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What is expected is an integrated discussion of at least three articles on the concept selected for this assignment. Themes, ideas, or facts about the concept found in the reviewed literature are presented in an organized fashion.

Topic: Concept Analysis

Order Description

Requirements:

Description of the Assignment
The purpose of this 6-8 page paper (not including the title page or reference page in the page count) is a formal concept analysis of one concept found in a nursing theory, adapting the methodology of Walker and Avant (2010, pp. 157 – 179). The book by Walker and Avant is not available electronically. This book is not needed in order to succeed with this assignment. A summary of the steps in this method is found at the end of this document.

Any nursing theory may be used to find a concept for analysis. Only one concept is analyzed.

As part of the concept analysis, a focused review of scholarly literature is conducted, using a minimum of 3(three) scholarly sources related to the selected concept. A formal literature review can be extensive in critiquing all the relevant literature about a specific topic or area of knowledge. In this assignment, that level of effort is not required. What is expected is an integrated discussion of at least three articles on the concept selected for this assignment. Themes, ideas, or facts about the concept found in the reviewed literature are presented in an organized fashion. Note: research articles about the concept are the best kind of article for a literature review.

The steps in a concept analysis include:
1. selection of a concept used in a nursing theory
2. identification of the aims or purposes of the analysis
3. a review of selected scholarly literature on the concept
4. identification of possible use of the selected concept
5. determination of defining attributes
6. identification of model cases
7. identification of alternate cases (borderline, related, contrary, invented, and illegitimate cases)
8. identification of antecedents and consequences
9. definition of empirical referents
The paper concludes with a synthesis of the student’s new knowledge about the concept. The scholarly literature is incorporated throughout the analysis.

Criteria for Content
1. Introduction includes statements on the process of concept analysis, identifies the nursing concept and nursing theory from which it was obtained, and relates the main topics of the paper. A list of possible concepts is provided below. A substantive discussion of each of the following elements is present. All elements are supported by scholarly literature
a. One aim or purpose of the analysis
b. A review of scholarly literature (minimum of three articles)
c. Two possible uses of the concept
d. Two defining attributes
e. Two model cases
f. Two of the following alternative cases: borderline, related, contrary, invented, or illegitimate
g. One antecedent and one consequence
h. Two empirical referents
2. Concluding statements present the writer’s new knowledge on the concept acquired as a result of writing the paper

Criteria for Format and Special Instructions
1. One of the textbooks required for this course may be used as one of the required references for this assignment.
2. Title page, body of paper, and reference page must be in APA format (6th edition)
3. A minimum of 3 scholarly sources on the concept are required.
4. The paper (excludes the title page and reference page) must be a minimum of 6 pages and no longer than 8 pages.
5. Ideas and information from professional sources must be cited correctly.
6. Grammar, spelling, punctuation, and citations are consistent with the writing style specified in the 6th edition of the APA manual.

Walker, L. O & Avant, K. C. (2010). Strategies for theory construction in nursing (5th ed.). Upper Saddle River, NJ: Prentice Hall

Possible Concepts (These concepts are not required; students may select one of these concepts or find another concept in any nursing theory)

• Noise
• Cleanliness of environment
• Patient Assessment
• Self-care deficit
• Self-care
• Homeostasis
• Behavioral system
• Boundary lines
• Open system
• Patient Centered Care
• Empowerment
• Resources
• Caring • Adaptation
• Energy conservation
• Meaningfulness
• Modeling
• Transaction
• Activities of living
• Actual caring occasion
• Energy field
• Pain
• Pattern
• Leadership
• Engagement
• Comfort
All of these concepts were selected from grand and middle-range theories presented in the course texts

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Select and review at least one tutorial from the list of Web sites in box 14.2 of Chapter 14, “Tutorials on Evidence-Based Practice,” in your Evidence-Based Practice in Nursing and Health Care text.

MODELS OF EVIDENCE-BASED PRACTICE

Order Description

compare:
Iowa Model of Evidence-Based Practice.
The Model for Evidence-based Practice Change.
The Clinical Scholar Model.
John Hopkins Nursing Evidence-Based Practice Model.
Stetler Model of Research Utilization.
The Advancing Research and Clinical Practice Through Close Collaboration (ARCC) Model.
The Promoting Action on Research Implementation in Health Services (PARIHS) Framework.
Compare the selected models of EBP in terms of:
Components.
Simplicity or complexity.
Ease of use by staff nurses.
Applicability to use in systems.
Applicability to use with individual patients.
Strengths and limitations of the models.
Consider these questions in your comparison:
Are there specific situations in which one model or the other is most appropriate?
Which model would be most appropriate in the work setting in which you practice? (NEONATAL) Why?
While the concept of EBP has strong proponents, it also has its detractors. Consider one of the positions below in relationship to your model and setting:

EBP ignores patient or community input.
EBP stifles creative problem solving and clinical judgment.
EBP emphasizes quantitative research and randomized controlled trial (RCT).
EBP disregards clinical expertise.
EBP supports generalizing results to populations not studied.
EBP is simply another term for research utilization.
Consider the position carefully and argue that position effectively and convincingly in your post (even if you do not personally hold that opinion). Your initial post should demonstrate clarity of thought and precision in writing. Support your discussion with at least one reference other than the required reading.
REQUIRED READING:
Required Readings
Compete the following:

In your Melnyk and Fineout-Overholt text, Evidence-Based Practice in Nursing and Health Care: A Guide to Best Practice:

Read Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry.”
Read Chapter 13, “Models to Guide Implementation of Evidence-Based Practice.”
Remember that you can access these readings on iGuide or by opening your downloaded VitalSource Bookshelf application.

To learn about the ACE Star Model of Knowledge Transformation, read Heye and Stevens’s 2009 article, “Using New Resources to Teach Evidence-Based Practice” from Journal of Nursing Education volume 48, issue 6, pages 334–339.
For general information about EBP:
Read the 2007 article, “Sigma Theta Tau International Position Statement on Evidence-Based Practice February 2007 Summary” from Worldviews on Evidence-Based Nursing, volume 5, issue 2, pages 57–59.
To learn about the Iowa Model of Evidence-Based Practice, read the Titler et al. 2001 article, “The Iowa Model of Evidence-Based Practice to Promote Quality Care” from Critical Care Nursing Clinics of North America, volume 13, issue 4, pages 497–509.
Use the Internet to:

Select and review at least one tutorial from the list of Web sites in box 14.2 of Chapter 14, “Tutorials on Evidence-Based Practice,” in your Evidence-Based Practice in Nursing and Health Care text.
Explore the following Web sites:
Agency for Healthcare Research and Quality (AHQR).
Centre for Evidence-Based Medicine.

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Develop an electronic portfolio, please go to this link sites.googIe.com

Esterblishment of a proffessional portfolio

Develop an electronic portfolio, please go to this link sites.googIe.com

There are two vedio provided with two videos by ourtutor on how to set up and edit a Google site. The first video link is
https://vuws.uws.edu.au/bbcswebdav/pid-760806-dt-content-rid-11757711_1/courses/401007_2013_spr/Setting%2oup%2oGoogIe%2oSites.mp4 In orde
to watch this video it will ask you for a user name and password which once again iwill be providing you once you are assigned as the writer.

The second video is from youtube which you can directly watch and does not require a password. The link is
http://vvvvvv.youtube.com/watch?v=nMahtf_X5sU

This is the link to the sample portfolio, this was prepared by ourtutorto give us some basic

ideas as to what they expect from us. It does not require a user name or password to viewthis link. The link is
https://sites.googIe.com/site/studentsampleeportfolio/home

There is one more video that is from youtube which also shows on creating a nursing portfolio. The

link is https://vvvvvv.youtube.com/watch?v=afopCzaNGhs#t=48

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Develop a Model Case (a perfect example of the concept) by story telling
This situation must validate the concept and include ALL characteristics of your working definition ( BY SHOWING THOSE PARTICULAR ATTRIBUTES AS ACTIONS).

Nurisng Concept Analysis

Order Description

see attachment

This is a theories of nursing class which relates to nursing theorists from the past, concepts in nursing, model cases and contrary cases ect.

The concept is: Nursing Care or caring

Instructions:
1)Develop a working definition of the concept which contains all the critical attributes of nursing care or caring (ex: compassion, honesty, trust)
2) Develop a Model Case (a perfect example of the concept) by story telling
This situation must validate the concept and include ALL characteristics of your working definition ( BY SHOWING THOSE PARTICULAR ATTRIBUTES AS ACTIONS).
3) Show any antecedents and consequences of the concept
4) Explain how the story relates to all the characteristics in the working definition
5) Develop a contrary case (an example which does not reflect the concept or shows the opposite).
6) Explain how the story does not show all of the concept characteristics in the working definition.

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Describe your actual population and setting. Describe the methods used to implement your project, and any changes made from the prospectus. Include a description of the baseline data and how that data showed a need for the project. Identify any published materials, teaching aids, etc., that were used.

Reduction of psychiatric patient boarding in the emergency rooms

Paper details:
The Final Essay is the Prospectus and Summary Report that you used to solve your identified problem during your CNL practicum activities. Your final paper should include the following information in narrative format and attention to general APA guidelines, such as consistent font (Times New Roman, 12 point font size), double-spaced, cover page, references in APA format and 1-inch margins. You use the following template headings (see bolded phrase below) in your prospectus to guide your thoughts and general manuscript coordination. Clinical Leadership Theme: Describe the Clinical leadership theme and global aim statement. Identify the Clinical leadership competency/role and/or magnetism thread that is the framework for this project. Statement of the Problem: Define a question, set of questions, problem, or thesis that establishes the purpose of your study. Project overview: Include detailed goals and objectives. In the prospectus, be clear as to what you are planning. At the end of the overview, provide the specific aim statement and state how the specific aim statement relates to the global aim statement. Rationale: What data analysis in your needs assessment led you to this project? Describe your microsystem data source and the needs assessment that indicates your project is needed. For the needs assessment use unit data, audits, FEMA, HCAPS analysis, etc. to show a need for the project. Describe the projected cost analysis in the narrative and include a projected cost analysis in the appendices. See the link. Also, in your appendices, include a copy of your root cause analysis (fishbone diagram), process map (flow chart), SWOT Analysis, and stakeholder analysis. Methodology: Describe the approach(es) you will take. Make sure to include the objective and specific change to be tested. Include a change theory that will guide your project. Explain why this approach is appropriate for your project. What actions will you take when the project is implemented? What data results will you collect to check if your project is effective? What are your predictions and how will you check your predictions with the expected results? Data Source/Literature Review: Describe the site or focus of your study; audits, patient satisfaction, unit assessment information. Explain why it is particularly appropriate for your purposes. Include a review of the materials you presented in your annotated bibliography from your project outline. Describe any other literature you reviewed to support the need for this project. The literature review should be a minimum of six articles from your annotated bibliography, which should be from research or applied management/organizational nursing journals or books, not including your textbooks. Describe your PICO search statement and explain how each piece of literature review supports your problem statement and project (See Module 4 for more information on the PICO search and how to write the literature review). Timeline: Describe the timeline of each step of the project in this part of the narrative. Include a timeline in the appendices that lists the steps, titles of the persons responsible (do not use names), and date each step is due to be completed. Use Your Project Outline timeline for the implementation of your project. Once you develop a timeframe and calendar for your project, use these parameters to stay on schedule. If you make a change to the content of your project thesis, make the change to your prospectus as well. The prospectus is your outline for what you intend to cover and should reflect the final product. Expected Results: What outcome do you presently expect or imagine? What conclusions or theories might emerge from the study? Nursing Relevance: What significant contribution will this study make to our present understanding? You may speculate here. Summary Report: The summary report will include a narrative of what you actually did, the results, and what you learned. How will it be used? It must also include data and evaluations from the unit, personnel/patients involved and your conclusions. Restate the objectives (aim) of the CNL Internship Project. Describe your actual population and setting. Describe the methods used to implement your project, and any changes made from the prospectus. Include a description of the baseline data and how that data showed a need for the project. Identify any published materials, teaching aids, etc., that were used. Describe the evaluation and conclusions. In the discussion of the evaluation, discuss the data collected and how it compared to your projections. State your conclusions and base them on the data collected. Include a copy of the evaluation tool/s in the appendices and the data collected during the project. Discuss your sustainability plan for maintaining the change after you have completed the practicum.

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What do you know about this group so far? Who have you contacted about the population at risk?
•Where is the gap in care to address and prevent this health problem?

Topic: Consider Levels of Prevention in your Community

Order Description

Practicum

Week 3: Consider Levels of Prevention in your Community
Consider primary and secondary prevention for the population at risk in your community.

Because you are experts on tertiary care, you need to focus your project on primary and secondary prevention at the community or system level of care. Sometimes organizing interventions at all three levels will help you to focus your project on primary prevention at the community and system level of care. You may include a secondary prevention at the community and system level of care. Just make sure you cover primary prevention well. (See shaded cells in the table below.) Note any gaps in care in your community at this time.

Please address the following in your discussions:
• Share your progress: your population of interest (obese children) and your initial ideas on what is needed to address the health problem ( change in eating habit, increase in physical activities, phyisical screening in the community or schools etc). (If it is helpful, use the chart above to map all levels of prevention. Highlight primary prevention and post for the group.)
• What do you know about this group (obese children) so far? Who have you contacted about the population at risk (E.g parents and teachers)?
• Where is the gap in care to address and prevent this health problem?
• Help each other to clarify the problem, help each other with sources of information.

Nursing Interventions/Services

Level of Prevention

Individual / Family

Community

System

Primary

This is an important area to address, but do not focus your project on the individual

Focus of Project

Focus of Project

Secondary

Do not focus on individuals for this project

You may include secondary prevention in addition to primary prevention

You may include a focus on secondary prevention in addition to primary prevention

Tertiary

Up to now most of your practice has been focused at this level of care.
(Acute Care) In this course you will focus on primary prevention.

Please address the following in your discussions:
•Share your progress: your population of interest and your initial ideas on what is needed to address the health problem. (If it is helpful, use the chart above to map all levels of prevention. Highlight primary prevention and post for the group.)
•What do you know about this group so far? Who have you contacted about the population at risk?
•Where is the gap in care to address and prevent this health problem?
•Help each other to clarify the problem, help each other with sources of information.

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What are the access to health care issues in this situation, and how could the nurse practitioner help this family?

Ethics case scenerio

Paper details:
You are family nurse practitioner in busy emergency room. Mrs. Stewart brings her daughter, Paige, in to the ER around 6:30 pm, shortly after she has gotten off work for the day. Paige, who is 6 years old, has been experiencing cold symptoms for the past several days and Mrs. Stewart is concerned that the cough has gotten worse. She had called her pediatrician’s office that day and they stated that they did not have an open appointment for the next 3 days and that if she was concerned she could take Paige to the ER. Paige has is insured through the state Medicaid system and Mrs. Stewart has had difficulty finding providers that accept this insurance.

Paige is taken to the triage center to be screened and is categorized as non-urgent by the triage nurse. This particular ER does not have a separate unit or area for non-urgent or primary care patients.
Mrs. Stewart became upset when she was told that although she could continue to wait for Paige to be seen any urgent or emergent cases that came in would be seen first. She was encouraged to wait for an appointment with Paige’s pediatrician or take her to a community health clinic in the area. She was then provided a list of available clinics. The wait time was likely to be more than four hours and she had to work the next day, she wanted to be certain that Paige was able to go to school the next day.

The triage nurse comes to you to ask if you will take a moment to speak with Mrs. Stewart. She explains the situation and wants you to encourage Mrs. Stewart to take Paige home and wait for her to be seen in a clinic. You are aware of the EMTALA (Emergency Medical Treatment and Active Labor Act) rules and know that you must assess Paige if Mrs. Stewart chooses to wait. You are also aware of the difficulties a parent can face with taking time off work for several days with a sick child.

1. Review the case scenario
2. Describe the ethical problem
3. State what ethical principles are involved
4. Develop a stance and provide support for your decision
5. Discuss the possible consequences this may have on the situation
And we have the following after the scenario:

6)Should Mrs. Stewart utilize the emergency room for non-emergent situations?
7)What is the effect on health care resources?
8)What are the access to health care issues in this situation, and how could the nurse practitioner help this family?

Week Four
READINGS AND RESOURCES
REQUIRED READING
• THIS IS THE TEXT FOR THE COURSE: Joel, L.A., (2013) Advanced practice nursing: Essential for role development. (3rd Ed.). Philadelphia: F.A. Davis. ISBN-13: 978-0803627857

• Chapters 26, 27, and 28 from Advanced practice nursing: Essential for role development
• American Nurses Association (2001). Code of ethics for nurses with interpretive statements (PDF).
• Buppert, C. (2008). Questions and answers about malpractice insurance (PDF). Dermatology Nursing, 20(5), 405-406.
• Ethics Case Scenario (assigned by your instructor)

You are family nurse practitioner in busy emergency room. Mrs. Stewart brings her daughter, Paige, in to the ER around 6:30 pm, shortly after she has gotten off work for the day. Paige, who is 6 years old, has been experiencing cold symptoms for the past several days and Mrs. Stewart is concerned that the cough has gotten worse. She had called her pediatrician’s office that day and they stated that they did not have an open appointment for the next 3 days and that if she was concerned she could take Paige to the ER. Paige has is insured through the state Medicaid system and Mrs. Stewart has had difficulty finding providers that accept this insurance.

Paige is taken to the triage center to be screened and is categorized as non-urgent by the triage nurse. This particular ER does not have a separate unit or area for non-urgent or primary care patients.
Mrs. Stewart became upset when she was told that although she could continue to wait for Paige to be seen any urgent or emergent cases that came in would be seen first. She was encouraged to wait for an appointment with Paige’s pediatrician or take her to a community health clinic in the area. She was then provided a list of available clinics. The wait time was likely to be more than four hours and she had to work the next day, she wanted to be certain that Paige was able to go to school the next day.

The triage nurse comes to you to ask if you will take a moment to speak with Mrs. Stewart. She explains the situation and wants you to encourage Mrs. Stewart to take Paige home and wait for her to be seen in a clinic. You are aware of the EMTALA (Emergency Medical Treatment and Active Labor Act) rules and know that you must assess Paige if Mrs. Stewart chooses to wait. You are also aware of the difficulties a parent can face with taking time off work for several days with a sick child.

1. Review the case scenario
2. Describe the ethical problem
3. State what ethical principles are involved
4. Develop a stance and provide support for your decision
5. Discuss the possible consequences this may have on the situation
And we have the following after the scenario:

6)Should Mrs. Stewart utilize the emergency room for non-emergent situations?
7)What is the effect on health care resources?
8)What are the access to health care issues in this situation, and how could the nurse practitioner help this family?

Week Four
READINGS AND RESOURCES
REQUIRED READING
• THIS IS THE TEXT FOR THE COURSE: Joel, L.A., (2013) Advanced practice nursing: Essential for role development. (3rd Ed.). Philadelphia: F.A. Davis. ISBN-13: 978-0803627857

• Chapters 26, 27, and 28 from Advanced practice nursing: Essential for role development
• American Nurses Association (2001). Code of ethics for nurses with interpretive statements (PDF).
• Buppert, C. (2008). Questions and answers about malpractice insurance (PDF). Dermatology Nursing, 20(5), 405-406.
• Ethics Case Scenario (assigned by your instructor)

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This chapter focuses on HIV, STDs, hepatitis, tuberculosis, and clinical signs thereof. The author illustrates trends in cases of these diseases, identifies risk groups, and analyzes behaviors and activities that increase one’s risk of contracting each disease.

Using the Epidemiologic Triangle

Order Description

To prepare for this Discussion, review Chapter 12 in the course textbook and the media program. Then, read the following case study:

This is Debbie’s first year working as a nurse at the local health department in a rural county. Most of her days are spent in the clinic seeing clients who often do not have health insurance.

Over the past month, Debbie has noticed that several young Hispanic men have come to the health department, each diagnosed with tuberculosis. Debbie is concerned about what the outbreak of tuberculosis among the migrant workers could mean for the community. Through a community health profile, Debbie identifies the group of migrant farm workers as being at highest risk for contracting tuberculosis.

Using the Epidemiologic Triangle concept, consider the relationship among causal agents, susceptible persons, and environmental factors. Then, respond to the following:

•As a BSN-prepared community health nurse, what steps should Debbie take next?

•How might information systems be used to support Debbie’s efforts?

recourses
Readings
•Course Text: Public Health Nursing: Population-Centered Health Care in the Community

?Chapter 6, “Application of Ethics in the Community”

Chapter 6 presents a historical overview of ethics, a branch of philosophy that addresses moral decision–making, in the nursing domain. Principles of ethical decisions and steps to maing them are also discussed.

?Chapter 12, “Epidemiology”

Epidemiology is the study of the spread of infectious, mental, and chronic diseases in addition to health-related events like injuries. This selection offers methods for describing health phenomena, epidemiologic models for explaining relationships that affect one’s disease risk, as well as outlines for primary, secondary, and tertiary prevention in reducing the spread of disease.

?Chapter 17, “Promoting Healthy Communities Using Multi-level Participatory Strategies””

In Chapter 17, the authors talk about the shift from illness management in individuals to wellness promotion in communities through multilevel community health projects, which target individuals, families, aggregates and communities.

?Chapter 14, “Communicable and Infectious Disease Risks”

This chapter focuses on HIV, STDs, hepatitis, tuberculosis, and clinical signs thereof. The author illustrates trends in cases of these diseases, identifies risk groups, and analyzes behaviors and activities that increase one’s risk of contracting each disease.

Articles
•Aldridge, A. (2014). The role of the community nurse in psoriatic comorbidities interventions. British Journal Of Community Nursing, 19(1), 38-42. Retrieved from the Walden University Library Databases.

Web Sites
•Center for Disease Control
https://www.cdc.gov

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Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Disseminating Evidence

Order Description

Using 250-500 words, summarize your strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.

Refer to the “Topic 4: Checklist.”

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Developing an Evaluation Plan and Disseminating Evidence
Instructions:

This checklist is designed to help students organize the weekly exercises/assignments to be completed as preparation for the final, capstone project proposal. This checklist will also serve as a communication tool between students and faculty. Comments, feedback, and grading for modules 1-4 will be documented using this checklist.

Topic

Task Completed Comments / Feedback Points
Developing an Evaluation Plan
• Described methods used to evaluate effectiveness of proposed solution. ____/ 4
• Described variables to be assessed when evaluating project outcomes.
____/ 4
• Developed tools necessary to educate project participants. _____ / 14
• Developed assessment tool(s) necessary to evaluate project outcomes. _____ /14
Written Format & Length Requirements for Developing an Evaluation Plan • Assignment formatted according to APA.
• Word Count: 800-1,000 _____/ 2

_____/ 2
Disseminating Evidence • Discussed strategy for disseminating results of project to key stakeholders. _____ / 18

• Discussed strategy for disseminating significance of project outcomes to greater nursing community.
_____ / 18
Written Format & Length Requirements for Disseminating Evidence • Assignment formatted according to APA.
• Word Count: Evidence
250-500 _____/ 2

_____/ 2

TOTAL POINTS
_____ / 80

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