Spiritual nursing is instrumental to the provision of holistic care. One of the tools that can be used to evaluate spirituality is AMEN (Affirm, Meet, Educate, No Matter What)

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Spiritual nursing is instrumental to the provision of holistic care. One of the tools that can be used to evaluate spirituality is AMEN (Affirm, Meet, Educate, No Matter What). This tool is instrumental in helping patients navigate a poor prognosis. Nurses can use AMEN to engage their patients and families in difficult conversations about the religious beliefs of the patient during such scenarios. This way, the patient preserves their hope and faith since their belief has been affirmed despite the nature of the prognosis (Cosentino et al., 2020). It also allows nurses to confirm that they are supportive to the patients no matter what happens to them in the course of their treatment. Another tool that can be used to evaluate spirituality is Brief Serenity Scale. This tool is mostly effective for patients with organ failure. It can also be used for individuals with chronic illnesses. Using this scale to evaluate a patient’s spirituality allows them to have inner peace regardless of their situation (Cosentino et al., 2020). This way, the patient and their family members become content with the prognosis.

Another tool that can be used to evaluate spirituality is the level of cultural competence among the nurses. Hu et al. (2019) note that cultural and religious differences may affect the ability of nurses to extend spiritual care. However, if the nurses are culturally competent, they will understand the essence of finding a person who can offer spiritual care to their patients (Hu et al., 2019). The frequency at which spiritual care is extended is also an important evaluation tool for spirituality. This means that nurses must recognize patient cues in regards to receive spiritual care (Hu et al., 2019). Nurses must also be willing to support patients in meeting the specifics of spiritual care. This way, they will have advanced spirituality in nursing practice and towards their patients.

One of the student learning outcomes that have been achieved through this discussion is the evaluation of nursing models which focus on the spiritual wellbeing of patients. The evaluation of such models demonstrates that there is more to nursing care beyond the medical and physical care offered to patients. The discussion demonstrates that patients who are spiritual tend to have lesser suicidal or depressive thoughts. Understanding that aspect of healthcare is important since it challenges nurses to offer more than physical healing and focus on the spiritual and emotional wellbeing of their patients. Thus, this discussion allows one to understand the essence of spirituality in nursing care.

 

200 words and one scholarly reference

 An important part of building evidence-based practice is the development,

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An important part of building evidence-based practice is the development, refinement, and use of quality diagnostic tests and measures in research and practice. Discuss the role of sensitivity and specificity in accuracy of a screening test?

Please include 400 words in your initial post with two scholarly references.

use of quality diagnostic tests and measures in research and practice.

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An important part of building evidence-based practice is the development, refinement, and use of quality diagnostic tests and measures in research and practice. Discuss the role of sensitivity and specificity in accuracy of a screening test?

Please include 400 words in your initial post with two scholarly references.

MSN-FNP Discussion Rubric

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MSN-FNP Discussion Rubric

1

Criteria Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) Total Initial Post relevance to the topic of discussion, applicability, and insight. (20%)

0

The student does not provide coverage of discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied

12 The student provides partial coverage of discussion topic (s), does not provide clarity on the key concepts; the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the

16 The student provides complete coverage of discussion topic (s), provide clarity on the key concepts, demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to details with some redundancy. The posting applies course concepts without examples learned from the material provided during the

20 The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses key issues, questions, or problems related to the topic of discussion. The posting applies course concepts with

 

 

 

 

MSN-FNP Discussion Rubric

2

knowledge and understanding of the discussion topic. The student’s initial thread response does not reflect critical thinking.

clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student’s initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts.

weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas pertaining to the discussion topic (no use of example). The student’s initial thread response reflects critical thinking and contains thought, insight, and analysis.

examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice; the student is showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas pertaining to the discussion topic (use of examples). The student’s initial thread response is rich in critical thinking and full of thought, insight, and analysis;

 

 

 

MSN-FNP Discussion Rubric

3

the argument is clear and concise.

Quality of Written Communication Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

0 The student uses a style and voice inappropriate or does not address the given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing (More than five grammatical errors). Surface errors are pervasive enough that they impede communication of meaning.

12 The student uses a style and voice that is somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader (More than two grammatical errors). Inconsistencies in language, sentence structure, and/or word choice are present.

16 The student uses a style and voice that are appropriate to the given audience and purpose. Word choice is specific and purposeful and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader (Less than two grammatical errors). Correct sentence structure and audience-appropriate language are used.

20 The student uses a style and voice that are not only appropriate to the given audience and purpose, but that also shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English.

 

 

 

 

 

MSN-FNP Discussion Rubric

4

Inclusion of the student outcomes explored in the discussion as well as the role- specific competencies as applicable. (10%)

0 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic.

6 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. The student only provides a list of the applicable Student Learning Outcome.

8 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic.

10 The student provides an explanation of how the applicable Student Learning Outcomes were explored or related to the weekly discussion topic.

 

Rigor, currency, and relevance of the scholarly references. (20%)

0 The student does not provide any supporting scholarly references that are current or relevant to the weekly discussion topic.

12 The student provides supporting scholarly references that are not current but relevant to the weekly discussion topic. The student provides only one scholarly reference.

16 The student provides supporting scholarly references that are not current or but relevant to the weekly discussion topic. The student provides at least two scholarly references.

20 The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least two). The supporting evidence meets or exceeds the minimum number of required scholarly references.

 

 

 

 

 

MSN-FNP Discussion Rubric

5

Peer & Professor Responses. Number of responses, quality of response posts. (20%)

0 The student did not make an effort to participate in the learning discussion board. The student did not meet the answer post requirements, and the posts, if submitted, are reflecting a lack of engagement or providing a vague answer to the weekly topic. The student does not answer the professor’s feedback/question.

12 The student does not provide substantive interaction relevant to the weekly topic or provide vague responses. The answer provided by the student does not build on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student does not motivate and encourage the group. The student does not respond to two peers. The student does not answer the professor’s feedback/question.

16 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers. The student does not answer the professor’s feedback/question.

20 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers and answers the professor’s feedback/question.

 

 

 

 

MSN-FNP Discussion Rubric

6

 

Timeliness of the initial post and the answers to the peers. (10%)

0 The student was late for the initial post and the answer to peers, or absence of submissions.

6 The student posted the initial tread on time by 11:59 PM on Wednesday, or the student submits the initial thread late and submits the answers to peers on time.

8 The student posted the initial tread on time by 11:59 PM on Wednesday and one answer to a peer by Saturday 11:59 PM.

10 The student posted the initial thread and both answers to peers on time (Initial post by Wednesday 1159 PM and two replies to peers by Saturday 11:59 PM).

topic Remote Care in the Future of Nursing

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topic Remote Care in the Future of Nursing

2 slides only

only the Research Process part

  • Clearly describe research process
  • What went well
  • Barriers encountered
  • What is still needed

The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments.

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Purpose

The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)

 

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 240 points

Preparing the assignment (Online Students Only)

1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have questions.

a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession.

b. Each student will contribute two to three slides for the group presentation.

c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.

 

Preparing the assignment (Campus Students Only)

1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have questions.

a. Each group will have 15 minutes to present on their topic.

b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists the nursing profession.

c. Each student will have an opportunity to present (speak).

d. Each student will contribute two to three slides for the group presentation.

e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.

2. Include the following sections: (

a. Content ( [All Students] 125 points/52%)

· Identification of problem and impact on nursing practice.

· Clearly describe the research process, including what went well, barriers encountered, and what is still needed. (2 slides)

· Correlates research findings to identified clinical issue.

· Summarizes validity of qualitative and quantitative evidence.

· Findings are clearly identified.

· Recommends practice change with measurable outcomes and addresses feasibility issues.

· Suggestions for implementation.

· Conclusion of content findings.

b. Delivery (40 points/17%)

(Online Students Only)

· Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process.

· Evidence of participation by all group members.

(Campus Students Only)

· Follows guidelines for a professional PowerPoint presentation.

· Verbal delivery with good volume, pitch, and inflection for all group members.

· Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members.

· All group members effectively use notes and do not read from slides.

· Participation by all group members.

c. Slide Presentation ( [All Students] 60 points/25% distributed as shown)

· Title slide including group members

· Introductory slide with the clinical problem

· Additional slides illustrating key points

· Conclusion slide

· Reference slide in current APA format

· Effective balance of color, graphics, words, and space

· Slide limit: 10–12, inclusive of introduction and references

***Optional handouts may be included to provide information for the audience to keep.

d. Peer Evaluation ( [All Students] 15 points/6%)

· Completed peer evaluation with respectful and constructive feedback.

· Equal work: Did equal share of work.

· Teamwork: Took the initiative in helping get the group organized.

· Communication: Provided ideas for the development of the presentation.

· Team membership skills: Assisted group members.

· Time: Met all deadlines.

 

For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

NR449 Evidence-Based Practice

RUA: Evidence-Based Practice Change Group Project Guidelines

 

NR449 Evidence-Based Practice

RUA: Evidence-Based Practice Change Group Project Guidelines

 

© 2021 Chamberlain University. All Rights Reserved

NR449_RUA_Group_Presentation_V2_JUL22 2

 

© 2021 Chamberlain University. All Rights Reserved

NR449_RUA_Group_Presentation_V2_JUL22 1

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of PerformanceHigh Level of PerformanceSatisfactory Level of PerformanceUnsatisfactory Level of PerformanceSection not present in paper
Content

(125 points/52%)

125 points110 points100 points50 points0 points
Required criteria

1. Identification of problem and impact on nursing practice.

2. Clearly describe the research process, including what went well, barriers encountered, and what is still needed.

3. Correlates research findings to identified clinical issue.

4. Summarizes validity of qualitative and quantitative evidence.

5. Findings are clearly identified.

6. Recommends practice change with measurable outcomes and addresses feasibility issues.

7. Suggestions for implementation.

8. Conclusion of content findings.

Includes 8 requirements for section.Includes 7 requirements for section.Includes 6 requirements for section.Includes 5 or less requirements for section.No requirements for this section presented.
Delivery

(40 points/17%)

40 points35 points25 points12 points0 points
Required criteria (Online Students Only)

1. Follows guidelines for a professional PowerPoint presentation. Speak directly with faculty for online Canvas submission process.

2. Evidence of participation by all group members.

(Campus Students Only)

1. Follows guidelines for a professional PowerPoint presentation.

2. Verbal delivery with good volume, pitch, and inflection for all group members.

3. Physical delivery with professional dress, good posture, facial expression with eye contact, and enthusiasm is present for all group members.

4. All group members effectively use notes and do not read from slides.

5. Participation by all group members.

Includes 2 requirements for section. (online)

 

 

 

 

 

 

Includes 5 requirements for section. (campus)

 

N/A

 

 

 

 

 

 

 

Includes 4 requirements for section. (campus)

Includes 1 requirement for section. (online)

 

 

 

 

 

Includes 3 requirements for section. (campus)

 

N/A

 

 

 

 

 

 

 

Includes 2 or less requirements for section. (campus)

No requirements for this section presented. (online)

 

 

 

 

 

No requirements for section presented. (campus)

( NR449 Evidence-Based Practice RUA: Evidence-Based Practice Change Group Project Guidelines )

 

© 2021 Chamberlain University. All Rights Reserved

NR449_RUA_Group_Presentation_V2_JUL22 2

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of PerformanceHigh Level of PerformanceSatisfactory Level of PerformanceUnsatisfactory Level of PerformanceSection not present in paper
Slide Presentation

(60 points/25%)

60 points53 points47 points23 points0 points
Required criteria

1. Title slide including group members

2. Introductory slide with the clinical problem

3. Additional slides illustrating key points

4. Conclusion slide

5. Reference slide in current APA format

6. Effective balance of color, graphics, words, and space

7. Slide limit: 10–12, inclusive of introduction and references

***Optional handouts may be included to provide information for the audience to keep.

Includes 7 requirements for section.Includes 6 requirements for section.Includes 5 requirements for section.Includes 4 or less requirements for section.No requirements for this section presented.
Peer Evaluation

(15 points/6%)

15 points13 points11 points6 points0 points
1. Completed peer evaluation with respectful and constructive feedback.

2. Equal work: Did equal share of work.

3. Teamwork: Took the initiative in helping get the group organized.

4. Communication: Provided ideas for the development of the presentation.

5. Team membership skills: Assisted group members.

6. Time: Met all deadlines.

Includes 6 requirements for section.Includes 5 requirements for section.Includes 4 requirements for section.Includes 3 or less requirements for section.No requirements for this section presented.
Total Points Possible = 240 points

 

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Review section V New And Emerging Technologies- chapters 25 to 30.

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Review section V New And Emerging Technologies- chapters 25 to 30.

Interprofessional Collaborative Expert Panel (ICEP) suggested that the challenges of health systems are fundamentally ethical. Debate the ethical issues related to interprofessional values and ethics.

Testicular torsion

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A 23-year-old healthy man has been unable to father a child. He and his wife have a workup for infertility. His wife’s reproductive function is normal. On physical examination both his testes are palpable in the scrotum and the testes and scrotum are normal in size, with no masses palpable. However, the spermatic cord on the left has the feel of a ‘bag of worms’. Laboratory studies show oligospermia. Which of the following conditions is this man most likely to have? Explain your answer.

A Hydrocele

B Testicular torsion

C Spermatocele

D Varicocele

E Seminoma

Discussion: Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension

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Discussion: Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension. Share your opinions about holistic and allopathic care. Would you have any conflicts or concerns supporting a patient who chooses holistic or allopathic medicine?

Discussion related to the management of chronic pain for the patient in the listed case study.

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Discussion related to the management of chronic pain for the patient in the listed case study.

Case Study Scenario

Rhonda, a 37-year-old white female, states that she transferred her care to you because she is dissatisfied with her previous primary care provider. She describes constant pain in her neck, shoulders, arms, knees, and ankles that started about 5 years ago. Sometimes her skin hurts, and her muscles ache frequently. She recovered from numerous fractures sustained in a motor vehicle accident nearly 8 years ago. She is unable to exercise owing to pain and fatigue. She is employed as a bank teller, but has missed work frequently. She has used up all of her vacation time, and is afraid that she will lose her job if she continues to call in sick. She is unable to keep up with household duties, enlisting the help of her husband. Her teenage daughter has recently been failing in school, adding to her overall stress level. She smokes one pack of cigarettes a day and drinks two glasses of wine after work. She often purchases fast food for dinner. She has frequent heartburn and non-restful, insufficient sleep. She stays in bed up to 20 hours per day on the weekends. She has become isolated from family and friends over the past year.

Current drugs include amitriptyline (Elavil) 75 mg at bedtime and ibuprofen 400 mg every 8 hours prn pain. Upon review of the patient history form, she had written voluminous notes describing her history, pain, and associated symptoms, filling in all margins of the forms.

Assessment

Physical examination revealed 11/18 pairs of tender points. She was anxious and unable to sit during the interview. She meets the diagnostic criteria for major depression and anxiety. The remainder of the examination was normal. Initial assessment included myofascial pain and anxiety/depression. Amitriptyline, the first-line drug treatment for fibromyalgia is, by her report, failing. Sleep is poor, and she is anxious and depressed. Functional status is poor in physical, psychosocial, social , and vocational.

For the Discussion (Include the corresponding number below as you respond in your initial post):

  1. What non-pharmacologic and pharmacologic (controlled and noncontrolled drugs) treatment plan will you prescribe to the scenario?
  2. Give the rationale why you chose certain treatment plans and not others.
  3. Provide the follow up plan for the patient and why you made the decision.