1) Minimum 9 full pages  (Follow the 3 x 3 rule: minimum three paragraphs per part)

             Part 1: Minimum 1 page

             Part 2: minimum 1 page

             Part 3: Minimum 1 page

             Part 4: minimum 5 pages

             Part 5: Minimum 1 page

Submit 1 document per part

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references per part not older than 5 years

Part 4: Minimum 6 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.do

__________________________________________________________________________________

Part 1: Teaching Plan

Your role: Nurse educator – You are in clinical practice

Teaching Plan: Perception and Response Capacity of Nurses in a Pediatric Intensive Care Unit

SIM setting: Nicklaus Children’s hospital

Consider the differences between teaching your first lesson in a regular classroom and now teaching a group of students in a SIM setting. 

1. What additional or different classroom management issues could arise and how would you address them?

a. Student disruptions

b. Learning abilities or disabilities

2. Provide details and evidence-based teaching strategies that can be used to address your potential classroom management situations, specifically in a SIM setting.

Part 2: Concepts in community

Explain your answer in the context of a natural or manmade disaster

1. What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? 

2. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues? 

Part 3: Concepts in community

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

1. Propose one example of a nursing intervention related to the disaster from each of the following levels- Provide innovative examples:

a.Primary prevention

b. Secondary prevention

c. Tertiary prevention.

2. Under which phase of the disaster do the three proposed interventions fall? 

a. Explain why you chose that phase.

3. With what people or agencies would you work in facilitating the proposed interventions and why?

Part 4: Concepts in community

Suppose you did the teaching plan addressing the following information (See File 1):

Population: The elderly aged 65 years and above

Clinical site: Hialeah Hospital

Your role: Nurse educator

Intervention level: Primary prevention/Health promotion of Risk of Falls in the Elderly at their homes 

Taking into account the above information-remember already you did the teaching plan, you must to answers the following questions:

1. Summary of teaching plan

You can guide with this information, but you must develop a whole summary, so, is not allow copy and paste the next information:

This community teaching aims to teach elderly persons the risk of falls and what they can do to avoid falls while at home to promote their general health. This topic was selected because there are high cases of elderly falls; approximately 60% of community-dwelling older adults in nursing homes fall every year. Many elderly persons do not understand why they frequently fall, which is one of the primary reasons this topic came to mind. The elderly have several risk factors for falls, including increasing age, cognitive impairment, sensory deficits, and medication use. Understanding these factors is essential in improving the health of the elderly by preventing them from frequent falls. Moreover, the topic is essential in educating the elderly on why falls are dangerous, what increases their risks for falls, and how they can prevent falls. The older adults who fall can experience severe injuries like fractures of their hips and other bones, cuts, and head trauma, making it difficult for them to move around, preventing them from living independently (Sharif et al., 2018). In addition, in older adults, falls are the primary cause of brain damages, which can be life-threatening. Teaching the elderly that their risk for falls increases as they get older, having certain health conditions such as osteoporosis, Parkinson’s disease, drinking alcohol, multiple sclerosis, stroke, changes in blood pressure, difficulties walking, depression, bladder problems, Alzheimer’s disease, cancer of the bone, arthritis, hearing loss, vision loss, or irregular heartbeat. By knowing the risks that increase their likelihood of falls will enable them to understand how to prevent falls. For example, the program will educate them on regular exercising, regular eye check, telling healthcare providers the medications they are taking, avoiding taking alcohol, wearing shoes with firm, flat, non-slip soles, adequately lighting their homes, keeping floors clear and safe, and fall-proofing their bathrooms. 

2. Epidemiological rationale for the topic (Falls in the Elderly at their homes )

3. Evaluation of teaching experience (good)

4. Community response to teaching (good)

5. Describe your areas of strengths (2) and areas of improvement (2) as a nurse educator

6. Conclusion about the educating experience as a nurse educator with this population and the topic (1/2 page)

 

Part 5: Nursing and aging

Topic: Comfort and Pain Managemen

1. What are some ways you as the nurse can utilize to determine pain in the older adult

2. What are some of the potential barriers related  to self-reporting of pain in the older adult?

  

Soap Note 1 Acute Conditions Pick any Acute Disease from Weeks 1-5 (see syllabus)   Immunologic Diseases and  Disorders • Guillain-Barré Syndrome • HIV/AIDS • Hodgkin Lymphoma • Leukemia • Lupus • Multiple Myeloma • Multiple Sclerosis • Scleroderma • Sjögren Syndrome  Atelectasis • Basal/Squamous Cell Carcinoma • Bronchitis • Chronic Obstructive Pulmonary  Disease and Emphysema • Cystic Fibrosis • Influenza • Legionnaires’ Disease • Sleep Apnea, Obstructive • Pleural Effusion • Pneumonia • Pulmonary Emboli • Sarcoidosis • Tuberculosis (TB) 

Use APA format and must include minimum of 2 Scholarly Citations.

Follow the MRU Soap Note Rubric as a guide:

Use APA format and must include minimum of 2 Scholarly Citations. The use of tempates is ok with regards of Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient. 

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

Please see attached

 

Topic: Evidence Based Practices to Guide Clinical Practices

·       Explain the interrelationship between the theory, research, and EBP.

·       Identify and discuss the research questions, sampling and sampling size, research designs, hypothesis, data collection methods, and research findings from each study.

·       Identify the goals, health outcomes, and implementation strategies in the healthcare setting (EBP) based on the articles.

·       Discuss the credibility of the sources and the research/researchers findings.

·       Minimum 5/maximum 7 page paper (the body of the paper), without the references, in APA format.

·       Minimum of 1 reference per page of the body of the paper (the course textbook must be one of the references), articles must be peer reviewed and must have been published within last 3-5 years.

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
2. Completion of work associated with program competencies.
3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

Work with your preceptor to perform a needs assessment of the organization and community for your practicum. Review the needs assessment to identify possible project topics. In preparation for the capstone change project proposal, compile a list of three to five possible topics for your project and submit to the assignment instructor in LoudCloud.

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

1. New practice approaches
2. Interprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Practices of culturally sensitive care
6. Ensuring the integrity of human dignity in the care of all patients
7. Population health concerns
8. The role of technology in improving health care outcomes
9. Health policy
10. Leadership and economic models
11. Health disparities

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

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