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•Choose five (5) of the abnormal assessment findings you identified in the previous section and discuss the disruptions to normal physiology that have caused these clinical manifestations. Nursing Interventions – In this section you are required to: •Identify and prioritise according to clinical urgency five (5) nursing interventions that the patient will require during the next eight (8) hours

case study

Order Description

Case Study Report

Task
This assessment item requires you to submit a report in which you discuss your assessment and management of the patient in the case study provided below. In addition to a brief introduction and conclusion, your report should contain the following sections:

Patient Assessment – In this section you are required to:

•Provide an explanation of the primary/secondary survey assessment framework and explain why you would apply this framework to your assessment of the patient in the case study
•Identify and briefly explain each stage of the primary/secondary survey framework
•Use the primary/secondary survey framework to extract relevant assessment data from the case study
Underlying Pathophysiology- In this section you are required to:

•Choose five (5) of the abnormal assessment findings you identified in the previous section and discuss the disruptions to normal physiology that have caused these clinical manifestations.
Nursing Interventions – In this section you are required to:

•Identify and prioritise according to clinical urgency five (5) nursing interventions that the patient will require during the next eight (8) hours
•Provide a rationale or explanation for each intervention which clearly identifies its clinical indication (or how it will address the underlying pathophysiology of the patient’s condition) and demonstrates that it is consistent with current best practice.
Your report should adhere to academic writing and referencing conventions and contain correct nursing/medical terminology. Sub-headings should be used for each section.

Case Study

History

Wendy Jones is a 61 year old who presented to the Emergency Department earlier this morning with a 3 day history of worsening nausea, vomiting and abdominal pain. Her observations on presentation were: HR 98, RR 18, BP 120/70, and Temp 37.8. She has a history of Type 2 diabetes, diverticulitis and osteoarthritis. A CT scan revealed a ruptured diverticulum and Wendy was transferred to theatre for an open Hartman’s procedure.

Current Presentation

Wendy was transferred to the ward from theatre 2 hours ago. You have just started your evening shift on the surgical ward and have received the following handover from your colleague:

This is Wendy Jones, she is 61 and has returned to the ward about 2 hours ago following an open Hartman’s procedure for a ruptured diverticulum. She has a history of Type 2 diabetes which she takes insulin for.
The operation went well and they estimated a blood loss of about 800 mls. Her observations have been stable but have started to change a bit when I just did them. Her heart rate is 115, her respiratory rate is 22, and her oxygen saturations are 94% on O2 at 2L/min via nasal prongs. Her BP is 100/50. She is afebrile. She has N/Saline running at 125 mls per hour via an IVC in her right hand. She has an IDC insitu and her urine output has been 10-20 mls per hour since she came out of theatre. The dressing to her midline incision is intact with a small amount of ooze. She has an NGT on free drainage with 4th hourly aspirates which has drained 500 mls of brown/green fluid in the past hour. I haven’t aspirated it yet . She is on sliding scale insulin. Her stoma looks OK and isn’t draining anything. She has a morphine PCA and says her pain is 3/10 but it hurts to move. I have just paged the doctor but she hasn’t answered yet.

When you enter Wendy’s room you note that she is in the supine position. Her eyes are closed but she rouses easily when you talk to her. She is now rating her pain at 5/10 and says that it hurts to move or take a deep breath. Her observations are: HR 120, BP 90/50, SpO2 90% on O2 at 2 L/min via nasal prongs. You check her notes and find the following post-operative orders:
· NBM
· N/Saline 125 mls hour
· Sliding scale insulin
· IDC on hourly measures
· NGT on free drainage with 4th hourly aspirates
Rationale
This assessment tasks addresses the following subject learning outcomes:

•be able to collect, interpret and document subjective and objective assessment data in the acutely ill person

•be able to link the underlying pathophysiology of selected acute health challenges to their clinical manifestations .

•be able to apply theoretical knowledge, critical thinking, problem solving and the use of best evidence to the planning and implementation of safe and appropriate nursing interventions for people experiencing selected acute health challenges

Please use the following books a reference:
Berman, A., & Snyder, S. ( 2012). Kozier and Erbs Fundamentals of Nursing. Melbourne: Pearson Education.

Brotto,V., & Rafferty, K. (2012). Clinical Dosage calculations for Australia and New Zealand. Sydney: Cengage Learning

To complete this assignment, students will select a topic from the list of suggested topic options. Alternate topics may be proposed based upon the student’s interests, but such topics must be approved by the course instructor prior to the start of the project research. The paper is to be 6 to 8 pages in total length excluding the cover page and reference list. Because this assignment is intended to facilitate an unbiased and thorough assessment of the selected topic, students may use first-person narrative only in the final section of the paper reflecting the individual personal position about the topic. At minimum, the paper must address and will be evaluated for the following required elements. These elements must be noted in the narrative with proper APA section headers.

Physician assisted suicide

Assignment Description

Physician assisted suicide

Assignment Description
The purpose of the Position Paper is to provide students with the opportunity to identify and critique the ethical claims, principles, arguments and relevant facts involved in a major ethical issue in health care and to formulate a well-reasoned personal position on the topic.

This assignment is due in Week 7.
Topic Introduction: (1 page) (10 pts) Physician assisted suicide
Each of the topics in the suggested topic options list is intentionally broad. In order to render the project more manageable, students must narrow the focus to ONE specific controversy inherent in the selected topic. This section of the paper must clearly identify that controversy and provide enough background information, including definitions, to allow the reader to identify the issues. The topic introduction should flow logically into the following section which deals with the practical problem and ethical questions.
All sources used must be properly cited and referenced with proper APA format.
Statement of the Problem and Ethical Issues/Questions (1/2 page) (15 pts)
This section should include a clearly defined problem statement as well as a range of ethical issues to be dealt with in the analysis. Include one primary ethical question and no more than four secondary questions. Remember, each ethical question should clearly identify its ethical foundation. Refer back to the Ethical Questions Case Sheet for guidance as necessary.
Include a list of ethical principles and theories to be used in the analysis. This list should include, at the very least, the principles or theories reflected in each of the ethical questions. Each principle and theory should be clearly defined.
The introduction of arguments/counter-arguments should be avoided in this section.
Bulleted lists, adequately labeled by component (problem statement, ethical issues, ethical questions, etc.), are acceptable in this section.
Arguments (2 pages) (25 pts)
This section of the paper will be used to create cogent arguments about the selected topic in direct response to the problem statement and ethical issues identified in the topic introduction. A bulleted list may be used to present arguments in this section. Each argument should include the use of at least one ethical principle or theory as applied to the given argument. Be sure to use a range of ethical principles AND theories.
Arguments should directly respond to the problem statement and answer pertinent ethical questions posed in the introduction. All arguments should be well-supported and unbiased. All statements of fact must be properly supported with information from the literature (including proper in-text citations and reference entries).
Counter-Arguments (2 pages) (25 pts)
Because the analysis is intended to facilitate a well-balanced presentation of the issues, it is also important to include at least one counter-argument for each of the initial arguments. Counter-arguments should point out the weaknesses of initial arguments and should examine the circumstances under which one might abandon or otherwise alter the initial position. All counter-argument should reflect how a particular theory or principle can be applied to refute original arguments. A bulleted list may be used to present arguments in this section. All counter-arguments should include relevant sources in support of the viewpoints taken on this side of the debate. Be sure to include in-text citations and reference entries in proper APA format.
Personal Position (1 page) (15 pts)
The personal position provides a direct response to the problem statement and the ethical questions by taking a specific stance on the issues presented in the paper. Avoid the introduction of new ideas not previously addressed in this section. Instead, the position statement should present an objective summary of the analysis as it pertains to the issues presented, and should flow logically from the analysis. Additionally, the position statement should include a solid justification for why a particular stance is more relevant or compelling that other possible viewpoints on the issue. As with all sections of the paper, the use of reliable information is expected and all sources must be properly cited and referenced.
Grading for this section is NOT based upon the rightness or wrongness of conclusions; rather, points will be earned based upon the degree to which the position is supported by the analysis, and the strength of the justification in terms of ethical language.
Organization, Writing Mechanics, and APA Format (10 pts)
The General Requirements section below describes how the paper will be graded. Be sure to carefully proof-read your final draft, and check in-text citations and reference entries for proper format prior to submission.
Assignment evaluation
Scoring Rubric
The assignment will be scored according to the following rubric:
CONTENT    POINTS
Topic Introduction    10
Problem statement, ethical issues/questions, principles/theories and definitions    15
Arguments    25
Counter-arguments    25
Personal position    15
Organization, Writing Mechanics, and APA Format    10
TOTAL    100
General Requirements
All courses in the RHCHP School of Nursing require adherence to standards set forth by the Publication Manual of the American Psychological Association, 6th edition, published in 2010. This is an important element of academic writing and students are required to carefully follow APA standards. The APA publication manual is available through the Regis University bookstore and most other book retailers. Additionally, writing resources including APA style sheets and information about academic writing are linked through the Course Syllabus. Papers that do not substantively comply with APA standards may be returned unread.
Expectations and Evaluation*
Recognizing that ethical narrative reflects a degree of subjectivity and creativity on the part of the writer, written assignments in this course will not be evaluated on the rightness or wrongness of individual thoughts or positions. Rather, work will be evaluated on the depth and clarity of thoughts and ideas; presence of all required assignment elements; accurate understanding, interpretation, and application of ethical theories and principles; and narrative organization and writing mechanics. Close attention to details in the following categories will help to ensure successful completion of written assignments in HCE 430: Applied Ethics in Health Care and HCE430R: Applied Ethics in Health Care for RN’s.
Context:
•    In health care ethics, context generally refers to the specific situation being assessed including events or circumstances, problems or topics, individual cases, or even personal insights. Therefore, written assignments in the Department of Health Care Ethics provide students with the opportunity to demonstrate a solid understanding of course concepts in accordance with specific assignment requirements that deal with both the general and contextual features of a given issue.
Content:
•    The assignment descriptions for HCE430/430R projects outline required elements for each assignment. All required elements must be addressed with reasonable clarity and depth.
•    The narrative must reflect an accurate understanding, interpretation and application of ethical principles and theories
•    Ideas must be well-supported with relevant and credible literature that serves to inform the general assumptions about a given topic; present balanced arguments, and/or shape, define, and extend individual thoughts or positions.
Organization and Presentation:
?    Papers must be well organized with a logical progression of ideas. Required assignment elements must be noted in the narrative with proper APA section headers.
?    Strong narrative flow must be demonstrated through the use of grammar, punctuation, and syntax which allow the sentences and paragraphs to “flow together” in creating cohesive ideas throughout the narrative.
?    Writing must include graceful language that skillfully communicates the intended meaning with both clarity and fluency. *
Writing Mechanics:
?    Papers must meet acceptable writing standards for graduate-level work, including paragraph construction and sentence structure. For guidance on academic writing, visit the Regis University Learning Commons at http://www.regis.edu/Academics/Learning-Commons.aspx.
?    Papers must be carefully proof-read prior to submission so as to capture misspellings, grammatical errors, and problems with sentence or paragraph structure.

It is often helpful for students to read their own writing out loud in order to capture some of the more obvious errors. It is also often helpful to see the help of a friend or family member who can serve as editor. The Regis University Writing Center includes free services to help students with the writing process. Those services are accessible at http://www.regis.edu/Academics/Learning-Commons/Writing-Center.aspx#.UmAfUhBMzZ9
Assignment Layout and Adherence to APA Standards
•    Papers must not significantly fall below or exceed guidelines for length as outlined in the assignment descriptions.
•    Papers must be formatted in accordance with standards set forth by the APA manual as described above.
•    As recognized by APA standards, papers are to be constructed using the 12 point Times New Roman font.
•    Papers should be double spaced.
•    Assignment submissions should include a cover sheet as well as running headers and paper numbers (placed electronically within the body of the paper),
•    All written work must be free of plagiarism, either intended or unintended. The use of direct quotations should be kept to a minimum.
•    Sources must be properly captured with in-text citations, and each in-text citation must include a corresponding and properly formatted entry in the reference list.
* Adapted from:
Rhodes, T. L. & Finley, A. (2013). Using the VALUE rubrics for improvement of learning and authentic assessment. Washington, DC: Association of American Colleges and Universities.
Rev: Fall 2013 (DLR)

The paper is to be 6 to 8 pages in total length excluding the cover page and reference list. Because this assignment is intended to facilitate an unbiased and thorough assessment of the selected topic, students may use first-person narrative only in the final section of the paper reflecting the individual personal position about the topic.
At minimum, the paper must address and will be evaluated for the following required elements. These elements must be noted in the narrative with proper APA section headers.
This assignment is due in Week 7.
Topic Introduction: (1 page) (10 pts) Physician assisted suicide
Each of the topics in the suggested topic options list is intentionally broad. In order to render the project more manageable, students must narrow the focus to ONE specific controversy inherent in the selected topic. This section of the paper must clearly identify that controversy and provide enough background information, including definitions, to allow the reader to identify the issues. The topic introduction should flow logically into the following section which deals with the practical problem and ethical questions.
All sources used must be properly cited and referenced with proper APA format.
Statement of the Problem and Ethical Issues/Questions (1/2 page) (15 pts)
This section should include a clearly defined problem statement as well as a range of ethical issues to be dealt with in the analysis. Include one primary ethical question and no more than four secondary questions. Remember, each ethical question should clearly identify its ethical foundation. Refer back to the Ethical Questions Case Sheet for guidance as necessary.
Include a list of ethical principles and theories to be used in the analysis. This list should include, at the very least, the principles or theories reflected in each of the ethical questions. Each principle and theory should be clearly defined.
The introduction of arguments/counter-arguments should be avoided in this section.
Bulleted lists, adequately labeled by component (problem statement, ethical issues, ethical questions, etc.), are acceptable in this section.
Arguments (2 pages) (25 pts)
This section of the paper will be used to create cogent arguments about the selected topic in direct response to the problem statement and ethical issues identified in the topic introduction. A bulleted list may be used to present arguments in this section. Each argument should include the use of at least one ethical principle or theory as applied to the given argument. Be sure to use a range of ethical principles AND theories.
Arguments should directly respond to the problem statement and answer pertinent ethical questions posed in the introduction. All arguments should be well-supported and unbiased. All statements of fact must be properly supported with information from the literature (including proper in-text citations and reference entries).
Counter-Arguments (2 pages) (25 pts)
Because the analysis is intended to facilitate a well-balanced presentation of the issues, it is also important to include at least one counter-argument for each of the initial arguments. Counter-arguments should point out the weaknesses of initial arguments and should examine the circumstances under which one might abandon or otherwise alter the initial position. All counter-argument should reflect how a particular theory or principle can be applied to refute original arguments. A bulleted list may be used to present arguments in this section. All counter-arguments should include relevant sources in support of the viewpoints taken on this side of the debate. Be sure to include in-text citations and reference entries in proper APA format.
Personal Position (1 page) (15 pts)
The personal position provides a direct response to the problem statement and the ethical questions by taking a specific stance on the issues presented in the paper. Avoid the introduction of new ideas not previously addressed in this section. Instead, the position statement should present an objective summary of the analysis as it pertains to the issues presented, and should flow logically from the analysis. Additionally, the position statement should include a solid justification for why a particular stance is more relevant or compelling that other possible viewpoints on the issue. As with all sections of the paper, the use of reliable information is expected and all sources must be properly cited and referenced.
Grading for this section is NOT based upon the rightness or wrongness of conclusions; rather, points will be earned based upon the degree to which the position is supported by the analysis, and the strength of the justification in terms of ethical language.
Organization, Writing Mechanics, and APA Format (10 pts)
The General Requirements section below describes how the paper will be graded. Be sure to carefully proof-read your final draft, and check in-text citations and reference entries for proper format prior to submission.
Assignment evaluation
Scoring Rubric
The assignment will be scored according to the following rubric:
CONTENT    POINTS
Topic Introduction    10
Problem statement, ethical issues/questions, principles/theories and definitions    15
Arguments    25
Counter-arguments    25
Personal position    15
Organization, Writing Mechanics, and APA Format    10
TOTAL    100
General Requirements
All courses in the RHCHP School of Nursing require adherence to standards set forth by the Publication Manual of the American Psychological Association, 6th edition, published in 2010. This is an important element of academic writing and students are required to carefully follow APA standards. The APA publication manual is available through the Regis University bookstore and most other book retailers. Additionally, writing resources including APA style sheets and information about academic writing are linked through the Course Syllabus. Papers that do not substantively comply with APA standards may be returned unread.
Expectations and Evaluation*
Recognizing that ethical narrative reflects a degree of subjectivity and creativity on the part of the writer, written assignments in this course will not be evaluated on the rightness or wrongness of individual thoughts or positions. Rather, work will be evaluated on the depth and clarity of thoughts and ideas; presence of all required assignment elements; accurate understanding, interpretation, and application of ethical theories and principles; and narrative organization and writing mechanics. Close attention to details in the following categories will help to ensure successful completion of written assignments in HCE 430: Applied Ethics in Health Care and HCE430R: Applied Ethics in Health Care for RN’s.
Context:
•    In health care ethics, context generally refers to the specific situation being assessed including events or circumstances, problems or topics, individual cases, or even personal insights. Therefore, written assignments in the Department of Health Care Ethics provide students with the opportunity to demonstrate a solid understanding of course concepts in accordance with specific assignment requirements that deal with both the general and contextual features of a given issue.
Content:
•    The assignment descriptions for HCE430/430R projects outline required elements for each assignment. All required elements must be addressed with reasonable clarity and depth.
•    The narrative must reflect an accurate understanding, interpretation and application of ethical principles and theories
•    Ideas must be well-supported with relevant and credible literature that serves to inform the general assumptions about a given topic; present balanced arguments, and/or shape, define, and extend individual thoughts or positions.
Organization and Presentation:
?    Papers must be well organized with a logical progression of ideas. Required assignment elements must be noted in the narrative with proper APA section headers.
?    Strong narrative flow must be demonstrated through the use of grammar, punctuation, and syntax which allow the sentences and paragraphs to “flow together” in creating cohesive ideas throughout the narrative.
?    Writing must include graceful language that skillfully communicates the intended meaning with both clarity and fluency. *
Writing Mechanics:
?    Papers must meet acceptable writing standards for graduate-level work, including paragraph construction and sentence structure. For guidance on academic writing, visit the Regis University Learning Commons at http://www.regis.edu/Academics/Learning-Commons.aspx.
?    Papers must be carefully proof-read prior to submission so as to capture misspellings, grammatical errors, and problems with sentence or paragraph structure.

It is often helpful for students to read their own writing out loud in order to capture some of the more obvious errors. It is also often helpful to see the help of a friend or family member who can serve as editor. The Regis University Writing Center includes free services to help students with the writing process. Those services are accessible at http://www.regis.edu/Academics/Learning-Commons/Writing-Center.aspx#.UmAfUhBMzZ9
Assignment Layout and Adherence to APA Standards
•    Papers must not significantly fall below or exceed guidelines for length as outlined in the assignment descriptions.
•    Papers must be formatted in accordance with standards set forth by the APA manual as described above.
•    As recognized by APA standards, papers are to be constructed using the 12 point Times New Roman font.
•    Papers should be double spaced.
•    Assignment submissions should include a cover sheet as well as running headers and paper numbers (placed electronically within the body of the paper),
•    All written work must be free of plagiarism, either intended or unintended. The use of direct quotations should be kept to a minimum.
•    Sources must be properly captured with in-text citations, and each in-text citation must include a corresponding and properly formatted entry in the reference list.
* Adapted from:
Rhodes, T. L. & Finley, A. (2013). Using the VALUE rubrics for improvement of learning and authentic assessment. Washington, DC: Association of American Colleges and Universities.
Rev: Fall 2013 (DLR)

Interview a nurse who is master’s-prepared in nursing and is using thus education in a present position. The purpose of the interview is to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gain, and is presently using, that reflect advanced education. Organize interview around the topics below: 1. overview of the master’s prepared nurse’s career

Master’s Prepared Nurse Interview Guide_student

Interview a nurse who is master’s-prepared in nursing and is using thus education in a present position. The purpose of the interview is to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gain, and is presently using, that reflect advanced education. Organize interview around the topics below:
1. overview of the master’s prepared nurse’s career
2. reason for seekinh graduate education
3. description of present position and role
4. usefulness of graduate education for present role
5. pearls of wisdom he/she willing to share
Wrire interview in narrative form using the ff. guidelines
1. within the paper’s introduction, explain your interview selection
2. do not identify the individual by name
3. use centered headings to separate parts of interview
4. in the conclusion, identify one or more competencies from interview that are consistent with AACN education essentials. In addition, provide statement that reflects what you gained from interview.

How does each article describe the nature of the problem, issue, or deficit you have identified? Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit? What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population? Does each article support your proposed change?

How does each article describe the nature of the problem, issue, or deficit you have identified?
Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
Does each article support your proposed change?

1st 3 Steps in Capstone project Identify a problem, Develop a question, Select sources

This is the first 3 parts of my capstone project. There will be additional parts on the topic you pick that i will order after this is completed. Thanks in advance

1. Consider the clinical environment in which you are currently working or have recently worked. Collaborate with a leader or educator in the clinical environment to identify a problem, issue, or educational deficit upon which to build a proposal for change.
In a paper of no more than 800 words, describe the nature of the problem, issue, or educational deficit. Include the following in your discussion:

The setting and/or context in which the problem, issue, or educational deficit can be observed.

Detailed description of the problem, issue, or educational deficit.
Impact of the problem, issue, or educational deficit on the work environment, the quality of care provided by staff, and patient outcomes.

Gravity of the problem, issue, or educational deficit and its significance to nursing. Proposed solution to address the problem, issue, or educational deficit.

2. Develop a searchable question using the PICOT format.

3. Locate a minimum of 15 peer-reviewed articles that describe the problem or issue and that support the proposed solution. Eight of the 15 articles must be research-based (e.g., a study which is qualitative, quantitative, descriptive, or longitudinal).
Preview each of the 15 articles chosen by reading the article abstracts and summaries.

Hint: Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.

Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):

How does each article describe the nature of the problem, issue, or deficit you have identified?
Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
Does each article support your proposed change?

Display understanding oflinks between presenting signs and symptoms and pathophysiological/ pharmacological changesevident on admission.

NURS2005 Assignment 5: Viva Voce analysis marking rubric
This academic paper requires students to discuss their viva vocepatient investigated inassignment 2.
Students need to utilise the feedback provided by their PEP Facilitator and their own personal reflection on their practice since presenting this patient in their viva voce.

Student Name: _______________               ________  ID:_________________________________
Performance Standard:
Assessment Criteria:    Weight:     Excellent    Good     Satisfactory    Unsatisfactory
Part 1: Introduction:
Introduction identifies details of patient.
5%    Comprehensive introduction to the patient.
Confidentiality maintained     Introduction to the patient and purpose of the paper clearly described.  Confidentiality maintained
Introduction to the patient and purpose of the paper described however, some areas / points confusing. Confidentiality maintained     No introduction to the patient and / or purpose of the paper.
Confidentiality not maintained.
Situation:
Describe events leading up to and reason/s for admission of patient. Rationale for admission with inclusion of patient risks.

5%    Comprehensive description of events leading to and reasons for admission of patient. Excellent, rationale linked topatient risks.     Description of events leading to and reasons for admission of patient are clear. Rationale good, with clear links to patient risks.    Broad description of events leading to and reasons for admission of patient– not always clear. Rationale, unclear, however, clear links topatient risks.     No or minimal description of events/ reasons leading to admission.
No or poor rationale, no linking to patient risks.
Background:
Display understanding oflinks between presenting signs and symptoms and pathophysiological/ pharmacological changesevident on admission.

30%    Displays comprehensive understanding of pathophysiological/ pharmacological changes linked explicitly to presenting signs and symptoms.
Presents good understanding of pathophysiological/ pharmacological changes linked to all presenting signs and symptoms.
General / broad understanding of pathophysiological/ pharmacological changes linked to most presenting signs and symptoms.
No more than two unclear links.     No or unsatisfactory understanding presented of pathophysiological/ pharmacological changes. No or discussion linking changes to signs and symptoms is incorrect.
Confusing, incorrect /poor understanding presented.
Assessment:
Display understanding of assessment (vital signs, history, physical etc) and diagnostic (Xray, bloods, ECG etc) activities/ tests through critical evaluation of collected data to show how these activities informed the patients plan for management of care.

20%    Comprehensive understanding of assessment and diagnostic activities/tests.
Comprehensive critical analysis of the collected data, supported with evidence.
Comprehensive discussion on how data informed plan for management of care.    Good understanding of assessment and diagnostic activities/tests presented.
Clear critical analysis of the collected data, supported with evidence.
Good discussion on how data informed plan for management of care.     Satisfactory understanding of assessment and diagnostic activities/tests. Sometimes unclear/ confusing/ not all aspects considered.
Limited but accurate critical analysis of the collected data. , supported with evidence.
Satisfactory discussion on how data informed plan for management of care.  Links not always evident.     No or unsatisfactory understanding of assessment and diagnostic activities/tests presented.
No/ unsatisfactory/ incorrect critical analysis of data collected.No evidence supporting discussion.
No or unsatisfactory discussion on how data informed plan for management of care.
Recommendations:
Propose a brief discharge plan addressing the most urgent issue for your patient (eg: diet, mobility, self- care) on discharge. Expected inclusion of other health disciplines which may support self-care on discharge

10%    Comprehensive justification of prioritised patient discharge need.
Comprehensive relationship presented between other health disciplines and patient need.     Good identification of prioritised patient discharge need.
Relationship presented between other health disciplines and patient need clearly addressed.     Satisfactory identification of prioritised patient discharge need. Some gaps in justification of need/ priority.
Satisfactory relationship presented between other health disciplines and patient need – lacks some clarity/ clear link.    No/ unsatisfactory or incorrect identification (justification) of prioritised patient discharge need.
No/ unsatisfactory relationship presented between other health disciplines and patient need.
Part 2: Reflection on feedback:
Reflect on the feedback provided to you by your PEP facilitator. Discusshow you have addressed these points during development of this paper.
Consider why this feedback is significant to your ongoing professional development in accordance with the NMBA National competency standards for RN’s.

20%    Comprehensive reflection on feedback provided.
Discussion clear and concise addressing how feedback has been addressed in this paper – substantial evidence provided.

Comprehensive rationale showing insightful for ongoing professional development in the role ofthe RN, clear concise links to NMBA competencies.
Good reflection on feedback presented clearly.

Clear discussion on how feedback has been addressed in this paper – relevant evidence provided.

Good rationale – shows clear link to ongoing professional development in the role of the RN, supported with NMBA competencies.
Broadreflection on feedback provided. Presents feedback with some insight – gaps evident.
Satisfactory discussion on how this feedback has been addressedinthis paper – some gaps evident.Evidence provided however limited in relevance or volume.

Rationale presented for how feedback influences ongoing development in the role of the RN; some gaps evident.  Supported with NMBA competencies    Nil or unsatisfactory reflection on feedback provided.

Nil or unsatisfactory discussion on how this feedback has been addressed in this paper./ Not addressed at all.
Nil or inappropriate evidence supporting application of feedback provided.

Nil or unsatisfactory/ incorrect rationale presented, no insight presented for how feedback influences ongoing professional development in the role of the RN. No link to NMBA competencies.
Academic requirements:
Meets all style and academic requirements.
Quality of evidence supporting discussion.
Accurate referencing (Harvard)

Word limit met
Clear, concise flow
Spelling, grammar and punctuation correct.
10%    All SoNM academic requirements met. No errors
Comprehensive body of evidence presented. All references highly relevant.
Word limit met
Clear, concise flow
All spelling, grammar and punctuation correct.     All SoNM academic requirements met. Minor errors / omissions.
Inclusion of further research/ evidence. All references relevant.
Word limit met +/- 10%
Clear, concise flow
All spelling, grammar and punctuation correct.    All SoNM academic requirements met. Some errors / omissions.
Topic evidence only presented.
Most references relevant.
Word limit met +/- 10%
Mostly clear, concise flow
Most spelling, grammar and punctuation correct.    Limited or omission of SoNM academic requirements.
No evidence presented.
References inappropriate.
Word limit exceeds  +/- 10%
Unclear, poor flow
Many spelling, grammar and punctuation issues.
Marker Name:         Grade:
Overall Comment:

Adapted from: Johns, C. (2000) Becoming a Reflective Practitioner: a reflective and holistic approach to clinical nursing, practice development and clinical supervision. Oxford: Blackwell Science

Based on a low scoring pillar, create a backward plan to enhance the pillar of a balanced life that you want to change. Provide a few sentences of context, what you would like to do to strengthen the pillar and then 1-2 SMART Goals to achieve improvement.

Pillars of a Balanced Life

Order Description

Based on a low scoring pillar, create a backward plan to enhance the pillar of a balanced life that you want to change. Provide a few sentences of context, what you would like to do to strengthen the pillar and then 1-2 SMART Goals to achieve improvement.

Choose 2 from Pillars of a Balanced Life  and do smart goals.
You need to know what smart goals are. Do you need google then make sure follow smart goals format to develop plans. You did not address for correct smart forms correctly.
Example for smart goals.
you set a goal make sure it is SMART:
1. Specific – Consider who, what, when, where, why and how in developing the goal.
2. Measurable – Include a numeric or descriptive measurement.
3. Achievable – Consider the resources needed and set a realistic goal.
4. Relevant – Make sure the goal is consistent with the mission.
5. Time-bound – Set a realistic deadline.

Reference
http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf

Course:Nursing Coaching I Foundations NURS 6260

•    Week 14 Assessing Balance
Week 14  Assessing Balance     (April 13 – 19)
•    Conduct self assessment of the pillars of a balanced life Pillars of a Balanced Life(1).pptx —-See file attached.
•    Assess a client based on the pillars of a balanced life.
•    Create a backward plan to live in greater balance.
READ: Kinsey-House: Chapter 9
Required Texts:
1.    Kimsey-House, H., Kimsey-House, K., Sandahl, P. & Whitworth, L. (2011). Coactive coaching: Changing business, transforming lives (3rd edition).  Boston: Nicholas Brealey Publishing.
2.    Moore, M. & Tschannen-Moran, B. (2010). Coaching psychology manual. Baltimore: Lippincott, Williams and Wilkins.

VIEW: Thoughts on Self care and wellbeing:
Oprah Winfrey at Stanford Business School: https://www.youtube.com/watch?v=QfTNwCTX7w0
Jim Harter: https://www.youtube.com/watch?v=XLvAG8i9PF8

Assignment
:  Based on a low scoring pillar, create a backward plan to enhance the pillar of a balanced life that you want to change.  Provide a few sentences of context, what you would like to do to strengthen the pillar and then 1-2 SMART Goals to achieve improvement.

Written paper (1400 words) Students are to identify a common health issue that they see or have seen in their nursing practice and identify the determinants of health related to this issue, they are to include imperatives of health across sectors and disciplines in relation to their selected health issue. Search contemporary literature to provide information regarding community, government and healthcare sectors’ strategies to combat the issue. Include epidemiology, local and global comparisons if present, e.g. westernisation, developed/developing countries. Why do you think this health issue has developed for this particular group of people?

Cardiovascular disease

Assignment 3—Population health in context written paper plus PowerPoint
Part A (1400 words) Part B (900 word equivalent)
Part A: Written paper (1400 words) Students are to identify a common health issue that they see or have seen in their nursing practice and identify the determinants of health related to this issue, they are to include imperatives of health across sectors and disciplines in relation to their selected health issue. Search contemporary literature to provide information regarding community, government and healthcare sectors’ strategies to combat the issue. Include epidemiology, local and global comparisons if present, e.g. westernisation, developed/developing countries. Why do you think this health issue has developed for this particular group of people?
Part B:  PowerPoint (900 words equivalent) Students are to develop a presentation for local government/council using the health issue they identified for part A and suggest ways to build community capacity and establish government and business partnerships in relation to the issue. This assignment requires students to ‘present an argument’ of the importance of collaborative efforts, sustainability and community capacity building in developing strategies to combat their identified health issue at a local level while also incorporating references to global imperatives.

Instructions: Perform a thorough search of the literature, the media, and discussions with stakeholders such as legislators, consumers, and other health care professionals about a current health legislative issue. The Contemporary Legislative Issue Analysis Paper must follow correct APA style, including correct documentation for information obtained from the Internet.

Contemporary Legislative Issue Analysis

Order Description

Purpose: Explore a current health legislative issue that relates to a health disparity at the national level.

Instructions: Perform a thorough search of the literature, the media, and discussions with stakeholders such as legislators, consumers, and other health care professionals about a current health legislative issue. The Contemporary Legislative Issue Analysis Paper must follow correct APA style, including correct documentation for information obtained from the Internet.

Write an analysis paper that will present the following areas of the selected health issue:
1. What is the current legislative or regulatory issue, and why is it being debated?
2. Who is most affected by the legislation?
3. What are the current socioeconomic, political, cultural, and ethical issues surrounding this topic?
4. Who are the stakeholders?
5. What are the positions of professional health care organizations (ANA, AHA, AMA), consumers, and the major political parties on the issue?
6. What are the implications of the policy issue for nursing?

You will be graded on your ability to respond to the following questions in a comprehensive manner that demonstrates an understanding of the legislative process as part of a panel discussion that focuses on the selected health disparity and the implications of the policy for nursing.
1. What is the current legislative or regulatory issue, and why is it being
debated?………………………………………………………………….15 points
2. Who is most affected by the legislation? …………………………………….15 points
3. What are the current socioeconomic, political, cultural, and ethical issues surrounding this
topic?……………………………………………………………15 points
4. Who are the stakeholders?…………………………………………………………………5 points
5. What are the positions of professional health care organizations (ANA, AHA, AMA), consumers, the major political parties, and nurses on the issue?………….10 points
6. What are the implications of the policy issue for nursing?……………………..20 points
7. Clarity, organization of the paper………………………………………………………………………..20 points

Design and create a GUI i n MATLAB that could serve as a user interface for the device. The GUI does not need to be functional, but it should display all the necessary components for operation

Bio instrumentation;

This assignment can be done in groups of up to
three
. One assignment should be
turned in
per group.
Choose one
piece of
bioinstrumentation
that you saw during the nursing simulation lab
tour (e.g.
simulation mannequin, pulse oximeter, ventilator, etc.).
There are three goals for this
assignment: (1) describe
how the
device
works;
(2) describe how the device can be improved
;
(3)
design a new user interface for the device.
In a short write

up (1

2 paragraphs per section),
include the following:
I.
Description of the
device
.
(15
pts)

Answer the following:

What
is the device
used for?

Who uses it?

How does it work?
II.
Descri
ption of one improvement that can be made to the device
.
(e.g. optimize its
functionality in the clinical setting or
its applicability in simulation,
impro
ve the
ergonomics of the device, improve f
laws in its design, et
c.). (10
pts)

Answer the following:

Why is the improvement needed?

How would you implement this improvement?
III.
Design a
new
u
ser
interface
for
the
device
.
Think about what information needs to be
displayed (outputs) and what types of interactions
are required
with the user. (15
pts)

Design and create a GUI i
n MATLAB that could serve as a
user interface for the
device. The GUI does not need to be functional, but it should display all the
necessary
components
for operation
.

Include a
screenshot
of the GUI

D
escribe all the
components
of the GUI and the purpose of each
component
Include
in

text citations and references
for
all sources used.
You may i
nclude additional figures
,
but they must include a descriptive caption.
The assignment will be graded on
completeness and
thoroughness.