Purpose of Assignment: To identify risks and treatment options for respiratory illnesses.

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Module 08 Content

  1. Purpose of Assignment: To identify risks and treatment options for respiratory illnesses.

    Scenario:

    You are one of the LPNs on duty at the clinic today. It has been very busy; it is cold and flu season. There have been so many kids in with respiratory illnesses that there is a designated LPN in charge of getting them all checked in. That is your role today: you will be taking vital signs, obtaining weights, and alerting the RN to any child with abnormal vital signs.

    Your call the next child back to the treatment room for vital signs and a weight. This little one is three years old. He was brought in by his mom who says he has had a cough and sniffles for two days. Mom is also carrying a baby who she says is four-months-old. Mom says the baby has sniffles too, but she does not think the doctor needs to see the baby. The baby is sleeping when you call back the other child.

    This is the data you collected from the three-year-old child:

    Temperature– 102.2 F orally (above normal range)

    Heart rate– 110 (above normal range)

    Blood pressure– 100/60 (within normal range)

    Respiratory rate– 28 (above normal range)

    Oxygen saturation– 90% (below normal range)

    Weight– 28 pounds (within normal range)

    Instructions:

    Using the above scenario, answer the following questions:

    1. There are four measurements above that are abnormal and will be reported to the RN. Which measurement has the highest priority and should be reported immediately? Explain your response.
    2. What additional information will be helpful to report to the RN regarding this priority concern? Explain your response and include what your findings might be.
    3. There are four vital sign readings that are abnormal. What is the normal range for each finding? What treatments would be anticipated for the oxygen saturation and the temperature? Which treatment will be given first? Explain your response.
    4. Additionally, since Mom reported that the four-month-old baby has sniffles. Should we be more or less concerned about this based on the child’s age? Explain your response.

Disaster Preparedness Guidelines

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Disaster Preparedness Guidelines

Module 06 Content

  1. Competency: Identify the Practical Nurse’s role in disaster preparedness.

    Purpose of Assignment:

    Scenario: The hospital where you work is revamping its disaster preparedness guidelines to ensure all medical professionals understand their role during all types of medical emergencies. The goal is for medical professionals to understand the types of injuries they will see, their role in triage and interventions, and how all of the roles will work together to provide exceptional care to all patients.

    Instructions:

    You will select a disaster and create an FAQ that will inform the new guidelines. The FAQ should include the following:

    1. The type of disaster
    2. The presentation of symptoms or types of injuries that would be expected
    3. The things the hospital should have ready in order to provide proper care should the disaster occur (such as PPE, etc.)
    4. The roles of all care professionals in triage and interventions
    5. How the medical team members will work together to provide care
    6. Format:
    • Standard American English (correct grammar, punctuation, etc.)
    • Logical, original and insightful
    • Professional organization, style, and mechanics in APA format
    • Submit document through Grammarly to correct errors before submission
    • Resources:

      APA Online Guide

      Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

      Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

      Jstudent_exampleproblem_101504

Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. 

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Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.

Due Thursday

Respond to the following in a minimum of 175 words:

As a BSN-prepared nurse, you will likely be asked to witness patients signing research consent forms. It is important to understand how to advocate for patients.

  • How can you determine if a patient understands a research consent form and how the research trials or study will affect them?
  • How will your communication with the patient impact their understanding? Is language a barrier?
  • What type of handout or media might help in his or her understanding of the research trial or study effects?​​​​​​​

Due Monday

Post 2 replies to classmates or your faculty member. Be constructive and professional.

American Nurses Association Ethics and Human Rights Advisory Board

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Vicki D. Lachman, PhD, APRN, MBE, FAAN, is President, V.L. Associates, a consulting and coaching firm, Avalon, NJ, and Sarasota, FL. She is Chair, American Nurses Association Ethics and Human Rights Advisory Board, and serves on a hospital ethics committee.

Moral Resilience: Managing and Preventing Moral Distress and

Moral Residue

P racticing nurses need confidence in confronting morally complex situations to reduce the poten- tial for moral injury, and thus prevent moral dis-

tress and burnout (Rushton, Batcheller, & Schroeder, 2015). To gain this self-confidence, nurses need to iden- tify appropriate levels of moral responsibility in situa- tions of moral ambiguity or complexity. Understanding the concept of moral resilience will be helpful in creat- ing prevention and intervention strategies. An illustra- tive case, table of definitions, and attributes of moral resilience are described, with discussion of how leaders can support resilience by building an ethical workplace.

A Case of Moral Injury and Moral Distress This case example exemplifies the profound impact

of futile intervention on the mind of a nurse who was able to write the narrative for a research project 30 years later (Ferrell, 2006). This case will be used in this article to illustrate the definitions (see Table 1) and examine how moral resilience strategies could have helped.

I was working on a medical-surgical floor with a pat ient with end-stage liver cancer. The oncolo- gist decided to do a bone marrow biopsy. There was no benefit to the patient; he just wanted to see what was happening with her. He was not going to change any treatment. My sense was he just wanted to satisfy his curiosity. I was a relatively new nurse and I questioned him some but then let it go. (p. 927)

In this case, the nurse’s action was insufficient to pre- vent an unnecessary, futile procedure. As a result, the nurse experienced lingering feelings over the personal loss of moral integrity (i.e., moral residue).

What Is Resilience? The Merriam-Webster Dictionary (2015a) defined

resilience as “the ability to become strong, healthy, or successful again after something bad happens; an ability to recover from or adjust easily to misfortune or

change” (para. 1-2). By the nature of their work, all nurs- es have had the opportunity to see human resilience in clinical specialties – oncology, neurology, cardiology – and trauma survivors, as well as post-combat experi- ences of traumatic brain injury and post-traumatic stress disorder. Nurses need resilience to thrive in these inti- mate and complex clinical situations. What are the characteristics of those who are resilient?

A concept analysis of resilience by Earvolino-Ramirez (2007) resulted in helpful descriptive parameters. Her research defined six attributes that repetitively appeared in the literature. The first characteristic was rebounding/ reintegration. “A quality of bouncing back and moving on in life after adversity is present in resilience” (p. 76). Reintegration describes an individual’s desire to return to a normal routine in an improved way. High expectancy/ self-determination was the second characteristic. This involves having a sense of purpose in life and an internal belief an individual will persevere no matter what life brings. The third characteristic was positive relationships/ social support. In nine studies with children and adults, the presence of at least one social support and meaning- ful relationship with one significant adult was consistent with resilient outcomes. Flexibility was the fourth charac- teristic and encapsulated the crux of adaptability – the ability “to roll with the punches,” be accepting, and have an easy temperament. The fifth characteristic was “hav- ing a sense of humor about life situations and about one’s self…” (p. 77). Being able to make light of the adversity and the intensity of personal emotional reac- tions helps individuals keep a realistic perspective. We have all laughed with patients as they navigated through awkward movements in their recovery. The sixth and final characteristic was self-esteem/self-efficacy. These terms often are recognized as the answer to “why some people snap and some people snap back” (p. 77). Earvolino-Ramirez concluded adversity was the single most recognized variable that discriminated resilience from other personality traits (e.g., hardiness) or social management processes (e.g., support groups).

What Is Moral Resilience? The Merriam-Webster Dictionary (2015b) defined

moral as “concerning or relating to what is right and wrong in human behavior; considered right and good by most people: agreeing with a standard of right behav-

Ethics, Law, and Policy Vicki D. Lachman

 

 

March-April 2016 • Vol. 25/No. 2122

ior” (para. 1). Though the term moral resilience was used in numerous publications, no definition was offered (Monteverde, 2014; Rushton et al., 2015; Rushton & Kurtz, 2015). This author defines moral resilience as the ability and willingness to speak and take right and good action in the face of an adversity that is moral/ethical in nature. Lessons learned from military combat situations are instructive in further understanding the application of moral resilience to nursing clinical situations (American Nurses Association [ANA], 2015a; Litz et al., 2009).

Why Is Moral Resilience Key in Dealing with Moral Complexity?

Litz and colleagues (2009) defined moral injury as an injury suffered as a result of “perpetrating, failing to pre- vent, or bearing witness to acts that transgress deeply held moral beliefs and expectations” (p. 296). The harm done by moral injury comes from its ability to “shatter an individual’s beliefs about the purpose and meaning of life, challenge belief in God, induce moral conflict, and even precipitate an existential crisis” (p. 296). Service members, as well as nurses, may experience moral injury from two sources. First, they may witness or do something that violates their moral code. For example, the nurse failed to prevent the intervention in the futility case, creating a moral conflict that left her with moral residue. Second, individuals may become so

Ethics, Law, and Policy

entrenched in the culture in which they work that their moral code begins to incorporate elements of their host culture (Markus & Kitayama, 2003; Monteverde, 2014; Snow, 2009; Zimbardo, 2007). What becomes normal clinical practice can violate compassionate, evidence- based care of patients in some unit/organizational cul- tures. Extensive arguments have been offered by situa- tional philosophers and social psychologists that moral character will be traded for situational acceptance. Monteverde (2014) and Erdil and Korkmax (2009) called for new ethics education for nurses; both identified the influence of the so-called hidden or informal curricu- lum to which students are exposed during clinical prac- tice. Practicing nurses are exposed to the same organiza- tional culture that deals compassionately with difficult patients, confronts patient safety issues, supports patient advance directives, or does not.

Resilient people employ transformational coping strategies of understanding and contextualizing the cir- cumstances of the situation. They see the reality of the culture in which they work and sometimes must take action that does not support the cultural norm. They couple this with situation-focused problem solving to reframe the event in terms of a challenge over which they have some level of control. Resilience is cultivated when nurses are able to frame their experiences contex- tually in environments with different, even competing moral systems while maintaining a healthy sense of commitment, control, and challenge. Van Den Berg

TABLE 1. Terms and Definitions

Term Definition Source Moral complexity Emerges when events do not fit within learned rules. Monteverde, 2014, p. 393 Moral ambiguity The possibility of interpreting an expression in two or more distinct

ways; vagueness or uncertainty of meaning [lack of clarity as what is the right and good thing to do].

The Free Dictionary, 2003

Moral injury Perpetrating, failing to prevent, or bearing witness to acts that trans- gress deeply held moral beliefs and expectations.

Litz et al., 2009, p. 296

Moral distress The condition of knowing the morally right thing to do, but institu- tional, procedural, or social constraints make doing the right thing nearly impossible; threatens core values and moral integrity.

ANA, 2015b, p. 44

Moral residue Lingering feelings after a morally problematic situation has passed; in the face of moral distress, the individual has seriously compro- mised himself or herself, or allowed others to be compromised, resulting in loss of moral integrity.

Epstein & Hamric, 2009, p. 330

Moral courage Capacity to overcome fear and stand up for his or her core values; the willingness to speak out and do what is right in the face of forces that would lead a person to act in some other way; it puts principles into action.

Lachman, 2007, p. 131

Moral resilience The ability and willingness to speak and take right and good action in the face of an adversity that is moral/ethical in nature.

This article

Prestige resilience The set of reactive attitudes that allow a person to cope with the permanent public presence of cultural others, without harming or denying his or her identity.

Van Den Berg, 2004, p. 197

 

 

March-April 2016 • Vol. 25/No. 2 123

Moral Resilience: Managing and Preventing Moral Distress and Moral Residue

(2004) defined prestige resilience as “the set of reactive attitudes, which allows a person to cope with the per- manent public presence of cultural others, without harming or denying her own identity” (p. 197). According to Litz and co-authors (2009),

…the idea is not to try and fix the past, but rather to draw a firm line around the past and its related associations, so that the mistakes of the past do not define the present and the future and so that a pre-occupation with the past does not prevent possible future good. (p. 704)

Do morally resilient nurses manage moral distress sit- uations in clinical practice differently, avoiding moral residue that erodes their moral integrity? As Epstein and Hamric (2009) noted in their research, the answer to this question is unknown. Mealer and colleagues (2012) commented, “…future research is needed to better understand coping mechanisms employed by highly resilient nurses and how they maintain a healthier psy- chological profile” (p. 292). This author believes research on the development of resilience could yield promising ways to combat moral distress and moral residue, as well as better understand the development of moral courage and moral resilience (Mealer et al, 2012; Monteverde, 2014; Moore, 2014; Rushton et al., 2015; Wagnild, 2014). Because resilience can be learned, an individual needs to understand what characteristics are most important to develop.

What Other Attributes Are Needed to Build Moral Resilience?

Using the work of Conner and Davidson (2003) from the development of their resilience scale (CD-RISC), Wagnild’s (2014) work on the True Resilience Scale Survey (TRS), and other references in this article, this author adds to the Earvolino-Ramirez (2007) concept analysis of resilience six attributes most relevant to moral resilience. Considerable overlap exists in characteristics, and the fol- lowing statements from the resilience scales address the importance of clarity of beliefs: • “I stay true to myself even when I’m afraid to do so.”

(TRS) • “My deeply held values guide my choices.” (TRS) • “I make decisions that are consistent with my

beliefs.” (TRS) • “I know what’s most important to me and this

knowledge guides my life.” (TRS) • “Make unpopular decisions.” (CD-RISC) • “Can handle unpleasant feelings.” (CD-RISC) In the case, the nurse did not stay true to the personal belief of patient advocacy and was left with the moral residue of guilt.

All authors on resilience address the importance of perseverance. Below are three quotations from the two scales and a book that reflect its importance for moral resilience. • “Even if I don’t feel like it, I do what I need to do.”

(TRS)

• “Best effort no matter what.” (CD-RISC) • “Perseverance means you don’t give up easily on any-

thing.” (Wagnild, 2014, p. 13) These behaviors, plus the six attributes mentioned by Earvolino-Ramirez (2007), are the traits that should be developed by nurses for moral resilience.

What Can Leaders Do to Increase Moral Resilience in the Workplace?

The resilience of leaders influences the resilience of the people they lead. Allison-Napolitano and Pesut (2015) created a model for resilient leaders and dis- cussed the subject in depth. What follows are three ways leaders can influence moral resilience in a constantly changing, morally complex health care system. 1. Engage in interprofessional dialogue in truly com-

plex cases in a seminar format. This allows members to explore their peers’ methods for engaging in the case. The focus of this effort is on enabling members to revisit past trauma to develop appreciation of the appropriate context in which trauma occurred by countering the tendency to universalize, and regain a sense of themselves as competent moral agents.

2. Leaders and staff formulate policies and priorities that reinforce the requirement to verbalize concerns in morally complex cases, without the possibility of retribution.

3. Leaders routinely consider the directives they give. Their talk and actions need to be synchronous with a culture that supports an ethical work environment. The advice and counsel they offer, the stories they tell, and perhaps most importantly the examples they provide may indeed alter the manner in which individuals interpret and make sense of their experi- ences in morally complex cases.

Summary Moral resilience is the ability to deal with an ethically

adverse situation without lasting effects of moral dis- tress and moral residue. This requires morally coura- geous action, activating needed supports and doing the right thing. Morally resilient people also have developed self-confidence by confronting such situations so they can maintain their self-esteem, no matter what life delivers. Finally, the ability to adapt to changing circum- stances with a sense of humor is at the heart of their flexibility. Morally resilient nurses are not naïve about the price of moral integrity. They know it does not come without pain of dealing with adversity, but they believe the virtue of moral courage is necessary to meet the eth- ical obligations of their profession (ANA, 2015b).

REFERENCES Allison-Napolitano, E., & Pesut, D.J. (2015). Bounce forward: The

extraordinary resilience of nurse leadership. Silver Spring, MD: American Nurses Association.

 

 

March-April 2016 • Vol. 25/No. 2124

Ethics, Law, and Policy

American Nurses Association (ANA). (2015a). Force-feeding of detainees at Guantanamo Bay. Retrieved from http://www. nursingworld.org/ MainMenuCategories/EthicsStandards/ Resources/Force-feeding- of-Detainees-at-Guantanamo-Bay.html

American Nurses Association (ANA). (2015b). Code of ethics for nurses with interpretative statements. Silver Spring, MD: Author.

Connor, K.M., & Davidson, R.T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82.

Earvolino-Ramirez, M. (2007). Resilience: A concept analysis. Nursing Forum, 42(2), 73-82.

Epstein, E.G., & Hamric, A.B. (2009). Moral distress, moral residue, and the crescendo effect. Journal of Clinical Ethics, 20(4), 330-342.

Erdil, F., & Korkmax, F. (2009). Ethical problems observed by student nurses. Nursing Ethics, 16, 589-598.

Ferrell, B.R. (2006). Understanding the moral distress of nurses witness- ing medically futile care. Oncology Nursing Forum, 33(5), 922-930.

Lachman, V.D. (2007). Moral courage: A virtue in need of development? MEDSURG Nursing, 16(2), 131-133.

Litz, B.T., Stein, N., Delaney, E., Lebowitz, L., Nash, W.P., Silva, C., & Maguen, S. (2009). Moral injury and moral repair in war veterans: A preliminary model and intervention strategy. Clinical Psychology Review, 29(8), 695-706.

Markus, H.R., & Kitayama, S. (2003). Culture, self, and the reality of the social. Psychological Inquiry, 14(3/4), 277-283.

Mealer, M., Jones, J., Newman, J., McFann, K.K., Rothman, B., & Moss, M. (2012). The presence of resilience is associated with a healthier psychological profile in intensive care nurses (ICU) nurses: Results of a national survey. International Journal of Nursing Studies, 49(3), 292-299.

Merriam-Webster Dictionary. (2015a). Resilience. Retrieved from http://www. merriam-webster.com/dictionary/resilience

Merriam-Webster Dictionary. (2015b). Moral. Retrieved from http://www. merriam-webster.com/dictionary/moral

Monteverde, S. (2014). Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories. Nursing Ethics, 21(4), 385-401.

Moore, C. (2014). The resilience breakthrough: 27 tools for turning adversity into action.Austin, TX: The Greenleaf Book Group Press.

Rushton, C.H., Batcheller, J., & Schroeder, K. (2015). Burnout and resilience among nurses practicing in high-intensity settings. American Journal of Critical Care, 24(5), 412-420.

Rushton, C.H., & Kurtz, M.J. (2015). Moral distress and you: Supporting ethical practice and moral resilience. Silver Spring, MD: American Nurses Association.

Snow, N.E. (2009). How ethical theory can improve practice: Lessons from Abu Ghraib. Ethical Theory and Moral practice, 12, 55-568.

The Free Dictionary. (2003). Ambiguity. Retrieved from http://www. thefreedictionary.com/ambiguity

Van Den Berg, P. (2004). Be prestige-resilient! A contextual ethics of cul- tural identity. Ethical Theory and Moral Practice, 7(2), 197-214.

Wagnild, G. (2014). True resilience: Building a life of strength, courage, and meaning. Allendale, NJ: Cape House Books.

Zimbardo, P. (2007). The Lucifer effect: Understanding how good people turn evil. New York, NY: Random House.

 

 

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

After reading the Lachman article located in the resources section I want you to describe situations you may encounter as a new nurse that could impact your moral resilience.

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After reading the Lachman article located in the resources section I want you to describe situations you may encounter as a new nurse that could impact your moral resilience. You may choose to include situations from your past.  As you think about these situations consider how you can build up your moral resilience.  The discussion posting should also address the differences between moral injury, moral distress and moral residue, as well as how you would cope with each of those challenges.

Please in APA format and no plagiarism, correct spelling and grammar.

An 8-year-old girl comes to your ambulatory care clinic with complaints of left ear pain for the past 3 days. She had respiratory infection a week ago. On physical examination, the tympanic membrane is bulging.

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An 8-year-old girl comes to your ambulatory care clinic with complaints of left ear pain for the past 3 days. She had respiratory infection a week ago. On physical examination, the tympanic membrane is bulging.

Answer the following questions:

  1. What else should you ask the client?
  2. What teaching would you reinforce to prevent the recurrence of otitis media?
  3. What expected outcomes would be specific to this situation?

 My task is only to give a positive opinion of these 2 discussions from my classmates. In total, I need 2 replies ( each of 200 words ) The 2 discussions are these: 

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My task is only to give a positive opinion of these 2 discussions from my classmates. In total, I need 2 replies ( each of 200 words ) The 2 discussions are these:

Discussion # 1 :

Spirituality is a major tenet in holistic nursing care and studies have shown that it is important for healthcare professionals to understand as well as assess some of the patients’ spiritual needs. One of the tools that can be used in evaluating spirituality in nursing is the Faith, Importance, Community, and Action (FICA) tool (Büssing, 2021). This tool is based on four domains that is the faith or the belief that a person has, the importance of the belief on the life of the individual and the subsequent influence of the belief on the decision made by the individual, the spiritual community of the individual, and the interventions to address the spirituality. This means that the tool can be used in identifying the spiritual needs of the patients and in the process address them.

The second tool that can be used is the HOPE Spiritual Assessment Tool. The tool is important to nurses in that it helps them understand some of the ways through which a patient derives hope and gets support when they are sick (Büssing, 2021). In addition, the nurse is able to understand the spiritual practices that are important to the patient in order for them to facilitate them. In addition, the tool also helps in understanding the role of spirituality in the decision-making processes of the patient. The third tool that can be used is Spiritual Needs Assessment for Patients (SNAP). This tool is beneficial in the identification of the spiritual needs of the patients and in helping the providers to come up with a framework that addresses the needs of the patient (Siler, Borneman, & Ferrell, 2019). This tool is based on answering questions related to the source of support that the patient gets, the beliefs of the patient, and the spiritual practices that are in line with the patient’s spirituality. These tools are ideal because they assist in the identification of the patients’ spiritual needs based on their beliefs and the impact that the needs have on the healthcare decisions made by the patients.

This discussion is important in helping me achieve the student learning outcomes. The first learning outcome is the ability to critique the nursing conceptual models and the impact that they have in nursing practice. For instance, the discussion helps in studying holistic care in nursing and the impact it has on nursing research and practice as well. This means that the theory is instrumental in examining the influence that nursing models have on research and in practice.

References

Büssing, A. (2021). The spiritual needs questionnaire in research and clinical application: A summary of findings. Journal of Religion and Health, 60(5), 3732-3748. https://doi.org/10.1007/s10943-021-01421-4

Siler, S., Borneman, T., & Ferrell, B. (2019). Pain and suffering. Seminars in Oncology Nursing, 35(3), 310-314. https://doi.org/10.1016/j.soncn.2019.04.013

Discussion # 2 :

The integration of spirituality into nursing practice has a long history and is not a recent development. Spirituality is an important aspect of holistic nursing care and has been increasingly recognized as such in recent years. It is defined as the individual’s search for meaning and purpose in life, and includes personal beliefs, values, and experiences that give their lives significance. In nursing practice, spirituality is used to help patients cope with illness, stress, and other life challenges (Rachel et al., 2019). The integration of spirituality into nursing practice has a long history and is not a recent development. In fact, spirituality has been recognized as an important aspect of holistic patient care for centuries.

Nurses have always recognized the importance of spiritual care in their practice, as spirituality can play a crucial role in the healing process of patients. Nurses have historically incorporated spiritual practices, such as prayer and meditation, into their care plans for patients and have recognized the role that a patient’s spiritual beliefs can play in their overall health and well-being. To effectively assess and address spirituality in nursing care, various tools have been developed and utilized. According to Reinert & Koenig (2018), some of these include:

     Spiritual Assessment Tools

These are questionnaires or interviews designed to elicit information about a patient’s spiritual beliefs, practices, and needs. Examples include the FICA (Faith, Importance, Community, and Address) Spiritual History Tool, the Spiritual Needs Assessment Tool, and the HOPE (Holistic, Open, Personal, Experiential) Spiritual Assessment.

     Spirituality in Patient-Centered Care (SPIRIT) Model

SPIRIT Model is a holistic approach to spiritual care that recognizes the importance of spirituality in health and healing. It includes six dimensions: meaning and purpose, connectedness, forgiveness, hope, comfort, and peace.

     The Chaplaincy Assessment Tool

The Chaplaincy Assessment Tool assesses a patient’s spiritual needs and provides a structure for chaplain intervention in the hospital setting.

     The Sacred Space Assessment

The Sacred Space Assessment tool evaluates a patient’s spiritual environment and helps to identify ways to enhance the spiritual atmosphere of the hospital.

     The Spiritual Well-being Scale

The Spiritual Well-being Scale is a self-administered questionnaire that assesses an individual’s sense of spiritual well-being and satisfaction with life.

These tools are significant and helps to evaluate a patient’s spirituality and guide healthcare providers in addressing their spiritual needs. It is important to recognize that spirituality is a personal and unique aspect of each individual, and therefore, assessment and care should be tailored to meet the specific needs of each patient. Incorporating spirituality into nursing practice can have a positive impact on patient outcomes, promoting healing and promoting overall well-being.

References

Reinert, K. G., & Koenig, H. G. (2018). Re‐examining definitions of spirituality in nursing research. Journal of advanced nursing, 69(12), 2622-2634. https://onlinelibrary.wiley.com/doi/abs/10.1111/jan.12152

Rachel, H., Chiara, C., Robert, K., & Francesco, S. (2019). Spiritual care in nursing: an overview of the measures used to assess spiritual care provision and related factors amongst nurses. Acta Bio Medica: Atenei Parmensis, 90(Suppl 4), 44. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6625560/

On what policy issues might nurses lobby US Congress? What strategies might nurse use to have their voices heard?

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On what policy issues might nurses lobby US Congress? What strategies might nurse use to have their voices heard?

The discussion must address the topic.

400 words in your initial post

Minimum of two scholarly references within the last five years published

APA format

On what policy issues might nurses lobby US Congress? What strategies might nurse use to have their voices heard?

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On what policy issues might nurses lobby US Congress? What strategies might nurse use to have their voices heard?

The discussion must address the topic.

400 words in your initial post

Minimum of two scholarly references within the last five years published

APA format

This assignment is to write a plan for health improvement based on 2 articles.

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This assignment is to write a plan for health improvement based on 2 articles.

The plan comprises 2 pages of single space #12 font size of Times New Roman ( 500 words per page) & 1 summary table.

Details are shown in the attached files:

1. Instruction sheet

2. Lecture notes