Category Archives: Nursing

Leader & Follower-Nursing


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Leader & Follower
Discussion Question:
You have been working on a busy orthopedic unit for 6 months. The average patient length of stay in the unit is 4 to 7 days. The program from which you have graduated has subsequently graduated a new class, and three of the new graduates are coming to work on your unit. The nurse manager has told you that she is counting on you to “demonstrate leadership and assist these new nurses to adapt to the work environment.”
Based on the behaviors of an effective leader found in this chapter, how would you assist your new colleagues? Discuss your hypothetical approach to leading new colleagues and share some personal examples you have seen of good and bad leadership. What types of behaviors did you see with each?

Content Questions:
1.) Define autocratic, democratic, and laissez-faire leadership.
2.) Explain the necessity for developing oneself as an effective follower

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Assignment 2: Genogram,Ecomap, Family Hlth Promo Plan


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Assignment 2: Genogram,Ecomap, Family Hlth Promo Plan

In this assignment, the student will conduct an assessment of a family and apply the nursing process to form a plan of care. The family needs to have at least three members in the household and at least one family member must have a health care need. The family can be of any type of structure (traditional or non-traditional). The student will conduct a genogram which demonstrates patterns of disorders that are prevalent in the family. On the same family the student will then construct an ecomap. An ecomap is a representation of how the family connects to the outside world. Based on this information, the student needs to select a family or community theory (refer to information in LEO classroom) and construct a plan of care based on this theory utilizing the nursing process.

Family genogram

  • ●     You can use your own family for this assignment. Remember, the family genogram must represent a family in the same community you wrote about in your windshield survey. (Bladensburg Community in Maryland).
  • ●     Using the information, examples, and templates provided, construct a family genogram of your family. Please omit any identifying information (e.g., names).
  • ●     This link provides additional information and instructions for construction of a family genogram. This link provides examples of completed genograms.
  • ●     You can use the attached template [link to genogram file] or create your own.
  • ●     Submit the completed genogram as a separate document prior to working on the ecomap.

Ecomap

  • ●     Using the family genogram data, construct an ecomap of the family depicting how the family interacts with community resources/entities/agencies to meet the family’s needs. Make note of any family need that cannot be met in the community, as this information will be needed in your next assignment.
  • ●     Instructions on completing an ecomap are provided in this link.
  • ●     An interactive example of ecomap construction is provided in this link
  • ●     The attached template link to ecomap file can help you create your own ecomap.
  • ●     Once you have completed your ecomap be sure to provide statistical data about your community, such as population, socioeconomic data, and disease prevalence/incidence data. You can find data through Healthy People 2020, the CDC, the US Census Bureau, and the National Vital Statistics System. The statistical data along with the observational data from your windshield survey and the outline of the community assessment process presented in Week 4 will constitute a mini-community assessment. Your next two assignments (in Weeks 6 and 8) will be constructed from these materials.

Family teaching plan

Using the nursing process and the data obtained from the genogram and ecomap, develop a teaching plan based on the needs of the family.

Select a family or community theory

Create a plan based on this theory (details)

Summarized the identified health risk traits

Evidence-based health care promotion and disease prevention recommendations based on the family’s identified health risk.

The outline for the family assessment is below:

Genogram 30%
Ecomap 20%
Construct a teaching plan based on the nursing process, utilizing a family or community based theory, that addressed the identified family health risk 40%
APA style, spelling, grammar, appropriate terminology, organization, grammar, organization and references 10%

 

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Assessment Coding

Assessment for this unit of competency is based on competency based grading. All assessment tasks, except Practical Observations and Clinical Placements are weighted and graded. Overall final grades applied to this unit of competency are:

 

Competency Not Achieved (CNA)

0-49%

Competency achieved – graded (CAG)

50-59%

Competent with Credit (CC)

60-69%

Competent with Distinction (CDI)

70-79%

Competent with High Distinction (CHD)

80-100%

Re-assessment

Any re-assessment is conducted as soon as practicable after you have been informed of the requirement to be re-assessed and have been given the opportunity to be re-trained and assimilate the training. You are re-assessed only in the areas your assessor deems that you have not met the required standard. It is at the assessor/s discretion to re-assess the entire assessment should it be demonstrated an overall understanding of this unit has not been achieved.

 

Reasonable Adjustment for this unit College Based Workplace Based
Assistance of a learning support teacher for LLN issues Choose an item. Choose an item.
Modifications to physical environment, e.g. wheelchair access Choose an item. Choose an item.
Changes to course design, e.g. instead of written assessment task – change to verbal questioning & assessor to write the answers Choose an item. Choose an item.
Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Choose an item. Choose an item.

 

I acknowledge the assessment process has been explained and agree to undertake assessment.  I am aware of Careers Australia’s appeals process, should the need arise.  I also understand that I must be assessed as ‘satisfactory’ in all parts of the assessment to gain a competent result for this unit of competency. I declare that the work contained in this assessment is my own, except where acknowledgement of sources is made. I understand that a person found responsible for academic misconduct will be subject to disciplinary action (refer to student handbook).
 

Student  Signature:­         

 

Date:                             

 

 

Assessor use only
 

Assessor Comment/Feedback:    ­                                                                                                                                                                                                                                                                                                                                         

 

Assessor Name:   ____________________   Assessor Signature:  ________________

 

Date: _________________      Result:   _________%

 

Resubmission:   YES / NO           Due Date: ________________

 

Office use only:

Results entered by:  

 

Date:   Skills Centre:  

 

 

 

 

 

 

 

 

ASSESSMENT:               Research Project

ASSESSMENT WEIGHT: 50%

PASS RATE:                   Candidate must obtain 50% (CC) or greater to pass.

WORD LIMIT RANGE:   2,000 – 3,000 words (no more) 

         

STUDENT INSTRUCTIONS

 

 

  • You MUST answer all the questions, except 2.1 as it is an optional task.
  • Use the templates provided.
  • Read the whole assessment at the end of the first class.
  • This assessment is to be done IN PAIRS. Educators will allocate the pairs.
  • You will be marked individually.
  • Do not wait until the last minute to complete the assessment as this is a time-consuming assessment – you should start as early as possible.
  • You may use the PowerPoints for this unit, your Tabbner’s textbook and the learning activities to help you complete the assessment.
  • You are required to communicate verbally and/or in writing with your educator throughout the assessment to ensure you understand the process and to clarify any areas of uncertainty.
  • You are required to apply your Professional Standards of Practice throughout the written and oral components of this assessment:
  • ANMC Code of Conduct
  • ANMC Code of Ethics
  • NMBA Enrolled nurse standards for practice
  • State/territory Nurse Regulatory Nurses Act
  • State/territory Nursing and Midwifery Regulatory Authority Standards of Practice
  • Scope of nursing practice decision making framework
  • You are also required to apply an appropriate research approach to nursing practice within the scope of the Enrolled/Division 2 Nurse and use nursing research methodologies and resources appropriately.
  • You will need to provide the exact number of words at the end of the proposal. Word count does NOT include:
  • Responses to tasks 2.1 & 4.2, and
  • The pre-existing templates, instructions and questions.

 

 

 

 

 

The research proposal must address the following topics:

 

1.    Research topic
1.1         In order to complete this assessment, you will need to identify a research question/hypothesis related to a specific topic, such as:

 

                   Infection control

 

You may choose a different topic, but your educator must agree with the topic you have chosen.

 

Your nursing research question or hypothesis may include:

 

½        Nursing interventions applicable to the topic

½        Client perceptions of the provision of this topic

½        Models of nursing care that utilise the topic

½        Political issues confronting nursing practice and health care provision in relation to the topic

 

An example of a question (the student can NOT use this example), would be:

Does hand washing among healthcare workers reduce hospital acquired infections?

 

An example of a hypothesis (the student can NOT use this example), would be:

It is the hypothesis of this experiment that bacteria will be best cleaned off when they are washed with chemicals like soap or hydrogen peroxide and the hands are then drying on a sanitary object like clean paper towels.

 

It is necessary to apply critical thinking skills to formulate a research question/hypothesis. In order to do this:

½        Have a sound understanding of what best practice is

½        Consider if best practice is being applied. If not, identify the specific areas where best practice standards are not being met

½        Drawing upon your knowledge, identify the impact of these gaps on healthcare outcomes for the client

½        Formulate a question/hypothesis based on your considered approach to minimise the impact on the client and improve knowledge/skills of the healthcare professionals.

 

 

 

 

 

 

 

 

 

 

 

 

 

2.    Definition of key terms
2.1         THIS IS AN OPTIONAL STEP INTENTED TO HELP YOU RESEARCH YOUR ARTICLES. NO MARK ALLOCATED TO THIS TASK. Identify the key terms of your research topic. Give a synonym or variation of the term and provide a definition for each using the table below.

 

 

Key term Variations or synonyms Definition
e.g.

High blood pressure

e.g.

HTN, hypertension, elevated blood pressure

e.g.

BP > 139/89 mmHg

 

 

 

 

   
 

 

 

 

   
 

 

 

 

   
 

 

 

 

   
3.    Research question/hypothesis and its purpose
3.1       Write a clear statement highlighting your research question or hypothesis, e.g. “is there a difference between hand washing protocols and actual practice”.
3.2    Identify the role and the six (6) steps of the evidence based process. You may refer to   http://guides.mclibrary.duke.edu/c.php?g=158201&p=1036021
3.3         Explain whether or not the future results of your study might contribute to evidence based practice.
3.4         Briefly explain how your research will contribute to nursing practice and continuous improvement programs, e.g. better enforcement of hand washing protocols leading to decreased number of nosocomial infections.
3.5         Identify ONE (1) member of the multidisciplinary healthcare team who would contribute to your research. Briefly explain his/her participation in the study.
3.6         Contact your educator and discuss your Research Topic and verbally gain confirmation that you and your partner are on track.
4.    Literature review  

 

4.1         You are now to conduct a literature review.

 

½        The aim of your literature review is to ‘demonstrate in a rigorous way the background of the subject under discussion, and in many cases establish a justification for the need to research the particular topic.’ (Richardson-Tench et al. 2014, p. 46)

½        Include three (3) articles in your literature review.

½        Articles must be published in professional journals. Please find below the pyramid of evidence – this is a guide that may help you throughout your project. You may also refer to your learning activity (session 2, activity 5).

 

½        Hierarchy of nursing research evidence:

1.    Systematic reviews and meta-analysis

2.    Randomised controlled trials

3.    Cohort studies

4.    Case-control studies

5.    Cross-sectional surveys

6.    Case reports

 

½        To determine the quality of a research article:

1.    Ensure authors/researchers are credible

2.    The methodology or study design must be appropriate for the study

3.    Clear data collection and data analysis processes

4.    The findings should be effective and feasible

5.    No breech of ethical guidelines

6.    Limited/no financial or commercial bias

 

½        You may use the suggested articles found in your learning activities.

½        You may access the JBI and EBSCO databases from your Blackboard page.

4.2         Provide the reference for each article following Harvard System of Referencing. The reference list must be at the end of your project. Use Appendix C.
4.3         For each article, highlight the main hypothesis or research question raised by the authors.
4.4         For each article, write a brief analysis of how your study will build on these results or further contribute to literature surrounding your topic.
4.5         Contact your educator and discuss your Research Topic and verbally gain confirmation that you and your partner are still on track.

 

 

 

5.    Methodology, data collection and analysis method
5.1         Describe the data that will be collected, e.g. blood pressure, blood samples, etc.
5.2         Identify the most appropriate research method you would use to address your research topic. Indicate whether you choose to undertake a mostly quantitative or qualitative study. Explain your response.

 

5.3         Briefly describe the type and the size of your study population including inclusion and exclusion criteria, e.g. 200 women aged 60 or above (excluding men).

               

5.4         Identify the most appropriate method(s) of data collection for your research, e.g. survey, questionnaire, interview, etc.

 

5.5         In contribution to improving health promotion programs and best practice in nursing, your participation in this study is to identify THREE (3) questions you would include in the questionnaire or interview designed to gather the data required for your study.
5.6         Identify the method you will use to analyse your data, e.g. statistical analysis. Briefly explain why.
5.7         Identify TWO (2) potential uses of the data, e.g. updating hand washing guidelines in your workplace.
5.8         Name ONE (1) document you would study to ensure you are following the statutory requirements for data collection and documentation.

 

6.    Validity of the research
6.1         Identify and list the dependant and independent variables of your study. Include social, personal, socio-economic, physiological, emotional or physical variables.
6.2         Identify TWO (2) obstacles to your study and provide ONE (1) solution for each.

Obstacle 1:

Solution:

Obstacle 2:

Solution:

6.3         Identify ONE (1) strength of your research tools or methods in relation to validity, e.g. large sample size.
6.4         Identify ONE (1) weakness of your research tools or methods in relation to validity, e.g. lack of accuracy of measuring tools.
6.5         Identify and briefly outline ONE (1) strategy you could use to strengthen the validity of your study, e.g. applying for authorisation to access latest measuring tools.

 

 

6.6         List TWO (2) questions that can be used to help evaluate the quality of the study.
7.    Ethical, cultural and religious considerations
7.1         Identify ONE (1) physical and ONE (1) emotional effect the study may have on the life of the participants’ relatives and loved ones. Provide ONE (1) solution for each of their need.

 

·         Physical need:

·         Solution:

 

·         Emotional need:

·          Solution:

7.2         You are proposing to collect data from participants during the study. Discuss the potential cultural and/or religious considerations you need to anticipate to ensure you always follow ethical guidelines, e.g. special considerations for specific ethnicity.
7.3         While researching and participating in the study, it is absolutely necessary that you apply the Professional Standards of Practice. They include:

 

□    ANMC Code of Conduct

□    ANMC Code of Ethics

□    NMBA Enrolled nurse standards for practice

□    State/territory Nurse Regulatory Nurses Act

□    State/territory Nursing and Midwifery Regulatory Authority Standards of Practice

□    Scope of nursing practice decision making framework

□    All of the above

 

7.4         Identify (TWO) policies and/or procedures you need to be familiar with while applying for and conducting research according to: https://research.unsw.edu.au/policies-and-procedures .
7.5         Obtaining ethic approval before you start your research is a compulsory step of the process. Identify the institution that would ensure your study has received ethical approval.

 

7.6         Briefly discuss how you would ensure all research staff apply their duty of care throughout the study.
7.7         Briefly discuss how you will maintain the confidentiality and privacy of the participants.

 

 

8.    Schedule, funding and dissemination of research
8.1         Develop a summary of your study timeline. Use the table provided in Appendix A.

 

8.2         Elaborate a simplified budget for your research. Use the table provided in Appendix B. Explain where you would apply for funding.
8.3         As you are participating in research in order to work toward continuous improvement programs, you will need to share your findings within the workplace / industry. Briefly describe the method(s) of dissemination of your findings, e.g. articles, newsletters, conference, etc.

 

 

 

 

9.    Reflection
 

9.1         You are now at the end of your research proposal. You have been working on this project with another person as a team. Discuss how you planned and executed equitable team work and collaboration.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TOTAL WORD COUNT:  ___________


Time Research stage Actions taken
Week 1 E.g. Proposal developed E.g. Literature review, budget, filling out funding/grant forms, etc.

 

Week 2  

 

 

 

Week 3    
Week 4  

 

 
Week 5    

 

Week 6  

 

 

 

Appendix A – Research timeline (you may need to add or remove weeks)

 

 

 

 

Appendix B- Research budget

 

 

RESEARCH BUDGET

 

Overheads

(rent of office space, maintenance, etc.)

 

☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Research meeting expenses

 

☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Office equipment and supplies

(printing & photocopying)

 

☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Communications costs

(phone/fax/internet/postage)

☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Staff time

(professional and support, including benefits)

 

☐  < $5,000

☐  $5,000 – $ 20,000

☐  $20,000 – $50,000

☐  > $50,000

Travel and transportation

 

☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

Dissemination

(how will it be published or distributed, e.g. rent for conference room)

 

☐  < $500

☐  $500 – $ 2,000

☐  $2,000 – $5,000

☐  > $5,000

TOTAL (approximate amount) $_____________

 

 

The research project will be assessed using the marking guide. This is an individual assessment.

 

 

Research Project marking guide

 

Criteria Percentage
Content

·         Information presented was relevant and accurate

·         The student demonstrated a good understanding of the principles of nursing research

·         All questions were answered

·         Comprehensive & addresses all the requirements

·         Research question/hypothesis clearly stated

 

 

60%

Communication

·           The student communicated with the educator, both verbally and written, throughout the process

·           The student followed educator’s recommendations

·           The student proactively sought explanations and clarifications when necessary

·           The student negotiated project organisation, ideas and research approach with project partner and educator when necessary

 

 

15%

Time management

·         The student paced themselves throughout the assessment.

·         The assessment was submitted on due date.

 

 

10%

Sentence  & Grammar

·         Clearly conveys concepts

·         Spelling grammar, punctuation and logical structure

 

 

10%

Overall Appearance & Layout of Material

  • The student used the provided templates
  • The students followed the project order
  • Appropriate Harvard style referencing

 

 

5%

 

Total

 

100%

 

 

 

 

 

 

 

 

Marking guide Rubric for Research Project

Criteria Percentage Fail Pass Credit

 

Distinction High Distinction
Content

 

 

60%

Research Project did not include relevant or accurate information. No evidence of research. Appeared unprepared.

No understanding of research concepts.

No research question.

Research Project included basic information. Evidence of minimum or no research. Appeared unprepared.

Limited understanding of research concepts. Research question poorly formulated.

Research Project included basic information. Evidence of some research. Appeared unprepared.

Basic understanding of some research concepts.

Research question unclear.

Good Research Project of relevant and accurate information. Evidence of some research. Well prepared. Sound understanding of research concepts. Research clearly formulated. Excellent Research Project of relevant and accurate information. Strong evidence of extensive research and preparation. Very good understanding of research question. Research question very clearly formulated.
Communication 15% Demonstrates little to no evidence in communicating the purpose of the research project.  Did not engage with educator and project partner nor verbally or in writing. Demonstrates basic understanding in communicating the purpose of the research project.

Basic engagement with educator and project partner.

 

Demonstrates an above average understanding in communicating the purpose of the research project.

Good engagement with educator and research partner. Communicate verbally or in writing to obtain educator’s approval of research topic.

Demonstrates a high level of understanding in communicating the purpose of the research project.  High level of communication with educator and project partner. Communicate verbally and in writing with both educator and project partner. Demonstrates a very high level of understanding in communicating the purpose of the research project.  Excellent level of engagement with educator and research partner. Is proactive to communicate verbally and in writing throughout the project with both educator and project partner.

 

Time management

 

 

10%

Did not pace themselves appropriately and had multiple delays. Project not submitted on time. Submitted assessment on time. Did not pace themselves consistently throughout the project and had to rush.

 

Submitted assessment on time. Mostly paced themselves appropriately throughout the project but had difficulties identifying the most time-consuming tasks. Submitted assessment on time. Mostly paced themselves appropriately throughout the project but had few difficulties identifying the most time-consuming tasks. Submitted assessment on time Paced themselves appropriately and consistently throughout the project.
Sentence  & Grammar

 

 

10%

Poor grammar with many spelling and punctuation errors. Grammatical errors including spelling and punctuation. Minor grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors. No grammatical, spelling or punctuation errors.
Overall Appearance & Layout of Material

 

 

5%

Did not use the provided templates. Did not follow the project order. No referencing. Used some templates but not all. Did not follow the project order

Inaccurate/incomplete referencing.

Used provided templates. Changed order of some elements of the project. Sufficient referencing provided. Used provided templates and followed project order. Sufficient referencing provided Used provided templates and followed project order. Very well referenced.

 

 

 

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Analyze nursing and counseling theories to guide practice in psychotherapy

Select one nursing theory and one counseling theory to best guide your practice in psychotherapy.

Explain why you selected these theories. Support your approach with evidence-based

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literature.

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Describe the health beliefs of the African American and Amish people and how they are differ

Mention the difference between the African American and the Amish communities regarding health care

If there any similarity between the African American and the Amish population.

APA format .  Assignment must be presented in an Arial 12 font with at least 3 evidence based references.   A minimum of 500 words are required.

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Homework help-CNA520: Cardiovascular Nursing 3


Homework help-CNA520: Cardiovascular Nursing 3

Assessment Instructions

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Assessment Task 2: Online poster presentation and summary

Task description The aim of this assessment is to give a short presentation on a cardiovascular condition to your discussion group and then submit a paper, which summarises your presentation and outcomes of discussion on your topic.

A list of potential cardiovascular conditions is provided in MyLO under Assessment resources, Assessment task 2, that may assist you in choosing a condition. In the first few weeks of the semester,enter the discussion area in MyLO and go to the discussion group to which you are allocated. The group numbers will be small to facilitate topic discussion. Negotiate your chosen topic with others in the group so that you are not all covering the same condition. If there are any queries regarding topic choice, please contact your lecturer. Once your topic is confirmed within the group, you should undertake a broad sweep of the literature on the subject area, in order to prepare a clear, well formulated and organised poster for your group in the discussion week. The poster can be presented in poster PDF format directly into the discussion posting.

If you are not sure about what a poster should look like, here are some examples: Poster examples from the internet. Use the UTAS template or a work template.

Once you have posted your presentation, you may elect to have a few lead questions to invite comment from your fellow students.Discussion based assessments are the way you can demonstrate participation in class. It is also an opportunity to demonstrate engagement in learning, therefore we expect more than one or two word replies- we want replies that move the conversation along and extend the learning of all.

The discussion that emerges within your group should enable you to clarify any points that arose on the topic. It is important that you submit your initial work early (in the first 48 hours) to maximize time for discussion. Once the discussion week has concluded, you must submit a document for grading. This should include

·         An 1500 word document which includes a brief overview of your poster topic

·         on your topic and any questions you asked group members on your topic to promote discussion;

·         A selection of postings (in an appendix or in the paper as a discussion point) that provide evidence that you contributed to the discussion in general.(1500 words total)

Task length 1 poster  and 1500 word summary paper
Links to unit’s intended learning outcomes 1, 2, 3 (depending on topic chosen)
Assessment criteria
  1. Identifies an appropriate topic for presentation that enables critical analysis of the content
  2. Demonstrates high level engagement with the relevant evidence based research. Demonstrates accurate knowledge of the chosen condition, its diagnosis and management.
  3. Participates in the discussion activity and engages respectfully with the group- i.e. you must post your presentation within 48hrs of the discussion forum opening. You must post a reply to all of your fellow group members that offers extension of knowledge and raises the level of discussion / learning
  4. Writes clearly in an appropriate academic style and structure. Backs up claims by referring to academic literature and references appropriately using modified Harvard style as required by the School of Nursing and Midwifery
Submission requirements Ensure you formally submit through MyLO assessments folder by the due date.
Contribution to final assessment 40%
Date due Upload poster as soon as possible during the discussion period.

Summary paper due at 3pm on due date- refer to unit outline

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Relevant and useful information regarding this case study

Please utilise this information.

 This is a midwifery based essay focussing on complementary and alternative medicine (CAM).

  • This essay is to be 2000 words.
  • To be written in third person.
  • Minimum of 8 references.
  • Harvard style referencing
  • To include an introduction, Body and Conclusion

 Case Study

You see Linda, a 26 year old woman (G2P1) at midwives clinic at 14 weeks. She tells you that she is suffering from terrible morning sickness, that she had it with her previous pregnancy but that it is much worse this time as she also has a toddler the care for. She wants to avoid taking any medication as she is concerned about the effect on her baby and asks about any complementary or alternative therapies that might help.

 

  • Recommended resources, documents and databases –
    • AHPRA
    • ICM
    • NMBA
    • Cochran Reviews/randomised controlled trials
    • Google scholar
    • OVID
    • MIDIRS
    • Midwives code of ethics/conduct and professional boundaries.
    • Competency standards
    • TGA website
    • DMF (decision making framework)
    • QLD Health guidelines (limit the use of this please).
    • Relevant Journals and articles written within the last 5 years unless relevant.

 

Introduction –

This is an overview of what is to follow and what the essay will be written about.

Body –

  • The role of the midwife regarding therapeutic strategies (This can be introduced here or integrated in other sections of the essay).
  • What does the evidence say? Include a range of therapies 3-5 therapies. This should be the bulk of the essay.
  • Demonstration of collaborative relationships in assessment, planning, implementation and evaluation.

Conclusion –

  • What has been discussed?

References –

  • Minimum of 10 references.

 

  • CRITERIA:

The following criteria will be assessed for this essay.

  • Articulate the role of the midwife, scope of practice and legislative/regulatory requirements relating to therapeutic strategies – Integration of critical analysis of the role of the midwife, scope of practice and legislative/regulatory requirements relating to therapeutic strategies was evident.

 

  • Critique the evidence as applied to a range of therapies and justify their application to the case study – Integration of critical analysis on professional practice using contemporary evidence as applied to a range of therapies in midwifery care in relation to the chosen case study was evident. Highly relevant literature was used throughout and the critical analysis of the literature was insightful.

 

 

  • Demonstrate collaborative relationships in assessment, planning, implementation and evaluation of midwifery care – A planned approach to assessment, consultation, referral, collaboration and care within a multi-disciplinary team was clearly and effectively demonstrated; demonstrating a comprehensive understanding of the role of the midwife.

 

  • Demonstrate appropriate written expression (academic writing, terminology, referencing, etc.) – Excellent written expression – the standard of writing, referencing and communication was flawless.

 

Further information –

This case study focuses on complementary and alternative therapies such as –

  • Non-pharmacological
  • Naturopathy
  • Homeopathy
  • Acupuncture
  • Acupressure
  • Ginger
  • Zink
  • Peppermint
  • B6
  • Chiropractic
  • Moxibustion
  • Acustimulation

 

  • Pharmacological – What pregnancy category are these medications in.
  • Zofran
  • Maxalon
  • Metoclopramide
  • Hydrochloride
  • Monohydrate

 

  • Avoid medical intervention, may discuss medical options when CAM therapies do not work or are not appropriate but focus on CAM.

 

  • Discuss regulations on therapies.

 

  • May discuss/suggest alternative therapies that do not have strong evidence to support them, however the potential for harm must be very low.

 

  • Please discuss contraindications and adverse reactions.

 

  • Midwives are not allowed to recommend particular practitioners but are allowed to suggest looking for qualified, registered, specialised practitioners.

 

  • May use Susan Weed’s 6 steps to healing as a guide.

 

This is a midwifery based case study/essay discussing the complementary and alternative therapies (as well as some pharmacological) available to pregnant woman to help alleviate morning sickness. This includes options, regulations, contraindications etc. I have attached a full description of the requirements as well as other useful information. PLEASE utilise this information. 

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Instructions:

Student info: I am a nurse volunteering at a child care center for school. Every time I go to the daycare I need to write a daily journal. My class includes children aged 2-3 years. For journal entries, make them age appropriate.

The day care: Use this website for information about the area http://childcarecenter.us/provider_detail/bethany_child_development_center_ii_miami_gardens_fl


Daily Journal format:

Headings as follows should be boldfaced:

Date of the activity.

What did I do? (Brief description of the activity)

What did I learn from this activity? (Personal reflection)

What were the positives about the experience?

What were the negatives about the experience?

What recommendations can you offer to enhance this learning experience?


Create 6 entries, 1 entry per page dated march 6th,10th, 13th, 17th, 20th and 27th.

For each entry I need to teach children something relevant for 2-4 year olds. Important: see page 2, I need to perform something from each outcome. There are 4 outcome criteria and 6 entries so 2 will be repeated. Please state next to the date which outcome you are addressing in that entry example March 6th, Outcome 1.

Also in the entry state briefly how it fulfils that outcome.

Topics I have included in previous journals include teaching children with special needs being treated equally by other children, about handwashing, about healthy eating habits, about playing and getting exercise on the playground, and about not bullying.

In teaching children you can cover similar topics, say you give handouts to take home etc.

Outcome 1

Performance Criteria:

  1. Identifying nurse established community health models in a global society.
  2. Relating public health concepts to the practice and delivery of healthcare in the community.
  3. Transferring the theoretical role of the professional nurse to the community setting.
  4. Communicate effectively using listening, speaking, reading and writing skills.
  5. Solve problems using critical and creative thinking and scientific reasoning.
  6. Formulate strategies to locate, evaluate, and apply information.
  7. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
  8. Demonstrate knowledge of ethical thinking and its application to issues in society.

 

Outcome 2

Performance Criteria:

  1. Examining epidemiological concepts as they relate to global health.
  2. Justifying the nurse’s role as an educator, counselor, advocate and change agent in the community.
  3. Applying evidence based principles relating to community health nursing.
  4. Communicate effectively using listening, speaking, reading and writing skills.
  5. Solve problems using critical and creative thinking and scientific reasoning.
  6. Formulate strategies to locate, evaluate, and apply information.
  7. Describe how natural systems function and recognize the impact of humans on the environment.

 

Outcome 3

Performance Criteria:

  1. Negotiating with community leaders to empower selected underserved groups in the community.
  2. Educating the consumer on using available community resources.
  3. Assisting the consumer to navigate through the health care system.
  4. Communicate effectively using listening, speaking, reading and writing skills.
  5. Solve problems using critical and creative thinking and scientific reasoning.
  6. Formulate strategies to locate, evaluate, and apply information.
  7. Demonstrate an appreciation for aesthetics and creative activities.
  8. Use computer and emerging technologies effectively.

 

Outcome 4

Performance Criteria:

  1. Locating existing health promotion programs within a selected community.
  2. Comparing disease processes and conditions occurring in underserved populations as specified by Healthy People 2020 indicators.
  3. Examining the effectiveness of existing programs in meeting the Healthy People 2020 initiatives.
  4. Communicate effectively using listening, speaking, reading and writing skills.
  5. Solve problems using critical and creative thinking and scientific reasoning.
  6. Formulate strategies to locate, evaluate, and apply information.
  7. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
  8. Demonstrate knowledge of ethical thinking and its application to issues in society.
  9. Use computer and emerging technologies effectively.

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Practicum Project focus, Including the Goal and Objectives

The proposed Practicum Project will involve creating an evaluation tool for the new Responder 5 nurse call system in the emergency department (ED) at my practicum site. The ED has implemented a new system to deal with overcrowding, throughput, and bed availability.

The goal of the practicum project is to create and evaluation tool (survey tool) that will be used to evaluate the impact of the new Responder 5 nurse call system technology implementation in the emergency department on the environmental services response times, staffs’ perception of safety using the new panic button features, the efficiency of the car process, and efficiency of the radiology process compared to the previous nurse call system. The new Responder 5 nurse call system has a wide range of functionalities and designated buttons that are meant to notify specific individuals to respond to their duties and improve workflow. Consequently, the following objectives have been developed to help achieve the objective:

  1. Within three weeks of my practicum session, I will create an evaluation survey tool that will be used to determine the staffs’ perception of the safety realized by using the new panic button feature of the new nurse call system.
  2. By the end of March 2017, modify the survey tool to accommodate the evaluation of the efficiency of the radiology process and environmental services response time enhanced by the implementation of the new nurse call system.
  3. By the end of April 2017, utilize the evaluation skills learned in class to explain the process of creating the evaluation tool and the evaluation process.

Methodology and Explanation of how to Meet each Objective Using this Methodology.

The project focusses on developing a survey tool which is centered towards the evaluation of the impact of the Responder 5 new nurse call technology implementation in the emergency department on the environmental services response times, staffs’ perception of safety using the new panic button features, the efficiency of the care process, and efficiency of the radiology process compared to the previous nurse call system. The survey tool will contain questions that allow respondents to specify how often they utilize the panic buttons, to detail how often they use it each day, to describe the efficiency in conveying message through care and radiology processes, and provide detailed list of problems or issues encountered while using the new Responder 5 system. Also, the survey tool will include a section to allow nurses rank 20 different characteristics of the Responder 5 nurse call system on a 1 to 5 scale.

The creation of the evaluation tool is based on the technology acceptance model (TAM) which is a theory that models how information technology users establish trust on a new technology. The theory suggests that when users of introduced to new technology, two factors impact their decisions on when and how to use. These factors include: the perceived usefulness of the new system; and the perceived ease-of-use of the newly introduced system (Pellegrino, 2010). Within three weeks of my practicum session, I will create an evaluation survey tool that will be used to determine the staffs’ perception of the safety realized by using the new panic button feature of the new nurse call system.

Evaluation Plan, noting when Formative and/or Summative Evaluation Will Occur.

The practicum projects will involve creating an evaluation tool that will be sued to evaluate the impact of the Responder 5 new nurse call technology implementation in the ED on the environmental services response times, staffs’ perception of safety using the new panic button features, the efficiency of the care process, and efficiency of the radiology process compared to the previous nurse call system. The evaluation plan for the survey tool consist of four stages. The first step consist of developing goal and objectives of the evaluation plan. Once the objectives are identified, a detailed description of the methodology is provided to facilitate creating of an evaluation tool that meets the project objectives. The third step incorporates summative evaluation to help develop survey questions that measure success of an already implemented system (Duers & Brown, 2009). Summative evaluation allows assessment of system after it has been fully implemented to help in making informed decision about the system (Gantt, 2013). Hence, it forms the prime approach for this project. At the end of the evaluation process, a report will be prepared detailing the evaluation tool and the sections incorporated to help in evaluating the newly implemented system.

References

Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier.

Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.

Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.

 

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Questions 1 and 2 are worth 2.5 points.  The remaining questions are worth 10 points each.

  1. What is the Medicaid case mix rate for Summit Manor Health and Rehabilitation?

 

  1. The poor public image of nursing homes is slowly changing, which also impacts emerging professionals and their misconceptions surrounding the pursuit of nursing home administration as a future career path. There are a variety of reasons for the increasing popularity of nursing home leadership as a career choice.  Provide one of those reasons below.

 

____________________________________________________________________________________________________________________________________________________________

 

  1. In some situations, there can be limited healthcare options for individuals with Medicaid. Explain one of those reasons below:

 

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

  1. If you are caring for someone with dementia, it is important to know their life story. Explain what that means below.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. As the Licensed Nursing Home Administrator (LNHA), why is it important for you to understand the reimbursement system? Provide at least 3 DIFFERENT reasons below:

_A.__________________________________________________________________________________________________________________________________________________________

_B._________________________________________________________________________________________________________________________________________________________   _C._________________________________________________________________________________________________________________________________________________________

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  1. Nursing facility care is “need” driven, not “want” driven. Explain what this means.

_____________________________________________________________________________________________________________________________________

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