By the due date assigned, write a 2 page addressing the sections below of the research proposal.
Weekly Objective 4 is addressed in this assignment.
Needed Document: Final Paper Template
This activity is intended for undergraduate nursing students. In this activity, you will observe, think critically about, and report health issues in diverse community environments.
Community health nursing can improve access to care for the most vulnerable and hard-to-reach groups in any country. The community health nurse should combine knowledge of major indicators of health, social factors that contribute to declining health status, and public programs designed to address problems of health care. Efforts should encompass all levels of prevention (primary, secondary, tertiary) and should address the needs of the individual, family, aggregate, and community.
You will submit a formal APA Paper (see instructions in the template and the rubric).
Utilizing the information gathered on your selected community in from eight Sentinel City subsystems you have been working on throughout this class, write your assessment, analysis, nursing diagnosis, plan, and evaluation method (per the rubric) in APA 7th edition format.
You do not need an abstract. The order of the paper is as follows: the title page, the body of the paper (5-10 pages), a reference page. See the sample template provided.
Discuss the benefits and disadvantages of a facility using supplemental and floating staff. Would this vary depending on specific units? Why? (Respond to all three parts)
Be sure to apply concepts from the readings and research. You must cite (with reference) at least one source: your textbook, scholarly resources, or ATI textbook (no blogs, Wiki, or other school of nursing website) in current APA Style.
Leading and Managing in Nursing
SEVENTH EDITION
Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN Professor and Dean Emerita, Texas Tech University Health Sciences Center, Lubbock, Texas
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Table of Contents
Cover image
Title page
Copyright
Dedication
Contributors
Reviewers
Acknowledgments
Preface
Concept and practice combined
Diversity of perspectives
Audience
Organization
Design
Learning strategies
Complete teaching and learning package
Chapter overview Part 1: Overview
1: Leading, Managing, and Following
Introduction
Theory development in leading, managing, and following
Leading, managing, and following—different but related
Traditional and emerging leadership and management roles
Leading, managing, and following in a diverse organization
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Conclusion
Reflections
The evidence
Tips for leading, managing, and following
2: Clinical Safety: The Core of Leading, Managing, and Following
Introduction
The classic reports and emerging supports
Other key agencies and endeavors
Meaning for leading and managing in nursing
Conclusion
Reflections
The evidence
Tips for clinical safety
3: Legal and Ethical Issues
Introduction
Professional nursing practice: nurse practice acts
Negligence and malpractice
Informed consent
Privacy and confidentiality
Policies and procedures
Employment laws
Professional nursing practice: ethics
Conclusion
Reflections
The evidence
Tips for incorporating legal and ethical issues in practice settings
4: Cultural Diversity and Inclusion in Health Care
Introduction
Concepts and principles
Theory
4
National and global directives
Special issues
Language
Meaning of diversity in the organization
Cultural relevance in the workplace
Individual and societal factors
Dealing effectively with cultural diversity
Implications in the workplace
Conclusion
Reflections
The evidence
Tips for incorporating cultural diversity in health care
Part 2: Know Yourself
5: Gaining Personal Insight: The Beginning of Being a Leader
Introduction
Informal and formal leadership
The core of learning to be a leader
Gaining insight into self
Becoming an authentic leader
Conclusion
Reflections
The evidence
Tips for Gaining Personal Insight
6: Being an Effective Follower
Introduction
Research on followership
Followership theories
Differences between leading and following
Leader–follower relationship
Conclusion
5
Reflections
The evidence
Tips on how to be an effective follower
7: Managing Self: Stress and Time
Introduction
Emotional intelligence
Understanding stress
Definition of stress
Sources of job stress
Dynamics of stress
Management of stress
Burnout
Resolution of stress
Management of time
Conclusion
Reflections
The evidence
Tips for self-management
8: Communication and Conflict
Introduction
Effective communication within healthcare settings
Types of conflict
Stages of conflict
Categories of conflict
Modes of conflict resolution
Differences of conflict-handling styles among nurses
The role of the leader
Managing incivility, lateral violence, and bullying
Conclusion
Reflections
The evidence
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Tips for effective communication and addressing conflict
9: Power, Politics, and Influence
Introduction
History
Power
Empowerment
Sharing Power
Personal power strategies
Exercising Power and Influence in the Workplace and Other Organizations
Conclusion
Reflections
The evidence
Tips for using influence
Part 3: Know the Organization
10: Healthcare Organizations
Introduction
Characteristics and types of organizations
Integration
Acquisitions and mergers
Forces that influence healthcare organizations
Theoretical Perspectives
Nursing role and function changes
Conclusion
Reflections
The evidence
Tips for healthcare organizations
11: Organizational Structures
Introduction
Mission
Vision
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Philosophy
Organizational culture
Factors influencing organizational development
Characteristics of organizational structures
Bureaucracy
Types of organizational structures
Emerging fluid relationships
Conclusion
Reflections
The evidence
Tips for understanding organizational structures
12: Care Delivery Strategies
Introduction
Historical methods of organizing nursing care
Leadership during implementation of a model of care
Organizational strategies influencing care delivery
Positive care delivery systems
Transitional care
Interprofessional education and collaboration
Conclusion
Reflections
The evidence
Tips for selecting a care delivery model
13: Staffing and Scheduling
Introduction
The staffing process
Evaluation of effective staffing
Factors in staffing that influence patient outcomes
Supplemental (agency or contract) staff and float pools
Organizational factors that affect staffing plans
Developing a staffing budget
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Scheduling
Evaluating unit staffing and productivity
Conclusion
Reflections
The evidence
Tips for staffing and scheduling
14: Workforce Engagement Through Collective Action and Governance
Introduction
Nurses as knowledge workers
Professional practice responsibility
Workplace advocacy, engagement, and empowerment
Shared governance
Collective action, collective bargaining, and unionization in nursing
Healthy work environments
Conclusion
Reflections
The evidence
Tips for workforce engagement and collective action
Part 4: Use Your Skills
15: Making Decisions and Solving Problems
Introduction
Differentiation of decision making and problem solving
Decision making
Problem solving
Conclusion
Reflections
The evidence
Tips for decision making and problem solving
16: The Impact of Technology
Introduction
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Types of technologies
Knowledge technology
Information systems
Informatics
Patient safety
Impact of clinical information systems
Safely implementing health information technology
Future trends and professional issues
Professional, ethical nursing practice and new technologies
Conclusion
Reflections
The evidence
Tips for managing information and technology
17: Delegating: Authority, Accountability, and Responsibility in Delegation Decisions
Introduction
Historical perspective
Definitions
Assignment versus delegation
NCSBN model: an organizational framework for delegation
Effective communication: an essential competency for successful delegation
Delegation and the decision-making process in nursing
Organizational and individual accountability
Legal authority to delegate
Learning how to delegate: different strategies for success
Conclusion
Reflections
The evidence
Implications for practice
Tips for delegating
18: Leading Change
Introduction
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The nature of change
The change process
People and change
Context and change
Leadership and change
Conclusion
Reflections
The evidence
Tips for leading change
19: Building Effective Teams
Introduction
Groups and teams
Creating effective teams
Key concepts of teams
Issues that affect team functioning
Interprofessional teams
The value of team-building
The role of leadership
Conclusion
Reflections
The evidence
Tips for team building
20: Managing Costs and Budgets
Introduction
What escalates healthcare costs
How health care is financed
Healthcare reimbursement
The changing healthcare economic environment
Why profit is necessary
Cost-conscious nursing practices
Budgets
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Conclusion
Reflections
The evidence
Tips for managing costs and budgets
21: Selecting, Developing, and Evaluating Staff
Introduction
Roles in an organization
Selection of staff
Developing staff
Performance appraisals
Coaching
Conclusion
Reflections
The evidence
Tips for selecting, developing, and evaluating staff
22: Person-Centered Care
Introduction
Person-centered care—why now?
Initiatives to deliver person-centered care
Challenges in the delivery of person-centered care
Patient engagement
Nurses in the delivery of person-centered care
Synthesis and application
Conclusion
Reflections
The evidence
Tips for competent person-centered care
23: Managing Quality and Risk
Introduction
Quality management in health care
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Benefits of quality management
Planning for quality management
Evolution of quality management
Quality management principles
Customers
The quality improvement process
Quality assurance
Risk management
Conclusion
Reflections
The evidence
Tips for quality management
24: Translating Research Into Practice
Introduction
From using research to evidence-based practice
Development of evidence-based practice
Comparative effectiveness research
Practice-based evidence
Participatory action research
Quality improvement
Evaluating evidence
Organizational strategies to embed evidence-based practice into organizations
Issues for nurse leaders and managers
Conclusion
Reflections
The evidence
Tips for developing skill in using evidence and translating research into practice
25: Managing Personal and Personnel Problems
Introduction
Personal/personnel problems
Documentation
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Progressive discipline
Termination
Conclusion
Reflections
The evidence
Tips in the documentation of problems
Part 5: Prepare for the Future
26: Role Transition
Introduction
Types of roles
Roles: The ABCs of understanding roles
Role transition process
Strategies to promote role transition
Conclusion
Reflections
The evidence
Tips for role transition
27: Managing Your Career
Introduction
A career framework
Career theory
Professional development
Contributing through scholarly activities and research
Career marketing strategies
Conclusion
Reflections
The evidence
Tips for a successful career
28: Developing the Role of Leader
Introduction
14
What is a leader?
The practice of leadership
Leadership development
Leadership development model
Surviving and thriving as a leader
The nurse as leader
Conclusion
Reflections
The evidence
Tips for becoming a leader
29: Developing the Role of Manager
Introduction
The definition of management
Nurse manager as change leader
Nurse manager role and the intergenerational workforce
The nurse manager and interprofessional collaboration
Building a positive work environment
Consuming research
Organizational culture
Mentoring
Day-to-day management challenges
Managing resources
Technology and informatics
Dashboards and decision support tools
Budgets and finance
Quality indicators
Professionalism
Conclusion
Reflections
The evidence
Tips for implementing the role of nurse manager
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30: The Strategic Planning Process
Introduction
Strategic planning
Reasons for strategic planning
Phases of the strategic planning process
Conclusion
Reflections
The evidence
Tips for developing and executing a strategic plan for nursing
31: Thriving for the Future
Introduction
Leadership demands for the future
Leadership strengths for the future
Visioning, forecasting, and innovation
The wise forecast model©
Shared vision
Projections for the future
Conclusion
Reflections
Tips for the Thriving in the future
The evidence
Index
16
Copyright
3251 Riverport Lane St. Louis, Missouri 63043
LEADING AND MANAGING IN NURSING, SEVENTH EDITION ISBN: 978-0-323-44913-7
Copyright © 2019 by Elsevier Inc. All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).
Notice Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds or experiments described herein. Because of rapid advances in the medical sciences, in particular, independent verification of diagnoses and drug dosages should be made. To the fullest extent of the law, no responsibility is assumed by Elsevier, authors, editors or contributors for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.
Previous editions copyrighted 2015, 2011, 2007, 2003, 1999, 1995. International Standard Book Number: 978-0-323-44913-7
Senior Content Strategist: Yvonne Alexopoulos Content Development Manager: Lisa P. Newton Senior Content Development Specialist: Tina Kaemmerer Publishing Services Manager: Julie Eddy Senior Project Manager: Jodi M. Willard Design Direction: Brian Salisbury
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http://www.elsevier.com/permissions
Printed in Canada. Last digit is the print number: 9 8 7 6 5 4 3 2 1
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Dedication
This book is dedicated to the families and friends who supported all of us who created it, to the faculty who use this book to develop tomorrow’s emerging leaders and managers, and to the
learners who have the vision and insight to grasp today’s reality and mold it into the future of dynamic nursing leadership.
Lead on! ¡Adelante!
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Contributors
Joan Benson, BSN, RN, CPN Manager, Clinical Informatics and Practice, Children’s Mercy— Kansas City, Kansas City, Missouri
Kristin K. Benton, BS, BSN, MSN, DNP Director of Nursing, Nursing, Texas Board of Nursing, Austin, Texas
Amy Boothe, DNP, RN Instructor, Traditional Undergraduate Program, Texas Tech University Health Sciences Center, Lubbock, Texas
Elizabeth H. Boyd, MSN, BS Instructor/Site Coordinator, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas
Myra A. Broadway, JD, MS, BSN Formerly, Executive Director, Maine State Board of Nursing, Past President, National Council of State Boards of Nursing, Maine Medical Professionals Health Program Advisory Committee USAFR Nurse Corps (Retired Colonel), Gardiner, Maine
M. Margaret Calacci, MS Director, Simulation and Learning Resources, Arizona State University College of Nursing and Health Innovation, Phoenix, Arizona
Mary Ellen Clyne, PhD President and Chief Executive Officer, Administration, Clara Maass Medical Center, Belleville, New Jersey
Jeannette T. Crenshaw, DNP, RN, LCCE, IBCLC, NEA-BC, FACCE, FAAN Associate Professor, School of Nursing, Texas Tech University Health Sciences Center, Lubbock, Texas
Mary Ann T. Donohue-Ryan, PhD, RN, APN, APRN-MH, NEA-BC Vice President for Patient Care Services and Chief Nursing Officer, Administration, Englewood Hospital and Medical Center, Englewood, New Jersey
Michael L. Evans, PhD, MSN, BSN, BA Dean and Professor, School of Nursing, Texas Tech University Health Sciences Center, Lub
GUIDELINES FOR THE 3rd FIELD EXPERIENCE REQUIREMENT:
You must “attend” 1 policy event, at least approximately 1 hour in length.
The event may be online and it must have a health policy focus. Online health policy events/ webinars will be posted from which you may choose. Event must be health-related.
GENERAL GUIDELINES:
1. At the event, take notes, and then write up an account and analysis of the event, using the template for field experience logs (below), and the Field Experience Rubric.
FIELD LOG GUIDELINES:
As a way of demonstrating completion of this course requirement, you must submit, in writing, field logs that detail certain aspects of the event. The template for field experience logs is below.
· Each event log should be three to five double-spaced pages of text.
· Provide only a brief summary of the event itself.
· The analysis section should be 550 to 800 words, and be the most developed component of the report. In the analysis section, you can write about the process of policy being made at this event, and/or you can write about the actual health policy issue being discussed/considered.
· Your analysis should reference at least two sources. They can be from the learning materials in this course or other sources, but should be current (within the last 3 months).
· Use APA format for citations and references.
TEMPLATE FOR FIELD EXPERIENCE LOGS :
· The name of the event/meeting and who has sponsored it.
· The name of the event/meeting and who has sponsored it.
· Describe the steps taken in preparation for the event (beyond listening or attending the event).
· Place, date, time, and length of hearing/meeting/event.
· Topic under discussion.
· Names of participants and their titles (to the extent you can get them).
· Brief description of the testimony/meeting/event. (If more than one issue is presented, discuss a sampling of issues.)
· Analysis of the health policy issue and its implications for healthcare. Integrate course content and readings in your analysis. This section should be approximately 500 to 750 words.
TURNITIN ASSIGNMENT (FREE OF PLAGIARISM)!!!
Note: Attached, you will find a Field Experience Log work that you may use as a Reference for this new 3rd Field Log assignment.
HEALTH POLICY, POLITICS AND PERSPECTIVES 2
Week #2 Assignment #2
Field Experience Log
January 19th, 2020
Field Experience Log
| Name of the event | Health policy / Importance of vaccination in early ages.
|
| Sponsors: | Florida, Miami-Dade County. |
| Steps taken for preparation of the event | Creation of public awareness by · Magazines and newspapers · Use of posters · Social media channels Facilitation · Speakers · Funding |
| Place, date, time and length of hearing | The meeting was scheduled to take place at Mater Academy Charter Middle/High School on date 16th Jan 2020 starting from 10 a.m. to 12 noon. |
| Topic for discussion | The importance of vaccinating school children as a way of preventing communicable diseases. |
| Name of the participants | · World Health Organization representatives · Local leaders · Teachers · Parents · Children
|
| Brief description of the testimony of the meeting | The meeting ended successfully. A range of issues was discussed including the feasibility of the policy and its perceived benefits. All the participants detested that they will cooperate during the period of policy implementation. Both the parents and teachers asserted that communicable diseases were alarming among the school children. The policy came at the convenient time and it would be essential at enhancing the health and wellbeing of their children.
|
Policymaking is a process of setting out guidelines, rules and principles that are formulated and adopted by the party that need to achieve certain goals. It involves systematic stages of identifying the need of the policies, the parties to lead the process, gathering of information, drafting of the policy, stakeholder consultation, the approval stage and the implementation stage (Cui et al., 2017). Policymaking and its subsequent implementation are the best way of addressing the societal challenges, it encompasses a great number of people coming together to give a solution to the common problem that is affecting them. Thus, this paper discusses the analysis of vaccination policy for the school children.
Healthcare policies are prone to receive mixed reactions because of the influence it has on society. For this reason, thereof, there should be a systematic process that engages various stakeholders. This ensures that there is adequate consultation and thus making the implementation process as easy as possible. Notably, in areas where there is no consultation such policy may receive a total objection especially from the influential persons in the society including the politicians, church leaders, among others (Seither et al., 2019).
To ensure that the school children are safe from various infections, the state and county government came up with a vaccination policy for school children to secure their health. Various events financed by the state and county government were organized to as organized to educate the parents, teachers and children about the importance of vaccination policy (Seither et al., 2019). Notably, these events were scheduled to take place in various schools at both the national, county and local levels to seek public opinion about the formulated policy. In these, events members of the public were allowed to express their opinions. The reports were written by the school heads and submitted to the county and national government for decision making.
Over time, the policy was securitized by the interested parties who expressed divergent opinions about the value and the effectiveness of this policy. Overall, the vaccination policy for school children was considered an important way of preventing many of the communicable diseases. This because schools are social gathering that contains children from different backgrounds. Therefore, a trigger of any communicable infection spreads very fast. School children have a close interaction at various grounds including playing, during class sessions and thus increasing the likelihood of disease spread (Seither et al., 2019). In this case, if the infection is severe, it will cost the lives of many children and parents as well. For this reason, thereof, it is important to consider preventing the occurrence of such infections through vaccinations.
Vaccination of the school children is likely to be beneficial not only to the children but also to the entire society. The immunity of the children is lower than one of the adults. This subjects them vulnerable to many of the communicable diseases and thus compromising their health and wellbeing. Factoring on this, children will facilitate the communicability of these infections to the healthy populations including their parents and other society members (Cui et al., 2017). As a result, the entire society is affected something that could have been prevented through vaccination.
References
Cui, F., Lipin Shen, L. L., Wang, H., Wang, F., Bi, S., Liu, J., … & Miao, N. (2017). Prevention of chronic hepatitis B after three decades of escalating vaccination policy, China. Emerging infectious diseases, 23(5), 765.
Seither, R., Loretan, C., Driver, K., Mellerson, J. L., Knighton, C. L., & Black, C. L. (2019). Vaccination Coverage with Selected Vaccines and Exemption Rates Among Children in Kindergarten—the United States, 2018–19 School Year. Morbidity and Mortality Weekly Report, 68(41), 905.
Post a brief explanation of how you would identify a quality improvement practice gap in your practice or organization. Describe a potential quality improvement practice gap you might use for your DNP project, and explain why. Then, explain at least two types of tools and/or methods you might use to address this quality improvement practice gap, and explain why. Be specific and provide examples.
Watson’s Caring Theory, a grand theory and conceptual model in nursing, is the underlying framework for the University College of Nursing’s programs. Identify a middle-range theory within her conceptual model. Clearly identify how she defines the concepts and propositions between them. Report them to the class using the form “psychosocial development (Concept A) progresses through (Proposition) stages (Concept B)”. Psychosocial development and stages are examples and NOT required for the assignment. Using the readings for the week, discuss why her work is considered a grand theory.
Link of the topic: ‘They’re all someone’s mum, someone’s dad… and they’re just forgotten’ – ABC News
This written assessment requires you to provide a critical synopsis of a chosen aged care related to a media item. It is designed to provide you with an opportunity to demonstrate your ability to acquire and apply knowledge that forms the basis of contemporary evidenced based practices. You are also expected to reflect on how this knowledge is important for your future nursing practice as a soon to be New Graduate Nurse.
The task includes:
· Source a news item (released between 2016-2021) related to aged care from a popular media source – this could be a newspaper article, radio interview, blog or another source of online or hardcopy media (suitable online sites and hardcopy resources will be clarified by your tutor)
· Provide a synopsis (with the integration of key literature into this summary) that states the relevance of the media topic to aged care and describes why this is important knowledge for you in your role as a Student Registered Nurse and soon to be New Graduate Nurse.
· Review the content of the media item to identify the author’s argument.
· Critically examine the strengths of their claims against the current aged care literature.
· Identify any gaps in the information presented, implications for how this knowledge impacts on the care of older people and possible solutions for future care.
· Reflect on how this knowledge can influence your future nursing practice as a soon to be New Graduate Nurse.
· The task is to be supported with literature published within 5 years unless referring to a core document (please see your tutor for assistance)
| Length: | 1800 words |
Critical Synopsis of Media Item
Template
Instructions:
Review assessment guidelines and marking criteria
Format 12pt font, double spaced text for essay
The task is to be supported with literature published within 5 years
1.Title
2.Introduction (100 – 120 words)
3.Summary of media item – Review the content of the popular media item stating relevance to aged care and identify the author’s argument. (100 – 200 words)
Criteria : A summary of one media item is provided. Outline the author’s argument and why the topic is relevant to aged care. Essay includes a softcopy or web link to media item (20%)
Well-articulated summary, clear evidence of media items relevance to aged care. Author’s argument clearly identified and supported with examples from the media item. A web link or soft copy of the media item is included in the assessment.( 20 – 17 marks)
4. A review of the aged care literature – Critically examine the strengths of their claims against the current aged care literature.(400 – 500 words)
Criteria: Literature is accurately and critically reviewed in relation to the author’s argument. A minimum 6 high quality journal articles dated 2015-2020 are used in the analysis. (30%)
Well-articulated critical review, integration of evidence of the author’s claims and 6 plus high-quality journals dated 2015 – 2020 that inform the topic of the media item.( 30 – 25.5 marks)
5. Knowledge gaps identified from literature reviewed – What remains unanswered after a review of the literature, what still needs to be done, where to now?(100 – 200 words)
Criteria: Identify any gaps in the information and implications for how this knowledge impacts the care of older people and possible solutions for future consideration. (25%)
Clear identification of gaps in the literature or areas for further research is described. Implications for how this knowledge impacts the care of older people and possible solutions for future consideration is well articulated and clearly described. 25 – 21 marks
6. Implications for the older person – How this knowledge impacts on the care of older people and possible solutions for future care(200 – 300 words)
Clear identification of gaps in the literature or areas for further research is described. Implications for how this knowledge impacts the care of older people and possible solutions for future consideration is well articulated and clearly described. 25 – 21 marks
7. Importance to new graduate nurses – Reflect on why this information is important and how this knowledge can influence your future nursing practice as a soon to be New Graduate Nurse. (100 – 200 words)
Criteria: Reflect on how this knowledge can inform and/or influence your future nursing practice as a soon to be New Graduate Nurse (25%)
Well articulated reflection on how this knowledge can inform and/or influence your future nursing practice as a soon to be New Graduate Nurse. Clear strategies and examples are provided. 25 – 21 marks
It has to be Australian based (New graduation Registration Nurse)
8. Conclusion(100 – 120 words)9. References – APA 7 format. Should demonstrated wide reading. The reference list is not included in the word limit for this assessmen
My professor instruction: “Nephrolithiasis”
A 42-year old male on a high calcium diet has complained of dull persistent pain in the lower back and flank regions for several days. He exercises daily but fails to replenish water lost through urination and perspiration on a regular basis. This morning he awakened with intense pain in the abdomen. A routine urinalysis reveals a significant level of hematuria.
· Explain what may be a likely diagnosis
· Include what helped you to draw these conclusions
· Discuss any potential treatment options.
· This should be a substantive response to the topic(s) in your own words, referencing (using APA format) what you have discovered in your required reading and other learning activities.
· You may use resources in addition to your textbook that supports your post(s); however, you must mention the source(s) that you used in your post(s) using APA format in-text citations and reference lists. You can review APA formatting
Note: this is a case of Nephrolithiasis conduct to writing to this topic.
Answer the three main topic my professor asks (abode)
No plagiarism
APA format
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