Application To Pragmatic Adequacy

As a group, select a practice theory or model using the Week 3: Application to Pragmatic Adequacy Group Discussion—Select a Practice Theory or Model. Then using Fawcett’s framework for theory evaluation (as discussed in Peterson & Bredow, 2016, p. 43), discuss to what extent your selected practice theory or model meets the criterion of pragmatic adequacy (that is, how well the theory or model can be utilized in real-life situations, particularly clinical practice) by addressing the following:

State the theory or model your group chose and the reason(s) for your choice.
Describe the practice theory or model and define the main concepts of this theory.
Evaluate the practice theory or model.
1. Describe the special education and/or skill training recommended for nurses so that the theory or model can be used in their clinical practice.
2. Is it possible to derive clinical protocols from the theory or model? If yes, briefly explain. If no, explain why not?
3. How often has the theory or model been used for nursing research? If it has been used for research, provide a full APA citation for one study example that used this theory or model. If it hasn’t been used, please explain why it hasn’t been used.
4. Discuss at least two favorable outcomes that result from using this theory or model as a basis for nursing practice.
Connect this theory or model to clinical practice.
1. View the Healthy People 2020 Topics and Objectives and choose an objective/topic to review.
2. Identify the objective/topic.
3. Discuss how you would apply your chosen Healthy People 2020 objective to the selected theory or model, focusing on the following two areas:
  1. Outlining client outcomes
  2. Designing nursing interventions
Your paper should be two-to-three (2–3) pages long (not including the references list) and use APA formatting for all components.

The theory I picked is ” Promoting health for families with children with chronic conditions .

It is due 12/01/19

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December 1, 2019December 7, 2020

Nurse Manager Skills Inventory

Details:
Rate yourself using the results from the “Nurse Manager Skills Inventory”:

http://www.aone.org/resources/nurse-manager-skills-inventory.pdf

Write a reflection of 750-1,000 words in which you identify your strengths and weaknesses related to the four content areas below:

Personal and professional accountability
Career planning
Personal journey disciplines
Reflective practice reference behaviors/tenets

Discuss how you will use your current leadership skill set to advocate for change in your workplace.

Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal.

A minimum of Five scholarly references are required for this assignment. solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, an abstract is not required, CITE WEBSITE SOURCE

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December 1, 2019December 6, 2020

Assessing The Genitalia And Rectum

Patients are frequently uncomfortable discussing with health care professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.

In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

GENITALIA ASSESSMENT

Subjective:

CC: “I have bumps on my bottom that I want to have checked out.”
HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.
PMH: Asthma
Medications: Symbicort 160/4.5mcg
Allergies: NKDA
FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD
Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

Objective:

VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs
Heart: RRR, no murmurs
Lungs: CTA, chest wall symmetrical
Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia
Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney
Diagnostics: HSV specimen obtained

Assessment:

Chancre
PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

To prepare:

With regard to the SOAP note case study provided:

Review this week’s Learning Resources, and consider the insights they provide about the case study.
Consider what history would be necessary to collect from the patient in the case study.
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

To complete:

Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study. Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.

Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or Why not?
Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.

CALSS RESOURCES

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 16, “Breasts and Axillae” (pp. 350-369)
This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.

Chapter 18, “Female Genitalia” (pp. 416-465)
In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.

Chapter 19, “Male Genitalia” (pp. 466-484)
The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.

Chapter 20, “Anus, Rectum, and Prostate” (pp. 485-500)
This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
Chapter 5, “Amenorrhea” (pp. 47-60)
Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.

Chapter 6, “Breast Lumps and Nipple Discharge” (pp. 61-72)
This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.

Chapter 7, “Breast Pain” (pp. 73-80)
Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.

Chapter 27, “Penile Discharge” (pp. 318-324)
The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.

Chapter 36, “Vaginal Bleeding” (pp. 419-433)
In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient, as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.

Chapter 37, “Vaginal Discharge and Itching” (pp. 434-445)
This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.

Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
Chapter 3, “Adult Preventative Care Visits” (“Gender Specific Screenings”; pp. 48–49)Note: Download the Physical Examination Objective Data Checklist to use as you complete the Head-to-Toe Physical Assessment Video assignment.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

This Physical Examination Objective Data Checklist was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

Cucci, E. Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/

Sabbagh, C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045
Retrieved from the Walden Library Databases.

Westhoff, C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20(1), 5–10.
Retrieved from the Walden Library databases.
This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete.

Centers for Disease Control and Prevention. (2012). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/#

This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.

University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved from http://www.med-ed.virginia.edu/courses/rad/index.html

This website provides an introduction to radiology and imaging. For this week, focus on genitourinary radiology, as well as the cross-sectional female pelvis and the cross-sectional male pelvis in abdominal radiology.

Required Media

Online media for Seidel’s Guide to Physical Examination

It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.

Optional Resources

LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.
Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444)
Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions.

Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562)
In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system.

Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584)
The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system.

Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)

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December 1, 2019December 6, 2020

Health Policy And Legal Aspect

Overview: Peer Review

In the Module 3 Reflection Assignment, you will reflect upon what you have learned about Peer Review Committee processes and Texas Board of Nursing rules as you consider the actions of fictitious nurses and committee members in scenarios. REMEMBER, YOU ARE USING THE TEXAS BOARD OF NURSING RULES, NOT THE STATE YOU LIVE IN. Please use the link provided in the assignment for the Texas BON Rule 217.16.

ALSO, THERE ARE 2 PARTS TO THIS ASSIGNMENT. PLEASE MAKE SURE YOU COMPLETE BOTH PARTS.

Refer to your course readings and lectures as you complete the assignment.

Performance Objectives:

· Apply the Minor Incident Rule to specific incidents.

· Describe the due process protections for a nurse who is peer-reviewed.

Rubric

Use this rubric to guide your work on the assignment, “Peer Review.”

Task

Accomplished

Proficient

Needs Improvement

Part 1 (a)

Applying Rule 217.16

(Total 50 points)

Lists all the correct 5 criteria, accurately explains application of criteria clearly. (25 points)

Lists 3 or 4 of the correct criteria, accurately explains application of these criteria

(15 points)

Lists 2 applications of criteria.

10 points)

Incorrectly lists criteria (0 point)

Part 1 (b)

Reflects upon applications

of Rule 217.16

(Total 25 points)

Correctly states if nurse should be reported or not reported with 3 substantial sentences. (25 points)

Correctly states if nurse should be reported or not reported with 2 sentences.

(15 point)

Writes 1 sentence.

(10 points)

Incorrectly judges whether violations occurred (0 point)

Part 2

Violation of IBPR Rule 217.19 (Total 25 points)

Correctly listed the 4 violations and provides correct explanations (25 points)

Correctly lists 2-3 violations and explanations (15 points)

Lists 1 violation and explanation (10 points)

Incorrectly lists criteria (0 point)

All 5 questions correct (25 points)

4 questions correct (20 points)

3 questions correct (15 points)

2 questions correct (10 points)

1 question correct (5 points)

0 questions correct (0 point)

Part 1: (a) Applying Rule 217.16(h) Minor Incidents

Read the following scenario and then answer the questions that follow:

You are on your hospital’s Peer Review Committee (PRC). You are reviewing Nurse A’s practice. She works on the pediatric unit. In the past, Nurse A has practiced safely without incidents. However, four months ago, Nurse A gave immunizations to five pediatric patients (3 months, 9 months, 2 years, 4 years, and 5 years of age). She used a vial of Hepatitis B vaccine that had been expired for 30 days but still was being stored in the unit refrigerator. She gave the five immunizations within a few minutes of each other, and she got the vial from the refrigerator only once (i.e., She did not take it out and replace it five times). She took responsibility for the errors when she was informed by her unit manager.

Should Nurse A be reported to the BON?

Let’s review what deems a minor vs. a reportable (NOT minor) incident-

A minor incident is- 217.16(a)- as defined under the Texas Nursing Practice Act, Texas Occupations Code §301.401(2), means conduct by a nurse that may be a violation of the Texas Nursing Practice Act or a Board rule but does not indicate the nurse’s continued practice poses a risk of harm to a patient or another person.

A reportable incident is- 217.16(h)- conduct that falls outside of the definition of a minor incident and must be reported to a PRC or BON.

Apply the Minor Incident Rule to reach and support your decision. This Rule 217.16 can be found at http://www.bon.texas.gov/rr_current/217-16.asp

Use this specific link only- it is the official updated Texas Board of Nursing information. Click on the link and scroll down to the bottom to find the letter (h), where criteria are listed that describes actions that must be reported to the Peer Review Committee or BON.

Criteria. In the first column of the table, list the 5 criteria as it appears in the rule that are essential in determining if an incident is a reportable action. All 5 must be listed for full credit. Then, in the second column, record your explanation as to why or why not the nurse’s actions deem it reportable and therefore harmful to a patient.

Criteria that determine an incident is reportable

Rule 217.16(h)

Explanation of whether or not Nurse A’s actions are minor vs. reportable

Criteria :

Part 1: (b) Report vs. Not Report

Based on the Rule 217.16(h) criteria you listed above, would you report Nurse A to the Board? Please explain why or why not. At least 3 substantial sentences are needed for full credit.: (Explain below

Part 2: Applying Rule 217.19 Incident-Based Peer Review

Read the following scenario and then reflect upon the actions it portrays.:

Last month, the chairperson of your hospital’s Peer Review Committee (PRC) passed you in the hallway and said, “I’m glad I ran into you. You’re going to be peer-reviewed.” The chairperson continued, saying, “Your manager found out that you called the Texas Department of State Health Services two months ago and reported that LVNs were being allowed to do the complete initial assessment on patients. Also, you made some medication errors over the past couple of months. I’ll let you know when the meeting is to occur.”

You heard nothing more about the PRC meeting. Today, the chairperson came to you and told you that you had been reported to the Texas Board of Nursing. She said, “It was just felt by the work group that you are a troublemaker and lack the skills to practice due to your med errors. I’m also giving you a ‘heads up’ that you are going to be put on suspension for at least three days by your unit manager.”

Applying Rule 217.19, what violations of the rule occurred in the above scenario?

First, review your learning about incident-based peer review. In the first column of the table, list any 4 criteria from Rule 217.19 that were violated (there are more than 4 to choose from).

In the second column, explain how each criterion was violated. All 4 boxes must be completed for full credit. Please use the link provided at http://www.bon.texas.gov/rr_current/217-19.asp

Which part of the rule was violated?

(Subsection number and letter OR descriptive phrase)

(Rule 217.19)

Explanation of violation ( from the 4 criteria above):

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December 1, 2019December 6, 2020

Social Media Campaign

Task 1: Social Media Campaign

Introduction:

Part of cultural competency is advocating for sensitive patient populations with regard to health issues or needed improvements in the community. A big part of advocacy is uncovering effective stories discovered in your community assessment. Equally important is understanding how to broadcast your discoveries to the larger community. In our society today, social media is a powerful leveraging tool to get a story out, build support, and demonstrate advocacy.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Part 1: Field Experience Project Submission
Note: Your timelog must be submitted with your assessment. If both are not submitted at the same time, your task may be returned to you without evaluation.
A. Submit a completed “Community Health Field Experience Timelog” by doing the following:

1. Include the date of each activity.

2. Include a brief description of each activity.

3. Include the name of the contact person, a working phone number, and a full physical address.
Note: If an email address is available for the contact person, you may choose to include it.
4. Include the number of hours spent on each activity (not including preparation time).

5. Describe how each activity relates to your selected Field Experience topic.

6. Record a total of 90 hours that meet each of the following requirements:

● 65 student planned activity hours based on the attached “Field Experience Activities List”

● a maximum of five individual interview hours (i.e., no more than five interviews, no more than one hour per interview)

● no prep time hours (i.e., prep time is not to be included in reported hours)

Note: If your timelog is returned from evaluation, you are required to do an addendum. Please use the link below to access the DocuSign addendum document. Both the original timelog and the addendum timelog must be submitted with the task.

Note: Random audits and verification of time log activities do occur. Violation of the WGU Code of Student Conduct or the Academic Authenticity Policy could result in disciplinary action.
Part 2: Social Media Campaign

Note: The “CDCynergy” web link provided in the web links section below may be useful in completing your social media campaign. The use of this web link is optional, i.e., not required.
B. Write your community health nursing diagnosis statement.

1. Explain how the health concern from your community health nursing diagnostic statement is linked to a health inequity or health disparity within the target population.

a. Discuss the primary community resources and primary prevention resources currently in place to address the health concern.

b. Discuss the underlying causes of the health concern.
2. Discuss the evidence-based practice associated with the Field Experience topic.

a. Identify data about the selected Field Experience topic from the local (e.g., county), state- Florida, and/or national level.
C. Develop a community health nursing social media campaign strategy that will convey your health message and address the Field Experience topic by doing the following:

1. Describe your social media campaign objective.

2. Recommend two population-focused social marketing interventions and justify how each would improve the health message related to your selected Field Experience topic.

3. Describe a social media platform you would use that is appropriate for communicating with the target population-Adults

a. Discuss the benefits of the selected social media platform in supporting preventative healthcare.
4. Discuss how the target population will benefit from your health message.
D. Describe best practices for implementing social media tools for health marketing.
E. Create a social media campaign implementation plan by doing the following:

1. Describe stakeholder roles and responsibilities in implementing the plan.

2. Discuss potential public and private partnerships that could be formed to aid in the implementation of your campaign.

3. Create a specific timeline for implementing your campaign.

4. Explain how you will evaluate the effectiveness of the campaign.

5. Discuss the costs of implementing your campaign.
F. Reflect on how social media marketing supports the community health nurse’s efforts to promote healthier populations.

1. Reflect on how your social media campaign could apply to your future nursing practice.
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.

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December 1, 2019December 6, 2020

Worldview Analysis And Personal Inventory

Based on the required topic study materials, write a reflection about worldview and respond to following:

In 250-300 words, explain the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism within health care.
In 250-300 words, explain what scientism is and describe two of the main arguments against it.
In 750-1,000 words, answer each of the worldview questions according to your own personal perspective and worldview: (a) What is ultimate reality? (b) What is the nature of the universe? (c) What is a human being? (d) What is knowledge? (e) What is your basis of ethics? (f) What is the purpose of your existence?

Remember to support your reflection with the topic study materials.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

Worldview Analysis and Personal Inventory

1
Unsatisfactory
0.00%

2
Less than Satisfactory
65.00%

3
Satisfactory
75.00%

4
Good
85.00%

5
Excellent
100.00%

70.0 %Content

20.0 %Christian Perspective of Spirituality and Ethics in Contrast to Postmodern Relativism

Explanation of the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism is incomplete or insufficient.

Explanation of the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism is unclear. Explanation is not supported by topic study materials.

Explanation of the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism is clear. Explanation is not supported by topic study materials.

Explanation of the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism is clear and detailed. Explanation is supported by topic study materials.

Explanation of the Christian perspective of the nature of spirituality and ethics in contrast to the perspective of postmodern relativism is clear, detailed, and demonstrates a deep understanding of the subject. Explanation is supported by topic study materials.

20.0 %Scientism and Arguments

Explanation of scientism or the explanations of two main arguments against scientism are inaccurate. Details are not supported.

Description of scientism is accurate. Explanations of two main arguments against scientism are unclear. Details are not clearly supported by topic study materials.

Explanation of scientism is clear. Explanations of two main arguments against scientism are clear. Details are supported by topic study materials.

Explanation of scientism is clear and accurate. Explanations of two main arguments against scientism are clear. Details are clearly supported by topic study materials.

Explanation of scientism is clear and accurate. Explanations of two main arguments against scientism are clear and insightful. Details are clearly supported by topic study materials.

30.0 %Personal Perspective and Worldview

Worldview questions are not fully answered.

Each of the worldview questions is answered but is lacking a personal connection or clarity.

Each of the worldview questions is answered with personal connection.

Each of the worldview questions is answered clearly and with personal connection.

Each of the worldview questions is answered clearly and with deep personal insight.

30.0 %Organization, Effectiveness, and Format

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

30.0 %Organization, Effectiveness, and Format

8.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

30.0 %Organization, Effectiveness, and Format

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

30.0 %Organization, Effectiveness, and Format

5.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately, or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

30.0 %Organization, Effectiveness, and Format

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

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December 1, 2019December 7, 2020

The role of a nurse leader as a knowledge worker

Reflect on the concepts of informatics and knowledge work as presented in the Resources. Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

NURS 6051N

1. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

Part 2:

Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an info graphic to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.

Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.

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December 1, 2019December 6, 2020

Case Study on Death and Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
Given the above, what options would be morally justified in the Christian worldview for George and why?
Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

This assignment uses a rubric.You are required to submit this assignment to LopesWrite.

1. Bioethics: A Primer for Christians

Read Chapters 6 and 12 in Bioethics: A Primer for Christians.

http://gcumedia.com/digital-resources/wm-b-eerdmans-publishing-co/2013/bioethics_a-primer-for-christians_ebook_3e.php
2. Called to Care: A Christian Worldview for Nursing

Read Chapters 10-12 in Called to Care: A Christian Worldview for Nursing.

http://gcumedia.com/digital-resources/intervarsity-press/2006/called-to-care_a-christian-worldview-for-nursing_ebook_2e.php

3. Defining Death: Medical, Legal and Ethical Issues in the Determination of Death

Read the Introduction and Chapters 1-3 of “Defining Death: Medical, Legal and Ethical Issues in the Determination of Death” by the President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research (1984).

https://repository.library.georgetown.edu/bitstream/handle/10822/559345/defining_death.pdf?sequence=1

Rubric

Analysis of how the man would interpret his suffering in light of the Christian narrative and the fallenness of the world is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
Analysis of how the man would interpret his suffering in light of the Christian narrative and the hope of resurrection is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
Analysis of how the Christian worldview of the man might inform his view about the value of his life as a person with ALS is clear and demonstrates a deep understanding that is skillfully supported by topic study materials.12%
Evaluation of which values and considerations the Christian worldview focuses on when deliberating the option of euthanasia for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
Evaluation of which options would be justified in the Christian worldview for the man is clear and demonstrates a deep understanding that is skillfully supported by topic study materials. 12%
Reflection hypothesis of which personal choices would be make if faced with ALS based on personal worldview is clear, relevant, and insightful. 10%
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 7%
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 8%
Writer is clearly in command of standard, written, academic English. 5%
All format elements are correct.5%
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of

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December 1, 2019December 7, 2020

Managed Care Organizations (MCOs) vs. Accountable Care Organizations (ACOs)

Discuss the differences and similarities between 1qqA(MCOs) vs. Accountable Care Organizations (ACOs). Given the current health care environment, provide a solid speculation to how MCOs and ACOs may transform to meet the needs of its consumers. Be sure to support your thoughts and analysis with scholarly sources.

*Will also need to respond to 3 classmate’s post, will send that after you turn in assignment.

Student Sumetria

The differences and similarities between Managed Care Organizations (MCO) and Accountable Care Organizations (ACO) will be explained below.

The MCO is a group of medical providers and facilities that provide care to its members at a reduced cost. Many MCO’s require the patient to have a primary care provider. The ACO is a group of medical providers and medical facilities that work together to provider collaborative care to its members. The ACO doesn’t require the member to have a primary care provider. The providers work together voluntarily to provider care as a medical team for the patient. The different specialties work with each other to treat the patient with continuity of care. The information is shared so that all the providers that are treating the patient are aware of the medications, tests, hospital visits, and treatment the patient has currently and the past treatments. The providers that are part of the MCO’s don’t work as a team to provider collaborative care to the patients. They don’t strive to work together to treat the patient with the team approach like providers in the ACO’s strive for. The MCO groups can share information if it is requested. The focus is not continuity of care. Some providers send their notes to the referring provider as a courtesy. The ACO’s are still changing to become better. The MCO’s and ACO’s may transform and merge into one entity to meet the needs of consumers. They both are similar enough to the point where I think they can be combined with the best interest of the consumer in mind. I believe that we can take the best features from both of them. Considering the current health care environment , continuity of care is important. This is the best way to treat the patient with the best possible outcome. Having the providers work together as a team avoids having the patient take medications that interact, repeating the same tests, and other wasteful or harmful medical practice. This approach can also reduce the cost of medical care. The cost of medical care is constantly increasing and I think this is a way to reduce the cost of medical care. This will help control wasteful spending.

“Managed Care.” MedlinePlus, U.S. National Library of Medicine, 25 Sept. 2017, medlineplus.gov/managedcare.html.

“What Is an ACO? Definitive Guide: Accountable Care Organizations.” Health Catalyst, Health Catalyst, 24 Oct. 2017, www.healthcatalyst.com/what-is-an-ACO-definitive-guide-accountable-care-organizations.

Student 2 Kpanbu

Health care spending is the biggest drive for formulating the different kinds of payment systems in healthcare. Health care insurance enrollees may obtain care from various Managed Care Organizations (MCOs) or Accountable Care Organizations (ACOs).

Managed Care Organizations (MCOs): is a group of people working together to manage the cost of health care. MCOs work along with medical facilities and health care providers to render support to MCO patients. MCOs only pays for the care provided and its plan is not as flexible as ACOs. MCOs give incentives to physicians like the ACOs. There are four types of MCOs: Health Maintenance Organization (HMO), Preferred Provider Organization (PPO), Exclusive Provider Organization (EPO), and Point-of-Service Plan (POS). According to (Andrews, 2014), HMOs only pay within network health care and insurers need a referral to seek care from a specialist or else the services provider will not be covered. For PPOs, care is covered both in and out of the network, however; the patient pays a higher premium for out of network care. In EPO, care is not covered outside of the network, nevertheless; patients do not require referral to get seen by a specialist. In POS, plan varies between HMOs and PPOs, and insurers may seek out of network care but with a higher cost-sharing rate. PPO and HMO both have Medicare options.

Accountable Care Organizations (ACOs): is a number of individuals that consist of health care providers and health care settings, collectively working together to accomplish the goal of improving optimum quality of health care. This network of people may include physicians, surgeons, pharmacists, doctors, nurses, healthcare assistants, caregivers, lab specialists, psychiatrists, mental health professionals, rehabilitation workers, other healthcare specialties and hospitals. This group of people collaboratively work together to coordinate patient care to obtain maximum care for clients and the group “accepts joint responsibility for health care spending and quality for a defined population of patients” (Song, 2014). According to Song (2014), the three key characteristics of the ACO are: “joint accountability,” accountability for both quality of care and health care spending, and the ACO is responsible for the care of a population of people.” In the ACO plan patients have more freedom to choose the type of care within a restricted time period. ACO provides a variety of payment structures and incentives to health care providers and hospitals primarily focusing on quality of care and financial risks to hospitals and physicians. ACO reward health care providers for the quality of care provided to patients, while eliminating irrelevant spending. ACOs do not focus on profit, but the quality of care while MCOs focus on profit.

References:

Andrews, M. (2014). What’s the best health plan for you? HMO, PPO, EPO or POS? Retrieved from https://www.washingtonpost.com/national/health-science/whats-the-best-health-plan-for-you-hmo-ppo-epo-or-pos/2014/08/25/772f96a8-27c1-11e4-958c-268a320a60ce_story.html?utm_term=.51bd23ba540e

Humana. (n.d.). HMO vs. PPO: Which one is right for you? Retrieved from https://www.humana.com/all-products/understanding-insurance/hmo-vs-ppo

Song, Z. (2014). Accountable Care Organizations in the U.S. Health Care System. J Clin Outcomes Manag. 2014 Aug 1; 21(8): 364–371.

Student 3 Talisha

An MCO is a type of health care system that links health insurance with care delivery for a defined population. An MCO delivers health care through a network of providers, determines the prices for services, coordinates care, and manages appropriate use of health care services. According to the National Accountable Care Organization Summit (n.d.), ACOs are provider collaborations that support the integration of groups of physicians, hospitals, and other providers in different ways around the opportunity to receive additional payments by achieving continually advancing patient-focused quality targets and demonstrating real reductions in overall spending growth for their defined patient population. According to Shortell, Casalino, and Fisher (2010), there are at least five different types of practice arrangements that could serve as ACOs: the integrated or organized delivery system, multispecialty group practices, physician-hospital organizations, independent practice associations, and “virtual” physician organizations. The Accountable Care Model (ACO), the health care providers develop and drive the models’ respective agendas (McWilliams et al., 2016).

Given the similarities seen between MCOs and ACOs it is clear that MCOs have a more monopoly set up on their delivery method of care; while ACOs allows for free movement outside or within their integrated networks. Centers for Medicare and Medicaid Services (2015) states that participation in ACO is voluntary. This implies that the patient consumers have the freedom to select the Primary Care Physician of their choice, the hospitals they want and their favorable specialist. Given the current healthcare environment over time MCOs and ACOs can evolve into more organized networks of practices that will actively engage in practice redesign, quality improvement initiatives, and implementation of much more innovate technologies moving forward, for example one of their noteworthy success has been the implementation of electronic health records. The Electronic Health Records (EHRs) are now giving doctors and physicians real time secure access to patients records to better assist them across both MCO and ACO networks alike, saving time, money and creating more vital time providing much needed focused patient care.

Reference

Centers for Medicare and Medicaid Services. (2015). Accountable care organizations (ACO). (n.d.). Retrieved from http://www. cms. gov/Medicare/Medicare-Fee-for-Service-Payment/ACO/index. html.

National Accountable Care Organization Summit. (n.d.). What is an ACO? Retrieved from http://www.acosummit.com/past2011/overview.html

Shortell, S. M., Casalino, L. P. & Fisher. E. S. (2010). How the Center for Medicare and Medicaid Innovation Should Test Accountable Care Organizations. Health Affairs, 29 (7), 1293-1298.

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December 1, 2019December 6, 2020

Pros and cons of mandatory continuing nursing education

Karen DeFilippis, Idalmis Espinosa

Lasharia Graham, Ijeoma Igbokwe

Karan Kortlander, Jessica McGillen

October 01, 2017

objectives

Discuss the pros and cons of continuing education in nursing in the following areas:

Impact on competency.

Impact on knowledge and attitudes.

Relationship to professional certification.

Relationship to ANA Scope and Standards of Practice.

Relationship to ANA Code of Ethics.

Impact on competency

Pros: Cons:

Increased personal knowledge Time

Increased use of EBP treatments Cost

Improved patient outcomes

Increased confidence

Developing and maintaining skills

Professional Networking

“Currently in many states, a nurse is determined to be competent when initially licensed and thereafter unless proven otherwise. Yet many believe this is not enough and are exploring other approaches to assure continuing competence in today’s environment where technology and practice are continually changing, new health care systems are evolving and consumers are pressing for providers who are competent” (Whittaker, Carson, & Smolenski, 2000).

“The ultimate outcomes of continuing nursing education (CNE) activities are to improve the professional practice of nursing and thereby the care that is provided by registered nurses to patients” (American Nurses Credentialing Center’, 2014)

Effective workplace learning, based on current evidence, appears to show potential to prevent errors, support health professional reflection on practice and performance, foster ongoing professional development, and sustain improved individual and organization performance outcomes.

Cost- “Continuing education can be costly. For instance, it is costly to pay employees to attend a nursing lecture or conference and to be away from the patients’ bedside. Additionally, purchasing videos or subscribing to magazines does require an associated payment. Lastly, implementing a change is costly it requires training and often new equipment. Without question, cost is a confounding variable” (Ward, 2013)

Time- This can be time away from work and family. For the employer ‘implementing a change in practice does require time, as does completing continuing education credit hours. This could mean time away from the patient which, in most instances, is frowned upon” (Ward, 2013)

Pros of higher education in nursing

Enhance patients’ outcome.

Reduces medication errors.

Update with new trends.

Increased knowledge on technology use.

Treatment evaluation and recovery.

Enhance collaboration and networking.

Widens employment opportunities for nurses (University of Saint Mary,2017).

Higher nursing education prepares nurses to make a difference in delivering safe and effective care to patients, nurses gain the skills needed to safely administer medication while eliminating or reducing medication errors, monitoring and assessing the patient’s response to medications (University of Saint Mary, 2017). Nurses acquire proficiency on the use of new technologies because higher education programs explores the latest technology. Nurses are updated on the new trends in healthcare to keep up with patients’ changing needs. Nurses are able to effectively and proficiently coordinate patients’ care by collaborating and communicating with other health care teams, gain new knowledge through networking; nurses are exposed to seminars where they meet and interact with other healthcare professional.

Nurses are prepared to evaluate patients’ response to treatment and follow up after discharge to improve the quality of patients lives (University of Saint Mary, 2017). Nurses who have higher education certificates have more employment opportunities. Most hospitals requiring nurses to go back to school to get BSN, and preferring to hire nurses who have BSN.

Cons and attitudes of not continuing with higher education in nursing

Limited career opportunities and positions.

Poor patient outcome.

Lack of confidence.

Limited Knowledge, competency and skills.

Lack of opportunities for collaboration.

There are several disadvantage of not pursing higher education in nursing, nurses are most times denied of a job or a position due to the level of their education. Nurses who starts as staff nurses are promoted to a higher position with experience, good performance and continuous education (College Grad, 2017). Studies have linked poor patients outcome to lack of nursing skills and knowledge; Thus to enhance patient’s safety and quality care, nurses are required to go for a higher education or study as recommended in Institute of medicine report . Higher education does not only benefit the patients but also boost the confidence of nurses. Lack of confidence decrease self-esteem, every nurses needs to believe in him/herself to work effectively and efficiently while collaborating with other health care team. Lack of education limits learning new skills and opportunity to grow in knowledge and also could hinder opportunities to fellowship or collaborate effectively with other health care professionals.

Pros of continuing higher education related to the relationship to professional certification

Increases knowledge and quality of care in nursing practice.

Enhances nurses’ ability to compete in the job market.

Develops a nurses’ confidence and professionalism.

Defines nursing practice and attests to ongoing qualifications (Brunt).

The ANA defines certification as an achievement of exemplary nursing knowledge; therefore, continuing education promotes the above noted benefits. The question of mandatory continuing education for nurses has been brewing since the 1960s (Brunt). The National League for Nursing supports that mandatory continuing education should be required for relicensure. Currently, there are more than 68 various certifications available to nurses, and most of them require continuing education programs.

CONS OF CONTINUING HIGHER EDUCATION RELATED TO THE RELATIONSHIP TO PROFESSIONAL CERTIFICATION

Cons include:

Education does not assure competence.

Continuing education is expensive.

Evaluation tools are ineffective and not always accurate (Brunt).

Continuing education does not show evidence of better patient-care outcomes (Eustace, 2001).

Those opposed to mandatory continuing education maintain that as professionals, nurses are personally responsible to identify and acquire appropriate education (Brunt). Some have pointed out that mandatory continuing education does not necessarily address advanced practice nurses, or those in administration, research, and education. Others argue that it may be difficult to obtain continuing education in remote areas, and that most healthcare practitioners already take part in continuing education on their own (Brunt).

PROS TO CONTINUING EDUCATION RELATED TO ANA SCOPE AND STANDARDS OF PRACTICE

Improves quality of patient care

Expands knowledge and contribute to career growth

Ensures competency in practice

Providing best evidence based nursing care

The scope of practice is defined by the , “who”, “what”, “where”, “when”, “why”, and “how” of nursing practice. The practice of nursing requires specialized knowledge, skills and independent decision making. Every nurse should be knowledgeable and up to date with the latest evidence based practice in order to provide the best care to their patients. With higher education nurses are able to take on leadership roles. Leadership roles are important to help lead change to transform health care, and for “public, private, and governmental health care decision makers at every level” to “include representation from nursing on boards (Campaign for Action, 2014).

CONS TO CONTINUING EDUCATION RELATED TO ANA SCOPE AND STANDARDS OF CARE

Cost of Tuition

Balancing Personal life

Lack of appropriate knowledge on the subject

Lack of a guarantee that the continuing education standards will assist the nurse in the nursing field

The cost of going back to school can be very expensive. There are programs to help pay for some of the cost for tuition, but you still are responsible for a portion of the tuition. Some may not even know about the different programs to help you pay for school. They may be paying out of pocket. And we all know once we graduate, loan repayment will be waiting on us.

Another disadvantage of returning to school is balancing personal life. Some of us work full time jobs and have kids like myself. I also have a part time job as well. It can become very difficult squeezing classes in on top of our already busy schedule. Sometimes I don’t get a chance to do my work until the last minute when its due. I know there were plenty of times I felt like just giving up on classes because I don’t have enough time in a day to get every thing done. Then I start thinking of all the benefits of higher education

CODE OF ETHICS provision 5 related to Continuing Education

As outlined by the ANA, provision 5 includes that nurses owe the same duties to self as others, this includes responsibility to preserve integrity and safety, maintain competence, and to continue personal professional growth (Fowler and American Nurse Association, 2010).

PROS

Fair and equal treatment

Safe patient care

Be competent

Be educated to provide the best care

Grow professional and personally

Expand career knowledge and skills

Integrity

Builds confidence

Helps guide better decision making

Creates trust

Extends positive influence

CONS

Personal and professional growth requires a time commitment

Being competent and advancing can include a financial commitment

Growing pains

Feeling out of comfort zone

The Code of Ethics is a public expression of what a nurse commits oneself to when entering the workforce as a nurse. The Code expresses values, duties, and commitments that all nurses will strive for (ANA, 2010). There are many pros and a few cons to nurses agreeing to follow the Code of Ethics. The pros mentioned above can greatly outweigh the cons. As nurses we are here to serve people, we extend ourselves to care for others. In caring for others we must also care for our self in the process. The ANA outlines for professional growth a nurse is responsible for “continued reading, study, observation, and investigation” (2010). All of the above are outlined by the ANA.

CODE OF ETHICS PROVISION 7 RELATED TO CONTINING EDUCATION

Fowler and the American Nurses Association defined provision 7 as, a nurses participation in the advancement of the profession through contributions to practice, education, administration, and knowledge development (2010).

PROS

Advancements

In education

In practices of care

In administration

Knowledge

CONS

Having the need to want advancement

Time commitment

Possible financial commitment

Growing pains

Being pushed out of your comfort zone

Nurses are the forefront of advancement for the medical field. We hold many positions from floor nursing, administration and educators within the health care system. For the field of nursing and nurses to continue to grow and advance we all must pledge to participate in advancing the profession with education, and the search of knowledge. Examples of ways that nursing has advanced from the past is nurses now have advanced degrees such as: Master and doctoral level educations and also Nurse Practitioners. The ANA provides specifics on where nurses can advance the profession; be involved in healthcare policy, develop, maintain and implement professional standards in clinical practice, administration and education practices, and apply knowledge development, dissemination and application to practice (2010). As nurses the ANA Code of Ethics provides a pathway to things that will improve nursing practice as a whole.

CODE OF ETHICS

CONCLUSION

References

American Nurses Credentialing Center. (2014). The Importance of Evaluating the Impact of Continuing Nursing Education on Outcomes:Professional Nursing Practice and Patient Care. Retrieved from http://www.nurse.credentialing.org/Accreditation/

Fowler, M. D., & American Nurses Association. (2010). Guide to the code of ethics for nurses: Interpretation and application. Silver Spring, MD: American Nurses Association.

Ward, J. (2013, January 23). The Pros and Cons of Getting Nursing CEUs. Retrieved from Nurse Together: http://

www.nursetogether.com/pros-and-cons-getting-nursing-ceus

Whittaker, S., Carson , W., & Smolenski, M. C. (2000, September). Assuring Continued Competence – Policy Questions and Approaches: How Should the Profession Respond? Online Journal of Issues in Nursing. Retrieved from : http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/

Brunt, B. The importance of lifelong learning in managing risks. The Nursing

Risk Management Series(3). Retrieved from http://ana.nursingworld.org/mods/archive/mod311

Eustace, L. (2001). Mandatory continuing education:past, present, and future trends & issues.

The Journal of Continuing Education in Nursing 32(3).

References

Nursing: Scope and Standard of Practice. Retrieved from www.nursingworld.org

ANA Leadership – American Nurses Foundation. Retrieved from www.anfonline.org

University of Saint Mary. (2017) Higher Nursing Education and its Impact on Patient Safety. Retrieved on September 21st from http://online.stmary.edu/rn-bsn/resources/higher-nursing-education-impact-on-patient-safety

College Grad (2017) Registered nurses. Retrieved September 24th, from https://collegegrad.com/careers/registered-nurses