what is the value of nursing educationSolutionThe main value o.pdf
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what is the value of nursing education Solution The main value of nursing education is to deliver efficient ethical based health care to the patients suffering from various devastating disease finally to implement clinical protocol & clinical trials on the patients’ with moral & ethical aspects to collect epidemiological clinical data. As a clinical nurse leader is to obtain a better clinical outcome is main value of \"nursing education\" by respecting patent’s autonomy. The main characteristics are to develop a strategic plan to implement a “do” and “step “policy to active organizational goals, allocation of resources as a clinical nurse leader. The other aspects of nursing education is to implement the treatment protocols, epidemiological studies of disease, and disorders within time- frame using interdisciplinary teams and according ethical based informatics. The responsibilities are allocated to each RN, LPN to obtain an efficient health out come from patient and within the community. Nursing education is crucial to inform the fellow nurses about the current organizational philosophy of nursing in clinical services. Finally, collecting the patient data and monitoring, analysis & evaluation is essential using nursing informatics to develop future prospects to prevent diseases. Nursing education has specific impact on the role of health care workers and clinicians to maintain efficient patient’s electronic health care records using information technology tools. In order to automate the aspects of acquisition of patient health information and management.
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Advaned_ROLE_of_NP_Management_ON_Common_Acute_Pediatric_Problems.pdf
advanced role of nurse practitioner
Define preoperative nursing and operating room nurse.
Describe phases of the preoperative period.
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Describe how the concepts of leadership and management differ from e.pdf
Describe how the concepts of leadership and management differ from each other. In what areas
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As a nurse leader, do you believe you can expand your influence to create change by taking
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Solution
Answer:
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Describe how the concepts of leadership and management differ from e.pdf
Describe how the concepts of leadership and management differ from each other. In what areas
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Solution
Answer:
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USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
2 pages minimum
12 Point Font (Times New Roman)
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12 Point Font (Times New Roman)
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2 pages minimum
12 Point Font (Times New Roman)
Semester 2
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A solid base in liberal education provides the cornerstone for the practice and
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into one’s practice.
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4 pages minimum
12 Point Font (Times New Roman)
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1 The Essentials of Baccalaureate Education for Prof
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.docx
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.docx
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 ...
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Foofy obtained a significant Fobt from an experiment with five levels. She therefore concludes
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Solution
Compounds that can hydrogen bond
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solvent: a substance capable of dissolving other polar molecules and ionic compounds.
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individual ions interact with the polar regions of the water molecules during the dissociation
process, disrupting their ionic bonds. Dissociation occurs when atoms or groups of atoms break
off from molecules and form ions. Consider table salt (NaCl, or sodium chloride): when NaCl
crystals are added to water, the molecules of NaCl dissociate into Na+ and Cl– ions, and spheres
of hydration form around the ions. The positively-charged sodium ion is surrounded by the
partially-negative charge of the water molecule\'s oxygen; the negatively-charged chloride ion is
surrounded by the partially-positive charge of the hydrogen in the water molecule.
Compounds that are polar and non-polar-
-Since many biomolecules are either polar or charged, water readily dissolves these hydrophilic
compounds. Water is a poor solvent, however, for hydrophobic molecules such as lipids.
Nonpolar molecules experience hydrophobic interactions in water: the water changes its
hydrogen bonding patterns around the hydrophobic molecules to produce a cage-like structure
called a clathrate. This change in the hydrogen-bonding pattern of the water solvent causes the
system\'s overall entropy to greatly decrease, as the molecules become more ordered than in
liquid water. Thermodynamically, such a large decrease in entropy is not spontaneous, and the
hydrophobic molecule will not dissolve.
-Polar substances tend to dissolve well in other polar substances, but not nonpolar substances,
whil.
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This week you will address Essential V: Informatics and Healthcare Technologies.
o Recognizes that the master’s-prepared nurse uses patient-care technologies
to deliver and enhance care and uses communication technologies to
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400 words 2 resources
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Informatics and healthcare technologies encompass five broad areas:
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• Communication technologies to integrate and coordinate care;
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and
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Knowledge and skills in each of these four broad areas is essential for all master’sprepared
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Knowledge and skills in information and healthcare technology are critical to the delivery
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deliver, enhance, and document care is changing rapidly. In addition, information
technology systems, including decision-support systems, are essential to gathering
evidence to impact practice. Improvement in cost effectiveness and safety depend on
evidence-based practice, outcomes research, interprofessional care coordination, and
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(McNeil et al., 2006). As nursing and healthcare practices evolve to better meet patient
needs, the application of these technologies will change as well.
As the use of technology expands, the master’s-prepared nurse must have the knowledge
and skills to use current technologies to deliver and coordinate care across multiple
settings, analyze point of care outcomes, and communicate with individuals and groups,
including the media, policymakers, other healthcare professionals, and the public.
Integral to these skills is an attitude of openness to innovation and continual learning, as
information systems and care technologies are constantly changing, including their use at
the point of care.
Graduates of master’s-level nursing programs will have competence to determine the
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one’s practice and the practice of others to enhance care outcomes. In addition, the
master’s-prepared nurse will be able to educate other health professionals, staff, patients,
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effective use of care and information technologies.
Graduates ethically ma.
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USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
2 pages minimum
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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.
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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.
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Pathophysiology
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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
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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.
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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 ...
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4 pages minimum
12 Point Font (Times New Roman)
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Quality and Safety
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Pathophysiology
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Physical Assessment
Course Description: This course build.
Innovations in nursing
To innovate is to put new ideas into practice or existing ideas into practice in new ways. Every nurse is an agent of change and an innovator. Every day, nurses work together to solve difficult challenges in the workplace and for their patients.
1 The Essentials of Baccalaureate Education for Prof
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.docx
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.docx
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 ...
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1 The Essentials of Baccalaureate Education for Prof
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Foofy obtained a significant Fobt from an experiment with five levels. She therefore concludes
that changing every condition of the independent variable results in a significant change in the
dependent variable. (a) Is she correct? Why or why not? (b) What must she now do?
Solution
She is not correct because changing every condition of the independent variable results in a
significant change in the dependent variable suggests that at least one independent variable is
significantly different from others and null hypothesis is rejected. She should do post-hoc test
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Explain how water interacts with the following types of compounds to.pdf
Explain how water interacts with the following types of compounds to influence their water
solubility.
1.Compounds that can hydrogen bond
2. Compounds that are polar but cannot hydrogen bond
3. Compounds that are non-polar
4. Compounds that dissociate into cations and anions.
Thank you so much.
Solution
Compounds that can hydrogen bond
Water tends to disassociate into H+ and OH- ions. In this disassociation, the oxygen retains the
electrons and only one of the hydrogens, becoming a negatively charged ion known as
hydroxide. Pure water has the same number (or concentration) of H+ as OH- ions. Acidic
solutions have more H+ ions than OH- ions. Basic solutions have the opposite. An acid causes an
increase in the numbers of H+ ions and a base causes an increase in the numbers of OH- ions.
Water, which not only dissolves many compounds but also dissolves more substances than any
other liquid, is considered the universal solvent. A polar molecule with partially-positive and
negative charges, it readily dissolves ions and polar molecules. Water is therefore referred to as a
solvent: a substance capable of dissolving other polar molecules and ionic compounds.
The charges associated with these molecules form hydrogen bonds with water, surrounding the
particle with water molecules. This is referred to as a sphere of hydration, or a hydration shell,
and serves to keep the particles separated or dispersed in the water.
Compounds that dissociate into cations and anions.-When ionic compounds are added to water,
individual ions interact with the polar regions of the water molecules during the dissociation
process, disrupting their ionic bonds. Dissociation occurs when atoms or groups of atoms break
off from molecules and form ions. Consider table salt (NaCl, or sodium chloride): when NaCl
crystals are added to water, the molecules of NaCl dissociate into Na+ and Cl– ions, and spheres
of hydration form around the ions. The positively-charged sodium ion is surrounded by the
partially-negative charge of the water molecule\'s oxygen; the negatively-charged chloride ion is
surrounded by the partially-positive charge of the hydrogen in the water molecule.
Compounds that are polar and non-polar-
-Since many biomolecules are either polar or charged, water readily dissolves these hydrophilic
compounds. Water is a poor solvent, however, for hydrophobic molecules such as lipids.
Nonpolar molecules experience hydrophobic interactions in water: the water changes its
hydrogen bonding patterns around the hydrophobic molecules to produce a cage-like structure
called a clathrate. This change in the hydrogen-bonding pattern of the water solvent causes the
system\'s overall entropy to greatly decrease, as the molecules become more ordered than in
liquid water. Thermodynamically, such a large decrease in entropy is not spontaneous, and the
hydrophobic molecule will not dissolve.
-Polar substances tend to dissolve well in other polar substances, but not nonpolar substances,
whil.
Explain how the financial reporting of gains and losses on assets.pdf
Explain how the financial reporting of gains and losses on assets differs from the financial
reporting of unrealized gains and losses on martketable securities.
Explain how the financial reporting of gains and losses on assets differs from the financial
reporting of unrealized gains and losses on martketable securities.
Solution
Particulars Gains and Losses on Assets unrealized gains and losses on martketable securities
Actual or Not Actual It is actual or real in nature. It is differrence between the values of
securities Income Tax It is taxable / deductible under income tax It is not considered under
income tax Cash flow There is cash inflow There is no any cash flow Realisation It is realised
gain or loss It may be realised or not. It is unrealised.
Explain two ways in which microbiologists have overcome the difficul.pdf
Explain two ways in which microbiologists have overcome the difficulty of viewing microbes in
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Solution
First we have to find two ways in which microbiologists have overcome the difficulty of viewing
microbes in wet preparations are a bacteria which has the intrinsic ability of movement in the
surrounding medium in which it remains suspended is a motile bacteria.
A bacteria which does not have the intrinsic ability of movement in the surrounding medium in
which it remains suspended is a non-motile bacteria.
In wet mount though the shape and size of bacteria can be observed motility may be hampered as
the suspension is pressed between the slide and the cover slip.
Motility test is performed for clear observation of the motility of bacteria, besides their shape and
size.
The hanging drop is observed under a microscope using oil immersion objective its cells can be
seen to have erratic movement in the surrounding medium.
If it is non motile its cells remain static in the medium without any movement or may show
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During the preparation of the bank reconciliation for Building Conce.pdf
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Discuss whether Joel is behaving in a professional manner.
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Joel is not behaving in a professional manner,
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because that amount can not be include in income of Building concepts Co..
C++ CodeConsider the LinkedList class and the Node class that we s.pdf
C++ Code
Consider the LinkedList class and the Node class that we saw in lecture. The LinkedList class
basically represents a singly linked list.
Now, for this lab, consider a doubly linked list, i.e. each node has a next and previous pointers to
the next and previous node, respectively.
Modify the Node class to reflect this change and implement the following methods for
DoublyLinkedList class:
addFirst
addLast
addAtIndex
removeFirst
removeLast
removeAtIndex
Note: We saw how to implement these methods for a singly linked list and the code is added as
an attachment.
C++ Code
*****************************************************************************
******************
*****************************************************************************
******************
C++ Code
Solution
#include
#include
using namespace std;
template
class Node
{
public:
T element; // Element contained in the node
Node *next; // Pointer to the next node
Node *previous;
Node(T element) // Constructor
{
this->element = element;
next = NULL;
}
};
template
class LinkedList
{
public:
LinkedList();
void addFirst(T element);
void addLast(T element);
T removeFirst() ;
T removeLast();
void addAtIndex(int index, T element);
T removeAtIndex(int index);
void traverseList();
private:
Node *head;
Node *tail;
int size;
};
template
LinkedList::LinkedList()
{
head = NULL;
tail = NULL;
size = 0;
}
template
void LinkedList::addFirst(T element)
{
Node *newNode = new Node(element);
newNode->next = head;
if(head != NULL) {
head->previous = newNode;
}
newNode->previous = NULL;
head = newNode;
size++;
if (tail == NULL)
tail = head;
}
template
void LinkedList::addLast(T element)
{
if (tail == NULL)
{
head = tail = new Node(element);
}
else {
tail->next = new Node(element);
tail = tail->next;
}
size++;
}
template
void LinkedList::addAtIndex(int index, T element)
{
if (index == 0)
addFirst(element);
else if (index >= size)
addLast(element);
else
{
Node *current = head;
for (int i = 1; i < index; i++)
current = current->next;
Node *temp = current->next;
current->next = new Node(element);
(current->next)->next = temp;
size++;
}
}
template
T LinkedList::removeFirst()
{
if (size == 0)
exit(1);
else
{
Node *temp = head;
head = head->next;
size--;
T element = temp->element;
delete temp;
return element;
}
}
template
T LinkedList::removeLast()
{
if (size == 0)
exit(1);
else if (size == 1)
{
Node *temp = head;
head = tail = NULL;
size = 0;
T element = temp->element;
delete temp;
return element;
}
else
{
Node *current = head;
for (int i = 0; i < size - 2; i++)
current = current->next;
Node *temp = tail;
tail = current;
tail->next = NULL;
size--;
T element = temp->element;
delete temp;
return element;
}
}
template
T LinkedList::removeAtIndex(int index)
{
if (index < 0 || index >= size)
exit(1);
else if (index == 0)
return removeFirst();
else if (index == size - 1)
return removeLast();
else {
Node *previous = head;
for (int i = 1; i < index; i++)
{
previous = previous->next;
}
Node *current = previous-.
DNA Paternity Testing Simulation Post-lab QuestionsA)Why do differ.pdf
DNA Paternity Testing Simulation Post-lab Questions
A)Why do different individuals such as siblings have different restriction enzyme recognition
sites?
B) What is the function of probes in DNA praternity analysis?
C) Why is there more than one single locus probe used in an actual paternity DNA test?
D)Why do we not use probes in this DNA paternity simulation and still obtain results?
Solution
A)Why do different individuals such as siblings have different restriction enzyme recognition
sites?
The different individuals such as siblings have different restriction enzyme recognition because
the size of the gene fragments are mainly relies upon the “distance between the recognition
sites”. This is due to polymorphism i.e. single nucleotide polymorphism (SNPs) with intervening
repetitive base sequences in siblings. The paternal parents are goiung to inherit genetic
variability into the sibling due to gametes reduction division & crossing over
B) What is the function of probes in DNA praternity analysis?
The functions of DNA probes are meticulously to identify “length differences between these
intervening repetitive gene sequences via isotopic & non-isotopic labeling by the use of “single
stranded DNA finally these DNA probes are going to complement and hybridize (attach) to
single stranded DNA due to SNP during paternity analysis.
C) Why is there more than one single locus probe used in an actual paternity DNA test?
More than single locus DNA probe or Multiple- Locus probes are used to identify “multiple
intervening repetitive DNA sequences” located on many chromosomes result in generation of 20
to 30 bands so that is possible to avoid chances of same pattern due to the multi-band patterns,.
Describe how the lung cancer travels to the first site of metastasis.pdf
Describe how the lung cancer travels to the first site of metastasis.
•Given your primary tumor site, how did lung cancer cells of the primary tumor spread to the
initial secondary site?
How does lung cancer cell get access to the body during metastasis?
What pathway did your cancer cells’ take?
Solution
answer:
metastasis:
delopment of secondry malignant growth at a distance from primary site of cancer
lung cancer tumor travel process:
primary tumor willl be prolification of the clone and invesion of vessel through the metastasis
clone evolves and its transport by circulation then its leads to the embolisam finally new tumor
formation at the site of metestasis.
Define the following engineering terms1. engineering ethics2. W.pdf
Define the following engineering terms:
1. engineering ethics
2. Whistleblowing
3. Responsibility of engineers
4. recent developments
5.general principles
6 obligation of society
7. conduct
8. case studies and key individuals
Solution
1. Engineering Ethics - Engineering Ethics is the study of moral issues and decisions confronting
individuals and organizations engaged in engineering.The field examines and sets the
obligations by engineers to society, to their clients, and to the profession.
2. Whistleblowing - The duty of an engineer to report to the concerned authority about a possible
risk to others when a client or employer fails to follow the engineer\'s directions.
3. Responsibility of engineers - The responsibility of an engineer to commit to serving society,
attending to the welfare and progress of the majority. The engineer should reject any project that
is intended to harm the general interest, thus avoiding a situation that might be hazardous or
threatening to the environment, life, health, or other rights of human beings.
4. recent developments - Recent efforts to uphold engineering ethics include addressing of
bribery and political corruption by several professional societies and business groups around the
world while getting ready to face challenges like offshoring, sustainable development, and
environmental protection.
5. general principles - General guidelines set by various engineering professional societies which
tend to include
6. obligation of society - The paramount value recognized by engineers is the safety and welfare
of the public. All the major engineering societies around the world. These societies include
Institute of Electrical and Electronics Engineers, Institution of Civil Engineers, American
Society of Mechanical Engineers, Institute of Industrial Engineers etc.
7. conduct - Several ethical issues faced by the engineers include considerations of business
conduct. The issues faced are relationships with clients, ensuring legal compliance by clients,
treatment of confidential or proprietary information, conflict of interest etc.
8. case studies and key individuals - The study of engineering failures in the last century
indicates that not all engineering failures involve ethical issues. Many failures involve the failure
of the design process or management culture. The following mentioned failures include ethical as
well as technical issues..
Data structuresUsing java language and develop a prot.pdf
Data structures:
****Using java language and develop a prototype for a demo program that reads in strings that
look like:
Using the infix to postfix code below:
A = 3; // your code should store A and 3 as a key-value pair
B = 4; // your code should store B and 4 as a key-value pair
A; // your code should now look-up A and then display its value
later we (you) will add the ability to write
Y = A * B + 3;
Y; // your code should show 16
Using this code
// infix.java
// converts infix arithmetic expressions to postfix
// to run this program: C>java InfixApp
import java.io.*; // for I/O
////////////////////////////////////////////////////////////////
class StackX {
private int maxSize;
private char[] stackArray;
private int top;
// --------------------------------------------------------------
public StackX(int s) // constructor
{
maxSize = s;
stackArray = new char[maxSize];
top = -1;
}
// --------------------------------------------------------------
public void push(char j) // put item on top of stack
{
stackArray[++top] = j;
}
// --------------------------------------------------------------
public char pop() // take item from top of stack
{
return stackArray[top--];
}
// --------------------------------------------------------------
public char peek() // peek at top of stack
{
return stackArray[top];
}
// --------------------------------------------------------------
public boolean isEmpty() // true if stack is empty
{
return (top == -1);
}
// -------------------------------------------------------------
public int size() // return size
{
return top + 1;
}
// --------------------------------------------------------------
public char peekN(int n) // return item at index n
{
return stackArray[n];
}
// --------------------------------------------------------------
public void displayStack(String s) {
System.out.print(s);
System.out.print(\"Stack (bottom-->top): \");
for (int j = 0; j < size(); j++) {
System.out.print(peekN(j));
System.out.print(\' \');
}
System.out.println(\" \");
}
// --------------------------------------------------------------
} // end class StackX
////////////////////////////////////////////////////////////////
class InToPost // infix to postfix conversion
{
private StackX theStack;
private String input;
private String output = \"\";
// --------------------------------------------------------------
public InToPost(String in) // constructor
{
input = in;
int stackSize = input.length();
theStack = new StackX(stackSize);
}
// --------------------------------------------------------------
public String doTrans() // do translation to postfix
{
for (int j = 0; j < input.length(); j++) {
char ch = input.charAt(j);
theStack.displayStack(\"For \" + ch + \" \"); // *diagnostic*
switch (ch) {
case \'+\': // it’s + or -
case \'-\':
gotOper(ch, 1); // go pop operators
break; // (precedence 1)
case \'*\': // it’s * or /
case \'/\':
gotOper(ch, 2); // go pop operators
break; // (precedence 2)
case \'(\': // it’s a left paren
theStack.push(.
You have been cut! While you wage war in the streets of Gotham for y.pdf
You have been cut! While you wage war in the streets of Gotham for your life, your cells wage
war against incoming invaders. Place the following statement concerning the fates of unwanted
invaders/immigrants in your body in order:
1.The invader is cut apart while alive and digested in the harsh environment of your new super-
max detention/recycling center. Die invader, Die!
2.Contact with one of your cells triggers phagocytosis and a signal trough transmembrane
proteins triggers the cytoskeleton.
3.The vesicle containing the bacterium is pinched off.
4.A bacterium that has stormed the outter walls of your body (the skin through the cut) is
recognized and tagged as foreign.
5.Other vesicles containing hydrolases, enzmes that depolymerize proteins, carbohydrates, lipids,
and nucleic acids, as well as other proteins that act to increase the pH of the larger vesicle that
contains the invader arrive on the cell\'s microtubule transportation system and fuse.
6.Kinesin walks its vesicle down the microtubule highways into the cytoplasm.
7.Actin polymerizes to form rods that push out the membrane to form fingers or pseudopods that
begin to envelop the bacterium.
8.The vesicle containing the bacterium is moved by kinesin.
Solution
4A bacterium that has stormed the outter walls of your body (the skin through the cut) is
recognized and tagged as foreign.
2Contact with one of your cells triggers phagocytosis and a signal trough transmembrane
proteins triggers the cytoskeleton.
7Actin polymerizes to form rods that push out the membrane to form fingers or pseudopods that
begin to envelop the bacterium.
3 The vesicle containing the bacterium is pinched off.
8 The vesicle containing the bacterium is moved by kinesin
6 Kinesin walks its vesicle down the microtubule highways into the cytoplasm
5 .Other vesicles containing hydrolases, enzmes that depolymerize proteins, carbohydrates,
lipids, and nucleic acids, as well as other proteins that act to increase the pH of the larger vesicle
that contains the invader arrive on the cell\'s microtubule transportation system and fuse
1 The invader is cut apart while alive and digested in the harsh environment of your new super-
max detention/recycling center..
Why has Mexico encountered such a significant collapse from an econom.pdf
Why has Mexico encountered such a significant collapse from an economic perspective?
Solution
From an economic perspective Mexico had a significant collapse due to two major factors:
1. The first one was a collapse in export demand
2. The second one being the susequent constraints that it had in accessing the International
Financial markets.
Due to the above factors Mexico started feeling a significant negative effect. As the negative
effects increased, the country\'s fiscal position weakened. This was mainly due to the fall in oil
revenues. Additionally, a drop in international energy prices brought about by the global
recession along with a sharp decline in domestic oil production attributed to the crisis.
A downward rigidity in public expenditure was observed which along with the above mentioned
factors raised concerns about the sustainability of fiscal policy.All these factors played a major
spoilsport and generated doubts about the country’s capacity to finance the growth in the current
account deficit for 2009.
The Mexican economy was forced to adjust to a new external environment that was characterised
by lower foreign currency revenues with a limited access to external borrowing..
Which of the following isare true of BOTH natural selection and gen.pdf
Which of the following is/are true of BOTH natural selection and genetic drift?
I. Promotes traits that increase survival or reproduction
II. Depends on genetic mutations as the source of variation
III. Can lead to evolutionary change
Question 5 options:
I and III
I only
I, II, and III
II and III
I and II
I and III
I only
I, II, and III
II and III
I and II
Solution
answer will be I,II and III, because in a population genetic drift and natural selection always play
a role together..
Which of the following information-management systems uses artificia.pdf
Which of the following information-management systems uses artificial intelligence?
A. Polyinstantiation
B. Known signature scanning
C. Application programming interface
D. Knowledge discovery in databases
Solution
D. Knowledge Discovery in Databases (KDD) is an artificial intelligence method used to identify
useful patterns in data; as such, it provides a type of automatic analysis. Answer A is incorrect
because polyinstantiation is a technique used to prevent inference violations. Answer B is
incorrect because known signature scanning is a method used to detect computer viruses. Answer
C is incorrect because the application programming interface (API) is in no way associated with
artificial intelligence..
What steps and tools are used for Pen TestingSolutionSteps fo.pdf
What steps and tools are used for Pen Testing?
Solution
Steps for Pen Testing:
1:Attack Surface analysis
2:Threat Modelling
3:Test Configuration
4:automatic and manual scans
5:validation of vulnerabilities
6:false positive elimination
7:proof of concept
8:Check for the service/version running on the particular port.
9:Search the vulnerability in the service/version.
10:Exploit the target using tools.
Tools used for Pen Testing
1:Metasploit
2:Wireshark
3:W3af
4:core Impact
5:Back track.
which event in this life cycle is comparable to fertilizarion .pdf
which event in this life cycle is comparable to fertilizarion? 9. Distinguish among the various
groups of fungi as outlined in the table below: Asexual Spores Fruiting Body Structure
(microscopic) Giving sexual stage) Rise to Sexually Produced Spore (large; asexually produced
spores from sporangium. Zygomycota Ascomycota Basidiomycota
Solution
Structure Fruiting body Asexual spores Zygomycetes Chitin,chitosan,polyglucornic acid No
fleshy fruiting body reproduce by conjugation, sporangiospores, conidia Ascomycetes
Chitin,both alpha and beta Glucans,glactomannoproteins ascus asexually produced spores from
sporangium, ascospores, conidia Basisiomycetes Chitin,beta Glucans basidia contain basidium,
the spore forming bodies, basidiospores,conidia.
What is the exact output of the following code#include stdio.h.pdf
What is the exact output of the following code?
#include
#include
main()
{
int i,j;
i=fork();
for (j=0; j<3; j++)
{
if (i == 0 && j == 0)
{
sleep(3);
printf(\"Cats\ \");
}
else if (i == 0)
{
sleep(2);
printf(\"Dogs\ \");
}
else
{
sleep(2);
printf(\"Raining\ \");
}
}
}
Solution
Answer for the above code is as follows:
Status : runtime error
Output:
Raining
Raining
Raining.
Using a Fabry-Perot interferometer, we can Observe small objects. D.pdf
Using a Fabry-Perot interferometer, we can Observe small objects. Detect fine optical
spectrum lines. Examine optical quality of lens. Measure light speed in different media.
Solution
ANSWER is :
B) Detect fine optical spectrum lines
It consists of two highly reflective and strictly parallel plates called an etalon. Because of the
high reflectivity of the plates of the etalon, the successive multiple reflections of light waves
diminish very slowly in intensity and form very narrow, sharp fringes. These may be used to
reveal hyperfine structures in line spectra..
TRUE of falseA researcher found 95 confident interval for the aver.pdf
TRUE of false
A researcher found 95 confident interval for the average age of SMU students. It does mean that
there is a 95% chance that the population average lies in the inverval
Solution
95% confidence interval implies that we are 95% confident that for random samples of large size
the population average is more likely to fall in this interval..
The major type of interactive forces between molecules of HCl are i.pdf
The major type of interactive forces between molecules of HCl are: ionic covalent hydrogen
bonding dipole-dipole attractions dispersion forces
Solution
Dipole - Dipole attraction is the major type of interactive forces between HCl molecules.
these interaction are basically the electrostatic interaction between the permanent dipoles in the
mlecules. this interaction occurs when the partially negatively charged part of one molecule (in
case of HCl it is Cl- ) interacts with partially positive charge of the other molecule (H+ in case of
HCl)..
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which event in this life cycle is comparable to fertilizarion .pdf
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