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Instructions you will post one thread of at least 500 words. fo

Instructions:
You will post one thread of at least 500 words. For each thread,
students must support their assertions with at least 2 scholarly
citation in APA format. Any sources cited must have been
published within the last five years. Acceptable sources include
the textbook, the Bible, etc.
Topic:
"He walked into a healthcare facility with hope in his eyes. He
was recently diagnosed with a sexually transmitted infection for
which there was no known cure. However, his primary care
provider referred him to a research study that was producing
promising results. Little did he know ethical dilemmas were
creating concerns over quality patient care, research risks, and
the potential for "necessary research" would impact him and his
family for years to come. He was just enrolled in the Tuskegee
Syphilis Study."
1. What is the role of the nurse in providing quality healthcare?
· Discuss Quality and Safety Education for Nurses (QSEN) and
its impact on Nursing Care?
· What are Nurse Sensitive Indicators (NSI) and their role in
Nursing Care?
· What is the role of the nurse in healthcare research?
2. Discuss the implications from the ANA Code of Ethics for
Nurses
3. Provide an overview of the Tuskegee Syphilis Study. Answer
the following questions:
· Was the Nursing Care provided in a manner congruent with
the ideals of QSEN, NSI, and the Code? Explain.
· What is the ethical dilemma? Explain.
· Was there a vulnerable population impacted? How?
· Did the benefits outweigh the risks? Explain.
4. What does the Biblical Worldview indicate should have been
done?

Instructions you will post one thread of at least 500 words. fo

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NUR2115 Module 2 Written Assignment – QSEN and Effective Management of Care Being able to understand how QSEN relates to care coordination and management of care is essential to quality and safety. Complete the template by explaining how each QSEN topic promotes safety and quality of care. Include a title page and in-text citations to support your explanations. Include an APA reference list at the end of the assignment. QSEN Competencies Patient-centered Care Teamwork & Collaboration Evidence-based Practice (EBP) Quality Improvement (QI) Safety Informatics References: Module 02 Scoring Rubric: QSEN and Effective Management of Care Criteria Points Identify how each QSEN topic has important implications for care coordination and care management. Provide at least 3 credible resources to support how you believe the QSEN competencies support care coordination and management. 4 Explain how each QSEN topic promotes safety and quality of care using supportive literature to back up your explanation. 3 Grammar, spelling, sentence structure and punctuation. 2 Appropriate use of APA format; correct citing of sources in essay body and references. Title page included. 1 Total 10 10/05/2022 image1.png Notice to CNE enrollees: A closed-book, multiple-choice examination following this article tests your under standing of the following objectives: 1. Identify common causes of moral distress in critical care nurses who are caring for dying patients. 2. Describe the concept of psychological empowerment and the 4 cognitions it encompasses. 3. Discuss the study findings as related to the relationship between moral distress intensity and frequency, psychological empowerment, and participant demographics. To read this article and take the CNE test online, visit www.ajcconline.org and click “CNE Articles in This Issue.” No CNE test fee for AACN members. By Annette M. Browning, RN, PhD, CNS Background Critical care nurses providing care for adults at the end of life may encounter moral distress when they cannot do what they believe is ethically correct. Psychological empowerment can decrease moral distress among critical care nurses. Objectives To describe the relationships between moral distress, psychological empowerment, and demographics in critical care nurses caring for patients at the end of life. Method A total of 277 critical care nurses were surveyed via the Moral Distress Scale and the Psychological Empowerment Instrument. Responses were scored on a Likert scale of 1 to 7. Results Moral distress intensity was high (mean 5.34, SD 1.32) and positively correlated with age (r = 0.179, P = .01). Moral distress frequency was moderate (mean 2.51, SD 0.87) and negatively correlated with nurses’ collaboration in end-of-life patient care conferences (r = -0.191, P = .007). Psychological empowerment scores (mean 5.31, SD 1.00) were high and positively correlated with age (r = 0.139, P = .03), ...

NUR2115 Module 2 Written Assignment – QSEN and Effective Managem

NUR2115 Module 2 Written Assignment – QSEN and Effective Managem

NUR2115 Module 2 Written Assignment – QSEN and Effective Managem

simisterchristen

Philosophy and Science in a Practice Discipline A nurse enters a patient’s room to check her vitals and spends some time talking with the patient’s family how they are doing. Later that day, another nurse responds to the patient’s call button; she becomes concerned when she discovers that the patient is running a fever and is in pain despite receiving the medication that has been ordered for her. She recalls a similar instance with a different patient, and keeps that in mind as she asks the patient about how she is feeling. These seemingly simple actions are guided by philosophy—each nurse's view of nursing and appropriate patient care. Do you, personally, think nursing should rely solely on biological science? Or do you think it is important for nursing to incorporate a broader, more holistic approach to care? How do you know what you know? What sources of information are most significant to you? How should you determine what types of research are applicable to nursing practice? To prepare: Reflect on your professional experiences, and assess how philosophy and science influences nursing practice. Consider how the scientific method is supported by philosophy, and how it influences nursing knowledge. post a cohesive response that addresses the following (1 TO 2 PAGES) Why are philosophy and science important to a practice discipline? How do they legitimize the nursing profession? Provide examples from your nursing practice that demonstrate how the scientific method influences nursing knowledge. Reference McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health. Chapter 1, "Philosophy, Science, and Nursing" Chapter 1 introduces the scientific and philosophical foundations of nursing and how these contribute to knowledge development within the discipline of nursing. Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier. Chapter 1, "Discovering the World of Nursing Research" Chapter 1 introduces nursing research and discusses how science, theory, and philosophy all influence research. Chapter 2, "Evolution of Research in Building Evidence-Based Nursing Practice" Chapter 2 reviews the history of nursing research beginning with the work of Florence Nightingale and examines the influence of nursing research today on evidence-based practice. Moran, K., Burson, R., & Conrad, D. (2017). The doctor of nursing practice scholarly project: A framework for success (2nd ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 1, "Setting the Stage for the Doctor of Nursing Practice Scholarly Project" Chapter 5, "The phenomenon of Interest" Chapter 6, "Developing the Scholarly Project" .

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NUR 440 Critique Guidelines and Rubric Overview: When caring for patients it is essential that as a nurse you are using evidence-based practice. In order to identify what is best practice, you must be able to read research critically. Terminology used in research can be difficult to interpret and understand; therefore securing a solid foundation is essential to the success of identifying and implementing current best practice. What is a critique? It is a professional analysis of the weaknesses and strengths of a particular piece of research. A critique may be done for a variety of purposes: acting as an expert reviewer to assess whether this research paper should be published; providing helpful comments on a work before it is submitted for publication; or, as in the case here, as a learning experience for emerging scholars to practice their developing research skills. Prompt: Choose one of the two provided articles located in the module Reading and Resources folder. Start by filling out the provided worksheet. Then, using the worksheet as your guide, write a critique to dig deeper into each section and identify the specific examples of each element (e.g., what is the research question? Does the author justify the importance of the research? In the case of a literature review, has the author examined the relevant literature?). Elaborate on each section and evaluate it for its strengths and limitations. Be sure to identify your chosen article and address the following critical elements: Critique o Purpose and Research Question: What is the research question? Does the author justify the importance of the research? o Design and Methods: What design and methods were used? Are they rigorous and systematic? o Validity and Reliability: Is the study valid and reliable? (For qualitative research, this section of your critique should consider the study’s trustworthiness and rigor.) o Findings and Conclusions: Are the conclusions reasonable given the findings? Evaluation: What are the strengths and weaknesses of the research article? Do you agree with the author’s conclusions? Why or why not? Did the author succeed or fail in the purpose of the study? Recommend areas for improvement or suggest direction for future research. Guidelines for Submission: Your paper must be submitted as a 1–2 page Microsoft Word document with double spacing, 12-point Times New Roman font, one- inch margins, and in APA format. Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Critique Meets “Proficient” criteria and includes examples from the article and an insightful discussion of validity and reliability or trustworthiness and rigor where applicable Critiques each section identified above and elaborates by using content from the course; includes a discussion of validity and reliability or trustworthiness and rigor where applicable Briefly critiques most of the sections ...

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Running head: ANNOTATED BIBLIOGRAPHY & OUTLINE 1 ANNOTATED BIBLIOGRAPHY & OUTLINE 11 Literature Review: Annotated Bibliography & Outline Bullying and Harassment in the Workplace Chamisi Pastor Liberty University BMAL 501 July 28, 2018 Abstract This annotated bibliography discusses bullying and harassment in the workplace and its effects on performance, attitudes, and emotions. Most people, no matter the work industry, have experienced some form of bullying or harassment. There are not many laws or restrictions that deal with bullying, as it is often difficult to prove that it is happening. The workplace can be very stressful without bullying or harassment, but with its addition, it can make the workplace even more stressful. This bibliography will also examine the negative effects of bullying on an employee’s health. Workplace bullying can be negative and detrimental to one’s health and the organizational climate. Keywords: bullying, workplace, health Annotated Bibliography Bernstein, A. (2017). A zero-tolerance approach to bullying in the workplace. Nursing & Residential Care, 19(12), 706-708. doi:10.12968/nrec.2017.19.12.706 This author of this article is a freelance writer and is qualified to discuss workplace bullying and harassment due to his extensive studying of the topic. This source fits in with the topic chosen to research as it examines why harassment and bullying are still significant workplace issues, despite increasing awareness on the topics. This source is helpful and is neither too broad nor too narrow. This research will fit into my research paper because it will describe how to root out bullying at care homes before it becomes a problem, as well as the laws and subjectivity of bullying. Grynderup, M., Nabe-Nielsen, K., Lange, T., Conway, P., Bonde, J., Garde, A., & ... Hansen, Å. M. (2017). The associations between workplace bullying, salivary cortisol, and long-term sickness absence: a longitudinal study. BMC Public Health, 171-11. doi:10.1186/s12889-017-4716-7 This article has multiple authors that contributed, and they discuss the correlation between workplace bullying and how it can lead to long-term sickness absence. The authors of this article are qualified to speak on this topic because they all work for different departments of health and science services. This source fits the topic, as it shows how bullying and harassment in the workplace affect health. This is a very helpful source and it is neither too broad nor too narrow. It will fit in the research paper because it will show what happens when employees are bullied or harassed in the workplace. Hall, R., & Lewis, S. (2014). Managing Workplace Bullying and Social Media Policy: Implications for Employee Engagement. Academy of Business Research Journal, 1128-138. The authors of this article are Reggie Hall and Sue Lewis, from Tarleton State University. They are qualified to speak on this subject as they are assistant professors in the department of manage ...

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Research Paper For this assignment, write about a hazardous materials incident or an environmental health and safety (EHS) project that involves a material(s) with a hazard(s) that falls under the hazard classification that we have studied so far (water/air reactive, corrosive, or toxic). The incident or project could be one that you have researched or been involved with. Your essay must include the following: summary of the project or incident, identification of the hazardous material(s) involved and hazardous classification, discussion of chemical properties and interactions relevant to the incident/project, any short or long-term mitigation implemented, and conclusion (your professional opinion on the project/incident). Your response must be at least 400 words in length. You are required to use at least two references, including your textbook for your response. All sources used, including the textbook, must be referenced. Paraphrased and/or quoted materials must have accompanying citations in APA format. State Tested Nursing Aides’ Provision of End-of-Life Care in Nursing Homes Implications for Quality Improvement Emma Nochomovitz, MPH Maryjo Prince-Paul, PhD, APRN, AHPCN, FPCN Mary Dolansky, PhD, RN Mendel E. Singer, PhD Peter DeGolia, MD, CMD Scott H. Frank, MD, MS v An increasing prevalence in deaths occurring within nursing homes has led to a growing concern surrounding quality issues in end-of-life (EOL) nursing home care. In addition, prior research has failed to emphasize the importance of state tested nursing aides (STNAs) in providing this type of care. The purpose of this study was to examine quality issues in EOL nursing home care within the context of STNAs’ comfort in providing this care. A convenience sample of 108 STNAs from four nursing homes in the Cleveland, Ohio area used PDAs to provide answers to an audio questionnaire. Questions included emergent themes from the literature pertaining to EOL care in nursing homes, as well as materials from a national education initiative to improve palliative care. Findings demonstrated lack of comfort in discussing death with nursing home residents and their families and insufficient knowledge surrounding EOL decisions and certain types of EOL care. Overall, the level of comfort providing EOL care was found to be associated with STNAs’ perceived importance of EOL care, understanding of hospice, and spiritual well-being. JOURNAL OF HOSPICE AND PALLIATIVE NURSING v Vol. 12, No. 4, July/August 2010 255 Author Affiliations: Emma Nochomovitz, MPH, is Research Analyst, National Quality Forum, Washington, DC and Case Western Reserve University, Cleveland, OH. Maryjo Prince-Paul, PhD, APRN, AHPCN, FPCN, is Assistant Professor, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH. Mary Dolansky, PhD, RN, is Assistant Professor, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH. Mendel E. Singer, PhD, ...

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debishakespeare

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Running Head: MUNCHAUSEN SYNDROME Munchausen Syndrome Krystina Joseph Columbia College Munchausen Syndrome Article Review Introduction The Munchausen Syndrome Article explains about the Munchausen Syndrome, which is a rare fictitious disorder which involves the frequent hospitalization together with an intentional display of signs of sickness and pathological lying. In this regards, the management needs the security history taking with collaboration with the sound clinical processes which entails organicity exclusion in addressing the psychological problems. It is worth noting that a case which is presented having unusual symptoms of same dimensions are as well discussed. The case in this regards brings the finer nuances in the assessment of the entity (Prakash., et al 2014). Research Question Based on the abstract of the article, it can be denoted that the research question of the article is the need to understand more on the Munchausen Syndrome as well as the symptoms and therefore the need to ensure that such issues are solved by having a sound clinical process to handle the problem. The problem for the case as well was to find out what caused the 19-year-old housewife to vomit pink substance. Findings The findings depict that the 19-year-old housewife was suffering from a factitious disorder, also termed as the Munchausen syndrome. The psychometry performed also showed that there is an elevation of scales of anxiety together with hysteria. Consequently, being managed in an empathetic as well as non-confrontational manner, the psychotherapy was intended to improve the positive coping abilities while at the same time improving the interpersonal relationships which had been imparted (Prakash., et al 2014). Research Methods Used The methods used involved observations and clinical assessments. Observations were done by checking regularly the presence of the bloodstained vomits as well as the asthenia and any forms of skin allergy. This was carried out to ensure that the patient had no issues. The observations, as well as little conversation, showed that there were no cases of psychiatric illnesses for the patient in the past. Further, the assessment entails involves the systematic examinations which were performed within the normal limit. The psychiatric evaluation was performed together with ward observations which were intended at revealing the comfortability of the patient while in the hospital (Prakash., et al 2014). The credibility of the Source of Information To know the credibility of sources, the authors are scrutinized where their qualifications and their areas of experience assessed to understand whether the information provided is related to the topic at hand. For this article, it can be denoted that all the information provided is credible. This is because all the four authors who contributed to the article have sufficient skills and knowledge pertaining to health-related disorders, and thus, their pieces of information.

Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docx

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Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docx

Running Head: MUNCHAUSEN SYNDROME Munchausen Syndrome Krystina Joseph Columbia College Munchausen Syndrome Article Review Introduction The Munchausen Syndrome Article explains about the Munchausen Syndrome, which is a rare fictitious disorder which involves the frequent hospitalization together with an intentional display of signs of sickness and pathological lying. In this regards, the management needs the security history taking with collaboration with the sound clinical processes which entails organicity exclusion in addressing the psychological problems. It is worth noting that a case which is presented having unusual symptoms of same dimensions are as well discussed. The case in this regards brings the finer nuances in the assessment of the entity (Prakash., et al 2014). Research Question Based on the abstract of the article, it can be denoted that the research question of the article is the need to understand more on the Munchausen Syndrome as well as the symptoms and therefore the need to ensure that such issues are solved by having a sound clinical process to handle the problem. The problem for the case as well was to find out what caused the 19-year-old housewife to vomit pink substance. Findings The findings depict that the 19-year-old housewife was suffering from a factitious disorder, also termed as the Munchausen syndrome. The psychometry performed also showed that there is an elevation of scales of anxiety together with hysteria. Consequently, being managed in an empathetic as well as non-confrontational manner, the psychotherapy was intended to improve the positive coping abilities while at the same time improving the interpersonal relationships which had been imparted (Prakash., et al 2014). Research Methods Used The methods used involved observations and clinical assessments. Observations were done by checking regularly the presence of the bloodstained vomits as well as the asthenia and any forms of skin allergy. This was carried out to ensure that the patient had no issues. The observations, as well as little conversation, showed that there were no cases of psychiatric illnesses for the patient in the past. Further, the assessment entails involves the systematic examinations which were performed within the normal limit. The psychiatric evaluation was performed together with ward observations which were intended at revealing the comfortability of the patient while in the hospital (Prakash., et al 2014). The credibility of the Source of Information To know the credibility of sources, the authors are scrutinized where their qualifications and their areas of experience assessed to understand whether the information provided is related to the topic at hand. For this article, it can be denoted that all the information provided is credible. This is because all the four authors who contributed to the article have sufficient skills and knowledge pertaining to health-related disorders, and thus, their pieces of information.

Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docx

Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docx

Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docx

Why does teen pregnancy and sexually transmitted diseases remain high in the U.S. What can healthcare providers do that decrease the rate of teen pregnancy and STD’s in the US? * These questions should be researched and incorporated in the body of the paper and answered. This is my introduction already done. Adolescent Sex Teen pregnancy and sexually transmitted diseases continue to be an important healthcare issue in the 20 th century. Although teen pregnancy rates have dropped there are still concerns and healthcare problems that are associated with teen pregnancy. Often times they are afraid to discuss sex with their parents and deny will deny being sexually active at all. There are problems that manifest with adolescent pregnancy for the mother and often times the infants as well. The high school drop out rate among pregnant high school students is approximated at about 70 percent and is cited as the number reason teens drop out prior to graduation . There is also an estimated $7 billion revenue cost associated with teen pregnancy in the United States alone. [KD2] The risk of young people engaging in early sexual intercourse is largely due to the lack of sexual education, peer pressure and social influences. Chlamydial infection, gonorrhea, HIV/AIDS, primary and secondary syphilis, and hepatitis B virus infection are amid the highest reported STDs with chlamydia noted as the most dominate which is likely due to the fact that there is more vigorous testing. Some of the other noted STDs are genital herpes, trichomoniasis, Chancroid, and HPV. Often times and without any signs or symptoms present more than one pathogen is involved with sexually transmitted diseases. Typically the only environments in which there remain viable pathogens is the bodily fluids from the genitourinary tract requiring there to be intimate contact for them to be acquired. Although it affects men and women chlamydia is predominately seen in young women and is the most common nationally known sexually transmitted disease in the U.S. Bodily fluids from the genitourinary tract are typically the environments in which there remain viable pathogens, so intimate contact is generally required to obtain STDs. Chlamydia infections are asymptomatic in most women and can be transmitted during childbirth with the potential of a newborn developing pneumonia as a complication. If it is not treated chlamydia can spread to the uterus and fallopian tube creating further health problems and permanent damage to the reproductive system. Teaching abstinence is the most affective way to prevent pregnancy and STDs but sexuality and curiosity of sex begins at a young age and exploration into sexuality is a natural part of personal development. I feel it is our [KD3] role and responsibility as healthcare providers to provide adolescents and teens with the information and risk factors involved with having sex. They need to be educated on contraceptives, pregnancy and S.

Why does teen pregnancy and sexually transmitted diseases remain hig.docx

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Nrs 429 v (family – centered health promotion) entire course

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Nrs 429 v (family – centered health promotion) entire course

Nrs 429 v (family – centered health promotion) entire course

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Nrs 429 v (family – centered health promotion) entire course

Nrs 429 v (family – centered health promotion) entire course

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Nrs 429 v (family – centered health promotion) entire course

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PSY 1010, General Psychology 1 Course Description This course is an introductory survey of the principles, theories, and methods of psychology as a basis for the understanding of human behavior and mental processes. Prerequisites None Course Textbook Wade, C., & Tavris, C. (2011). Psychology (10th ed.). Upper Saddle River, NJ: Prentice Hall. Course Learning Objectives Upon completion of this course, students should be able to: 1. Define psychology and discuss the history of the field. 2. Describe the research methodology used in the field of psychology. 3. Explain how genes, evolution, and the environment influence human behaviors and cognitions. 4. Describe the structure and function of the brain. 5. Determine biological rhythms and their effects on human functioning. 6. Describe different ways in which humans learn new behaviors. 7. Explain how the social environment influences human behaviors and cognitions. 8. Describe the basic cognitive functions such as attention, reasoning, and memory. 9. Appraise how human emotions influence our behaviors and cognitions. 10. Explain different methods of coping with stress. 11. Describe human motivation and drive. 12. Analyze human development over the life span. 13. Describe theories of personality. 14. Compare and contrast the symptoms and treatment of various abnormal behaviors. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit. 2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material. 3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Chapter presentations and supplemental readings are provided in each unit study guide as supplemental reading to aid students their course of study. 4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units IV and V to aid students in their course of study. PSY 1010, General Psychology Course Syllabus PSY 1010, General Psychology 2 5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading. 6. Unit Quizzes: This course contains eight Unit Quizzes, one to be completed at the end of each unit. It is suggested that the quizzes be completed before students complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit material and are composed of multiple-choice questions. 7. Unit Assessments: This course contains two Unit Assessments, one to be completed at the end of Units I and III. Assessments are composed o ...

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