professional nursing has enjoyed a long tradition of high respect
from the public (Gallup
Poll, 2006). A primary
reason for this recognition is the caring and compassion of the
nurse. Caring is a concept central to professional nursing practi
ce. Caring as related to
this Essential encompasses the nurse’s empathy for, connection
to, and being with the
patient, as well as the ability to translate these affective charact
eristics into
compassionate, sensitive, and patient-centered care. Historically
, nurses have provided
27
care for patients within a context of privileged intimacy; a spac
e into which a nurse is
allowed and in partnership with the patient creates a unique, hea
ling relationship.
Through this connection, the nurse and patient work toward an u
nderstanding of a wide
variety of physical, psychosocial, cultural, and spiritual needs,
health-illness decisions,
and life challenges. Professional nursing requires a balance bet
ween evidence-based
knowledge, skills, and attitudes and professional confidence, ma
turity, caring, and
compassion. In this global society, patient populations are incre
asingly diverse.
Therefore, essential to the care of diverse populations is the nee
d for evidence-based
60. knowledge and sensitivity to variables such as age, gender, cult
ure, health disparities,
socioeconomic status, race, and spirituality. Baccalaureate grad
uates are prepared to care
for at-risk patients, including the very young and the frail elderl
y, and to assist patients
with decision-making about end-of-life concerns within the cont
ext of the patient’s value
system. In addition, nurses are prepared to work with patients a
cross the lifespan who
require genetic technologies and treatments.
Baccalaureate education includes the development of profession
al values and value-based
behavior. Understanding the values that patients and other healt
h professionals bring to
the
therapeutic relationship is critically important to providing qual
ity patient care.
Baccalaureate graduates are
prepared for the numerous dilemmas that will arise in
practice and are able to make and assist others in making decisi
ons within a professional
ethical framework. Ethics is an integral part of nursing practice
and has always involved
respect and advocacy for the rights and needs of patients regardl
ess of setting. Honesty
and acting ethically are two key elements of professional behavi
or, which have a major
impact on patient safety. A blame-free culture of accountability
and an environment of
safety
are important for encouraging team members to report errors. Su
ch an environment
enhances the safety of all patients.
61. The following professional
values epitomize the caring, professional nurse. Nurses,
guided by these values, demonstrate ethical behavior in patient
care.
Altruism is a concern for the welfare and well being of others. I
n professional practice,
altruism is reflected by the nurse’s concern and advocacy
for the welfare of patients,
other nurses, and other healthcare providers.
Autonomy
is the right to self-determination. Professional practice reflects
autonomy
when the nurse respects patients’ rights to make decisions about
their health care.
Human Dignity is respect for the inherent worth and uniqueness
of individuals and
populations. In professional practice, concern for human dignity
is reflected when the
nurse values and respects all patients and colleagues.
Integrity is acting in accordance with an appropriate code of eth
ics and accepted
standards of practice. Integrity is reflected in professional pract
ice when the nurse is
honest and provides care based on an ethical framework that is a
ccepted within the
profession.
28
Social Justice is acting in accordance with fair treatment regardl
62. ess of economic status,
race, ethnicity, age, citizenship, disability, or sexual orientation
.
The baccalaureate program prepares the graduate to:
1.
Demonstrate the professional standards of moral, ethical, and le
gal conduct.
2.
Assume accountability for personal and professional behaviors.
3.
Promote the image of nursing by modeling the values and articu
lating the
knowledge, skills, and attitudes of the nursing profession.
4.
Demonstrate professionalism, including attention to appearance,
demeanor,
respect for self and others, and attention to professional
boundaries with patients
and families as well as among caregivers.
5. Demonstrate an appreciation of the history of
and contemporary issues in nursing
and their impact on current nursing practice.
6. Reflect on one’s own beliefs and values as they
relate to professional practice.
7.
Identify personal, professional, and environmental risks that im
pact personal and
professional choices and behaviors.
63. 8.
Communicate to the healthcare team one’s personal bias on diffi
cult healthcare
decisions that impact one’s ability to provide care.
9.
Recognize the impact of attitudes, values, and expectations on t
he care of the very
young, frail older adults, and other vulnerable populations.
10.
Protect patient privacy and confidentiality of patient records an
d other privileged
communications.
11. Access interprofessional and intraprofessional
resources to resolve ethical and
other practice dilemmas.
12. Act to prevent unsafe, illegal, or unethical care practices.
13.
Articulate the value of pursuing practice excellence, lifelong lea
rning, and
professional engagement to foster professional growth and devel
opment.
14.
Recognize the relationship between personal health, self renewa
l, and the ability
to deliver sustained quality care.
29
64. Sample Content
• Nurse Practice Acts and scope of practice
•
professional codes of conduct and professional standards (e.g.,
ANA, Code of
Ethics for Nurses with Interpretive Statements, 2005;
International Council of
Nursing, Code of Ethics for Nurses, 2006,
and AACN’s Hallmarks of the
Professional Nursing Practice Environment, 2002)
• ethical and legal frameworks and social implications
• communication
• interprofessional teams and team building concepts
• cultural humility and spiritual awareness
• health disparities
• history of nursing
• contemporary nursing issues
• problem solving methods such as appreciative inquiry
• professional accountability
•
stereotypes and biases, such as gender, race, and age discrimina
tion
• nurse self care/stress management strategies
• human rights
• informed consent
• professional identity formation
• privacy, confidentiality
• moral agency
• professional image
• self reflection, personal knowing, personal self-care plan
•
professional organizations, particularly nursing and healthcare o
65. rganizations
Essential IX: Baccalaureate Generalist Nursing Practice
Rationale
Essential IX describes generalist nursing practice at the complet
ion of baccalaureate
nursing education. This Essential includes practice-focused outc
omes that integrate the
knowledge, skills, and attitudes delineated in Essentials I - VIII
into the nursing care of
individuals, families, groups, communities, and populations in a
variety of settings.
Because professional nurses are the human link between the pati
ent and the complex
healthcare environment,
they must provide compassionate care informed by a scientific
base of knowledge, including current evidence from nursing res
earch. Essential IX
recognizes that the integration of knowledge and skills is critica
l to practice. Practice
occurs across the lifespan and in the continuum of healthcare en
vironments. The
baccalaureate graduate demonstrates clinical reasoning within t
he context of patient-
centered care to form the basis for nursing practice that reflects
ethical values.
30
Knowledge acquisition related to wellness, health promotion, ill
ness, disease
management and care of the dying is core to nursing practice. In
66. addition, acquisition of
communication and psychomotor skills is critical to providing n
ursing care. Skill
development will focus on the mastery of core scientific princip
les that underlie all skills,
thus preparing the baccalaureate graduate to incorporate current
and future technical
skills into other nursing responsibilities and apply skills in dive
rse contexts of healthcare
delivery. Direct care may be delivered in person or virtually an
d that care is based on a
shared understanding with the patient and the healthcare team.
This base of knowledge
and skills prepares the graduate for practice as a member and le
ader of the
interprofessional healthcare team.
Baccalaureate-educated nurses will be prepared to care for patie
nts across the lifespan,
from the very young to the older adult. Special attention
will be paid to changing
demographics. Among these demographics are the increased pre
valence of chronic
illnesses and co-morbidities among all ages, including those rel
ated to mental disorders,
specifically depression. However, there is clear evidence that th
e largest group seeking
and receiving healthcare services is the older adult population.
The graduate will
understand and respect the variations of care, the increased com
plexity, and the increased
use of healthcare resources inherent in caring for patients who a
re vulnerable due to age,
the very young and very old, as well as disabilities and chronic
disease.
67. The increasing diversity of this nation’s population mandates an
attention to diversity in
order to provide safe, humanistic high quality care. This include
s cultural, spiritual,
ethnic, gender, and sexual orientation
diversity. In addition, the increasing globalization
of healthcare requires that professional nurses be prepared to pr
actice in a multicultural
environment and possess the skills needed to provide culturally
competent care.
Baccalaureate graduates will
have knowledge, skills, and attitudes that prepare them for a
long-term career in a changing practice environment. The increa
sed prevalence of chronic
illness is a result of an increasingly older adult population, envi
ronmental threats,
lifestyles that increase risk of disease, and enhanced technologi
cal and therapeutic
interventions that prolong life. In addition to primary preventio
n, the professional nurse
provides support for management of chronic illness, health educ
ation, and patient-
centered care in partnership with the patient and the interprofess
ional team. Patients and
their families often are knowledgeable about health care; theref
ore, the graduate will be
able to communicate with these consumers and appreciate the i
mportance of the care
partnership.
Graduates translate, integrate, and apply knowledge that leads t
o improvements in patient
outcomes. Knowledge is increasingly complex and evolving rapi
dly. For example,
genetics and genomics are areas where knowledge is escalating
68. and the graduate will be
cognizant of customized therapies designed to improve care out
comes. Therefore,
baccalaureate graduates will be expected to focus on continuous
self-evaluation and
lifelong learning.
31
The baccalaureate program prepares the graduate to:
1.
Conduct comprehensive and focused physical, behavioral, psych
ological,
spiritual, socioeconomic, and environmental assessments of heal
th and illness
parameters in patients, using developmentally and culturally ap
propriate
approaches.
2.
Recognize the relationship of genetics and genomics to health, p
revention,
screening, diagnostics, prognostics, selection of treatment, and
monitoring of
treatment effectiveness, using a constructed pedigree from colle
cted family
history information
as well as standardized symbols and terminology.
3.
Implement holistic, patient-centered care that reflects an unders
tanding of human
growth and development, pathophysiology, pharmacology, medi
69. cal management,
and nursing management across the health-illness continuum, ac
ross the lifespan,
and in all healthcare settings.
4. Communicate effectively with
all members of the healthcare team, including the
patient and the patient’s support network.
5.
Deliver compassionate, patient-centered, evidence-based care th
at respects patient
and family preferences.
6.
Implement patient and family care around resolution of end-of-l
ife and palliative
care issues, such as symptom management, support of rituals, an
d respect for
patient and family preferences.
7.
Provide appropriate patient teaching that reflects developmental
stage, age,
culture, spirituality, patient preferences, and health literacy con
siderations to
foster patient engagement in their care.
8.
Implement evidence-based nursing interventions as appropriate
for managing the
acute and chronic care of patients and promoting health
across the lifespan.
9.
Monitor client outcomes to evaluate the effectiveness of psycho
70. biological
interventions.
10.
Facilitate patient-centered transitions of care, including dischar
ge planning and
ensuring the caregiver’s knowledge of care requirements to pro
mote safe care.
11.
Provide nursing care based on evidence that contributes to safe
and high quality
patient outcomes within healthcare microsystems.
12.
Create a safe care environment that results in high quality patie
nt outcomes.
32
13. Revise the plan of care based on an ongoing evaluation
of patient outcomes.
14.
Demonstrate clinical judgment and accountability for patient ou
tcomes when
delegating to and supervising other members of the healthcare t
eam.
15.
Manage care to maximize health, independence, and quality of l
ife for a group of
individuals that approximates a beginning practitioner’s worklo
ad
71. 16.
Demonstrate the application of psychomotor skills for the effici
ent, safe, and
compassionate delivery of patient care.
17.
Develop a beginning understanding of complementary and altern
ative modalities
and their role in health care.
18.
Develop an awareness of patients as well as healthcare professio
nals’ spiritual
beliefs and values and how those beliefs and values impact healt
h care.
19.
Manage the interaction of multiple functional problems affectin
g patients across
the lifespan, including common geriatric syndromes.
20. Understand one’s role and participation in emergency
preparedness and disaster
response with an awareness of environmental factors and the ris
ks they pose to
self and patients.
21.
Engage in caring and healing techniques that promote a therape
utic nurse-patient
relationship.
22.
Demonstrate tolerance for the ambiguity and unpredictability of
the world and its
72. effect on the healthcare system as related to nursing practice.
Sample Content
• theories of human growth and development
• principles of basic nursing care (e.g.,
skin, mobility, pain management, immediate
patient care environment, etc.)
• patient and family-centered care
•
management of acute and chronic physical and psychosocial con
ditions across the
lifespan
• integration of pathophysiology into care
•
care across the lifespan focusing on changing demographics wit
h an emphasis on
care of older adults and the very young.
• palliative and end-of-life care
• common geriatric syndromes
• genetics and genomics
33
• nutrition
• emergency preparedness and disaster response
• bioterrorism
•
infection control issues, such as drug resistant organisms and m
anagement
• caring and healing techniques
73. • psychobiological interventions
• milieu therapy
• depression screening
• health promotion
• patient advocacy
• disparities
• complementary and alternative therapies
• spiritual care
• therapeutic communication
• culturally diverse care
• evidence-based practice
• pharmacology/pharmacogenetics
• nursing care management
• prioritization of patient care needs
• principles of delegating and monitoring care
• leadership
• information management systems
• integrating technology into practice
• resource management
• teaching/learning principles
Expectations for Clinical Experiences within the Baccalaureate
Program
Baccalaureate programs provide rich and varied opportunities fo
r practice experiences
designed to assist graduates
to achieve the Baccalaureate Essentials upon completion of
their program. Clinical
experiences are essential for baccalaureate nursing programs to
prepare students to care for a variety of patients across the lifes
pan and across the
continuum of care. In addition clinical experiences assist the gr
aduate to:
• develop proficiency in performing psychomotor skills;
74. •
apply professional communication strategies to client and interp
rofessional
interactions; and
• acquire a professional identity.
Clinical learning is focused on developing and refining the kno
wledge and skills
necessary to manage care as part of an interprofessional team. T
heoretical learning
becomes reality as students are coached to make connections bet
ween the standard case
or situation that is presented in the classroom or
laboratory setting and the constantly
shifting reality of actual patient care.
Clinical educators for baccalaureate programs are
well informed about the specific learning that is taking place in
the classroom and
34
laboratory setting and find clinical education
opportunities to reinforce and apply that
learning.
Programs provide clinical placements across the range of practi
ce settings and
across the continuum of care that are safe, supportive, and cond
ucive for groups of
students to practice and learn
professional roles. Clinical practice opportunities expose
students to practice issues such as technological innovations, ac
celerated care transitions,
an unpredictable fast-paced environment, and complex
75. system issues, which are all
important in
preparing the students for practice following graduation. In addi
tion, clinical
practice opportunities provide students with experiences and nur
sing role models that
prepare them for practice in complex, changing healthcare envir
onments.
Simulation experiences augment clinical learning and are compl
ementary to direct care
opportunities essential to assuming the role of the professional
nurse. Laboratory and
simulation experiences provide an effective, safe environment f
or learning and applying
the cognitive and performance skills needed for practice. Realit
y-based, simulated patient
care experiences increase self-confidence in communication and
psychomotor skills, and
professional role development. Beginning research supports the
use of simulation in
nursing education. Nehring, Ellis, and Lashley (2001) describe
the use of human patient
simulators in nursing education as an excellent tool to measure
competency in the
application of knowledge and technical skills. Debriefing, or fee
dback to the students, is
as essential for simulation as it is for instruction in the clinical
setting (National Council
of State Boards of Nursing, 2005).
Simulation is a valuable element of clinical
preparation. However, patient care experiences with actual patie
nts form the most
important component of clinical
education. Over time, as evidence emerges regarding the
use of simulation as a substitute for actual patient experience, t
76. he balance between actual
and simulated patient care may change.
Direct patient care clinical
experiences provide valuable opportunities for student
learning not found in other experiences. Early learning experien
ces, including providing
care for a limited number of patients, allow students to explore t
he challenging world of
clinical practice. As students become more experienced, increas
ingly complex clinical
learning opportunities are selected to provide a sufficient breadt
h and depth of learning to
develop the competence necessary for entry-level practice with
diverse patients across the
life span in various types of settings. Through
an immersion experience, students have
the opportunity to develop increasing autonomy and assume an
assignment that more
closely approximates a realistic workload of a novice nurse in t
hat environment.
A
clinical immersion experience provides opportunities for buildin
g clinical reasoning,
management, and evaluation skills. These opportunities increase
the student’s self-
confidence, professional image, and sense of
belonging that facilitate the transition to
competent and confident practice. Immersion experiences allow
students to integrate
previous learning and more fully
develop the roles of the baccalaureate generalist nurse:
• provider of care
- evaluate client changes and progress over time
77. - develop a beginning proficiency and efficiency in delivering s
afe care
• designer/manager/coordinator of care
- manage care transitions
35
- be an active participant on the interprofessional team
- identify system issues
- develop working skills in delegation, prioritization, and oversi
ght of care
• member of a profession
- evaluate one’s own practice
- assume responsibility for supporting the profession
An immersion experience provides faculty opportunities to
observe student performance
over time and more effectively
evaluate the student’s professional development.
Graduates of all types of
baccalaureate programs need sufficient didactic, laboratory, and
clinical experiences to attain the end-of-program outcomes of th
ese Essentials. The
nursing program determines and assesses clinical sites to ensure
the clinical experiences
for students provide:
•
patients from diverse backgrounds, cultures, and of differing ge
nder, religious, and
78. spiritual practices;
• the continuum of care, including population-focused care;
• all age groups, including the very young and the frail
elderly; and
•
comprehensive learning opportunities to promote integration of
baccalaureate
learning outcomes that prepare the graduate for professional nur
sing practice.
Summary
The Essentials for Baccalaureate Education for Professional Nur
sing Practice serves to
transform
baccalaureate nursing education and are a dramatic revision of t
he 1998
version. Further, these Essentials meet the IOM’s recommendati
ons for core knowledge
needed for all healthcare professionals (IOM, 2003b). Due to th
e ever-changing and
complex healthcare environment,
this document emphasizes such concepts as patient-
centered care, interprofessional teams, evidence-based practice,
quality improvement,
patient safety, informatics, clinical reasoning/critical thinking,
genetics and genomics,
cultural sensitivity, professionalism, practice across the lifespan
, and end-of-life care.
Essentials I-IX delineate the outcomes expected for baccalaurea
te nursing program
graduates. Achievement of these outcomes will enable the bacca
laureate-prepared
generalist nurse to practice within complex healthcare systems a
79. nd assume the roles:
• provider of care
- evaluate client changes and progress over time
- develop a beginning proficiency and efficiency in delivering s
afe care
• designer/manager/coordinator of care
- manage care transitions
- be an active participant on the interprofessional team
- identify system issues
- develop working skills in delegation, prioritization, and oversi
ght of care
• member of a profession
- evaluate one’s own practice
- assume responsibility for supporting the profession
36
Essential IX describes generalist nursing practice at the complet
ion of baccalaureate
nursing education. This Essential includes practice-focused outc
omes that integrate the
knowledge, skills, and attitudes delineated in Essentials I –
VIII. The time needed to
accomplish
each Essential will vary, and each Essential does not require a s
eparate course
for achievement of the outcomes.
Learning opportunities, including clinical experiences,
must be sufficient in breadth and depth to ensure the graduate at
tains these practice-
focused outcomes and integrates this knowledge and these skills
80. into one’s professional
nursing practice.
Baccalaureate graduates translate, integrate, and apply knowled
ge that leads to
improvements in patient outcomes. Knowledge is increasingly c
omplex and evolving
rapidly. Therefore, baccalaureate graduates are expected to focu
s on continuous self-
evaluation and lifelong learning.
Glossary
Critical Thinking:
All or part of the process of questioning, analysis, synthesis,
interpretation, inference, inductive and deductive reasoning, int
uition, application, and
creativity (AACN, 1998). Critical thinking underlies independen
t and interdependent
decision making.
Clinical Judgment: The outcomes of critical thinking in nursing
practice. Clinical
judgments begin with an end in mind. Judgments are about evid
ence, meaning and
outcomes achieved (Pesut, 2001).
Clinical Reasoning: The process used to assimilate information,
analyze data, and make
decisions regarding patient care
(Simmons, Lanuza, Fonteyn, & Hicks, 2003).
Clinical Prevention: Individually focused interventions such as i
mmunizations,
screenings, and counseling, aimed at preventing escalation of di
seases and conditions.
81. Cultural
Humility: Incorporates a lifelong commitment to self-evaluation
and self-
critique, to redressing the power imbalances in the patient-clinic
ian dynamic, and to
developing mutually beneficial and advocacy partnerships with
communities on behalf of
individuals and defined populations. Cultural humility is propos
ed as a more suitable goal
than cultural competence in healthcare education (Tervalon &
Murray-Garcia, 1998).
Cultural Sensitivity: Cultural sensitivity is experienced when ne
utral language, both
verbal and not verbal, is used in a way that reflects sensitivity a
nd appreciation for the
diversity of another. Cultural
sensitivity may be conveyed through words, phrases, and
categorizations that are intentionally avoided, especially when r
eferring to any individual
who may be interpreted as impolite or offensive (American Aca
demy of Nursing Expert
Panel on Cultural Competence, 2007).
37
Decision-Support System
(Clinical): Interactive computer programs designed to assist
clinicians with decision making tasks. Clinical
decision-support systems link health
observations with health knowledge to influence choices by clin
icians for improved
health care.
82. Diversity:
The range of human variation, including age, race, gender, disab
ility,
ethnicity, nationality, religious and spiritual
beliefs, sexual orientation, political beliefs,
economic status, native language, and geographical background.
Evidence-based Practice: Care that integrates the best research
with clinical expertise
and patient values for optimum care (IOM, 2003b).
Health Determinants: Complex interrelationships of factors, suc
h as the social and
economic environment, the physical
environment, individual characteristics, and
behaviors that influence health.
Health Literacy:
The degree to which individuals have the capacity to obtain, pro
cess,
and understand basic health information and services needed to
make appropriate health
decisions (U.S. Department of Health and Human Services, 200
0b)
Healthcare Team: The patient plus all of the healthcare professi
onals who care for the
patient. The patient is an integral member of the healthcare tea
m.
Herd Immunity: Immunity of a sufficient proportion of the popu
lation to reduce the
probability of infection of susceptible members of that populati
on.
83. Immersion Experience:
Clinical experiences with a substantive number of hours in a
consistent clinical setting over a concentrated period of time.
Information Technology: The study, design, development imple
mentation, support, or
management of computer-based information systems, particularl
y software applications
and computer hardware.
Integrative Strategies for
Learning: Coherent organization of educational practices that
integrate general education concepts throughout the major, thro
ugh the widespread use of
powerful, active, and collaborative instructional methods (Asso
ciation of American
Colleges and Universities, 2004) .
Interprofessional: Working across healthcare professions to coo
perate, collaborate,
communicate, and integrate care in teams to ensure that care is
continuous and reliable.
The team consists of the patient, the nurse, and other healthcare
providers as appropriate
(IOM, 2003b).
Intraprofessional:
Working with healthcare team members within the profession to
ensure that care is continuous and reliable.
38
84. Microsystem: The structural unit responsible for delivering care
to specific patient
populations or the frontline places where patients, families, and
care teams meet (Nelson,
Batalden, Godfrey, 2007).
Moral Agency: A
person’s capacity for making ethical judgments. Most philosop
hers
suggest that only rational beings, people who can reason and for
m self-interested
judgments, are capable of being moral agents.
Multi-dimensional
Care: Relating to or having several dimensions; it speaks to the
fullness of the patient-clinician experience, but also
to people’s lives in general.
Spirituality is one of those many dimensions.
Nurse Sensitive Indicators: Measures of processes and outcomes
—and structural
proxies for these processes and outcomes (e.g.,
skill mix, nurse staffing hours)—that are
affected, provided, and influenced by nursing personnel, but for
which nursing is not
exclusively responsible (National Quality Forum, 2003).
Outcome: Broad performance indicator, related to the knowledg
e, skills, and attitudes,
needed by a baccalaureate graduate.
Patient:
The recipient of nursing care or services. This term was selecte
d for consistency
and in recognition and support of the historically established tra
dition of the nurse-patient
85. relationship. Patients may be individuals, families, groups, com
munities, or populations.
Further, patients may function in independent, interdependent, o
r dependent roles, and
may seek or receive nursing interventions related to disease pre
vention, health promotion,
or health maintenance, as well as illness and end-of-life care. D
epending on the context
or setting, patients may, at times, more appropriately be termed
clients, consumers, or
customers of nursing services (AACN, 1998, p. 2).
Patient-centered Care: Includes actions to identify, respect and
care about patients’
differences, values, preferences, and expressed needs; relieve pa
in and suffering;
coordinate continuous care; listen to, clearly inform, communic
ate with, and educate
patients; share decision making and management; and continuou
sly advocate disease
prevention, wellness, and promotion of healthy lifestyles, includ
ing a focus on population
health (IOM, 2003b).
Population Health Interventions: Actions intended to improve th
e health of a collection
of individuals having personal or environmental characteristics i
n common. Population
health interventions are based on population-focused assessment
s.
Professional Nurse: An individual prepared with a minimum of
a baccalaureate in
nursing but is also inclusive of one who enters professional prac
tice with a master’s
degree in nursing or a nursing doctorate (AACN, 1998).
86. Simulation: An activity
that mimics the reality of a clinical environment and is designed
to demonstrate procedures, decision-making, and critical thinkin
g through techniques
39
such as role-playing and the use of devices (e.g., interactive vid
eos, mannequins)
(National Council of State Boards of Nursing, 2005).
Spiritual Care: “Interventions, individual or communal, that faci
litate the ability to
experience the integration of the body, mind, and spirit to achie
ve wholeness, health, and
a sense of connection to self, others, and a higher power”
(American Nurses Association
and Health Ministries Association, 2005, p. 38).
Spirituality: Speaks to what gives ultimate meaning and purpose
to one’s life. It is that
part of people that seeks healing and reconciliation with self or
others (Puchalski, 2006).
Vulnerable Populations: Refers to social groups with increased r
elative risk (i.e.,
exposure to risk factors) or susceptibility to health-related probl
ems. The vulnerability is
evidenced in higher comparative mortality rates, lower life expe
ctancy, reduced access to
care, and diminished quality of life (Center for Vulnerable Popu
lations Research, UCLA
87. School of Nursing, 2008).
40
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