Alzheimer’s Association and Hospice Palliative Care (Website Evaluation Assignment)

Alzheimer’s Association and Hospice Palliative Care (Website Evaluation Assignment)

Instructions

Review the websites for the Alzheimer’s Association and Hospice/Palliative Care under the reading.

Choose the organization of interest from the list on SignUpGenius (ALZHEIMER’S ASSOCIATION) and find a research article related to the area you selected. Summarize the information in the article and explain how the article’s content applies to the services provided by the organization you chose (ALZHEIMER’S ASSOCIATION).

Give a brief summary of the movie you watched (MOVIE: “DEFINING HOPE”) and how the organization you selected could help the care providers in the move you watched?

Answer the following questions:
• 1. Did the information on the organization’s website accurately represent research on the topic?
• 2. What resources/support did two main characters in your movie use/receive?

Critical Appraisal of Research Paper

Critically appraise the attached research paper .
The critique should focus on the methodology, results, overall quality and implications for clinical
practice
and further research. Please choose the correct critique check list for the research design of the
study being evaluated.
Critique of methodology and key aspects of the research paper are addressed using
either the CONSORT or COREQ checklist.
Critique should be articulated clearly, concisely using appropriate research terminology
Conclusions are drawn and implications for health professionals and further research are
highlighted.
Discussion is logical, clearly articulated and reflects a high scholarly standard. Evidence of
breadth of reading (includes a minimum of 10 references).
Referencing accurate and conforms to APA style (in-text and reference list).

Medical Abbreviation

MEDICAL ABBREVIATIONS CHART INSTRUCTIONS
Medical professionals routinely use abbreviations; therefore, you need to have a general
understanding of these abbreviations as well as which ones to avoid. Create a list of 20 common
medical abbreviations with the long form and definition of each one. Include an additional 10
abbreviations that must be avoided, including the long form, correct abbreviation, and definition
of each one. Use the provided chart to complete this assignment. You must include a reference
page in current APA format, citing at least 1 scholarly source published within the last 5 years.

Concept Analysis Nurse Practitioner (NP) Role

This assignment presents a modified method for conducting a concept analysis of ONE concept
that is important and useful to the nurse practitioner role.  The concept for this assignment must
be supported by a published nursing theory. The selected concept is identified and then the
elements of the analysis process are applied in order to synthesize knowledge for application as
demonstrated through the creation of model, borderline, and contrary cases.  Theoretical
applications of the concept are also discussed. Non-nursing theories may NOT be used. The
paper concludes with a synthesis of the student’s new knowledge about the concept. The
scholarly literature is incorporated throughout the analysis.  Only the elements identified in this assignment should be used for this concept analysis.
Criteria for Content 
Introduction- The introduction substantively presents all the following elements:
Identifies the role of concept analysis within theory development.
Identifies the selected nursing concept.
Identifies the nursing theory that addresses the selected concept.
Names the sections of the paper.
Scholarly support is required.
Definition/Explanation of the selected nursing concept
Defines/explains the concept using scholarly literature (a dictionary maybe used for this section
ONLY, and additional scholarly nursing references are required).
A substantive discussion of this section with support from nursing literature is required.
Literature review 
A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected
concept.
Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in
an organized fashion.
Support from nursing literature is required.
Please Note: Primary research articles about the selected nursing concept are the most useful
resource for the literature review.
Defining attributes, for this section:  A minimum of THREE (3) attributes are required.

A substantive discussion of this section with support from nursing literature is required.
Explanation:  An attribute identifies characteristics of a concept.  For this situation, the
characteristics of the selected nursing concept are identified and discussed.
Antecedent and Consequence
1 antecedent of the selected nursing concept.
1 consequence of the selected nursing concept.
A substantive discussion of the element with support from nursing literature is
required. Explanation: An antecedent is an identifiable occurrence that precedes an event.  In this
situation, an antecedent precedes a selected nursing concept. A consequence follows or is the
result of an event. In this situation, a consequence follows or is the result of the selected nursing
concept.
Empirical Referents 
Two (2) empirical referents of the selected nursing concept.
A substantive discussion of the element with support from nursing literature is required.
Explanation: An empirical referent is an objective ways to measure or determine the presence of
the selected nursing concept.
Construct Cases 
Explanation: Hypothetical or real-life situations demonstrating the use or absence of the
concept. This section requires the creation of a model case, borderline case, and contrary case.
Construct cases should be from the viewpoint of an advanced practice NP.
1 Model Case is created by the student and discussed substantively by demonstrating within the
case each of the following areas:

Definition
All identified attributes. Explanation:  A model case is an example of a hypothetical or real-life
situation that demonstrates all of the attributes noted previously in this assignment.
Borderline Case is created by the student in which one or two of the previously identified
attributes are missing.
1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing
concepts. All identified attributes of the concept are absent in this case. Explanation:  Borderline
case is a created case where one or two of the previously identified attributes are missing.
Contrary case is a created case that demonstrate the complete opposite of the selected nursing
concept – all identified attributes are missing.
Theoretical Applications of the Concept 
Discuss the purpose of a concept analysis in relationship to theory.
Explain how the concept applies to the selected nursing theory.
A substantive discussion of the element with support from nursing literature is required.
Conclusion 
Summarization of key information regarding:
Selected nursing concept.
Selected nursing theory.
Application of concept analysis findings to advanced practice nursing, specifically as an NP.
The concluding statements include self-reflection on the new knowledge gained from conducting
a concept analysis. (Self-reflection may be written in first-person.)

Preparing the Assignment
Criteria for Format and Special Instructions
The paper (excluding the title page and reference page) should be at least 6, but no more than 8
pages. Points will be lost for not meeting these length requirements.
Title page, running head, body of paper, and reference page must follow APA guidelines as
found in the 6th edition of the manual. This includes the use of headings for each section of the
paper except for the introduction where no heading is used.
The source of the concept for this assignment must be a published nursing theory. Non-nursing
theories may NOT be used.
A minimum of 6 (six) scholarly references must be used. Required textbooks for this course, and
Chamberlain College of Nursing lesson information may NOT be used as scholarly references
for this assignment. A dictionary maybe used as a reference for the section titled
“Definition/Explanation of the selected nursing concept”, but it is NOT counted as one of the 6
required scholarly nursing references. Be aware that information from .com websites may be
incorrect and should be avoided.

Literature Review Nursing Theory

How to do Literature review

Please use the source provided to answer the question.
Locate the literature review section. Summarize using your own words from one of the
study/literature findings. Be sure to identify which study you are summarizing.
Discuss how the author’s review of literature (studies) supported the research purpose/problem.
Share something that was interesting to you as you read through the literature review section.
Describe one strategy that you learned that would help you create a strong literature
review/search for evidence. Share your thoughts on the importance of a thorough review of the
literature.

Community Settings and Community Health Nursing Roles

This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work and no parts were copied from another student.
Purpose
Community health nurses practice in a variety of settings. The purpose of this paper is to describe the community setting and analyze the role of a nurse in the assigned setting. Health promotion nursing interventions and a professional nursing organization related to this role will also be examined.
The topic for this paper is the role of a nurse in a home health setting (can include home hospice).
This assignment enables the student to meet the following Course Outcomes.
CO5: Analyze the nursing roles in providing comprehensive care in a variety of community health settings. (PO 1)
CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Directions
Watch the tutorial on tips for completing the Community Settings and Community Health Nursing Roles assignment.
This APA paper is expected to be no more than four pages in length (not including the title page and reference list). Below are the requirements for successful completion of this paper. Please use the recommended APA Template linked below, which incorporates the following categories as the first level headings on your paper. APA formatting helps you to organize your paper in a professional manner and provides consistent methods for citing your sources and completing your reference page. See the documents in the APA category in Course Resources for assistance with APA formatting. The Student Success Strategies resource has great sections on writing scholarly papers and APA formatting.
The community health setting for this paper must be a home health setting (can include home hospice).
Click to view and download the NR443 Community Settings APA Template (Links to an external site.) to complete your paper. The template is formatted with the appropriate running head, title page, page numbers, paragraph formatting, and most of the headings. Please edit the headers and title page with your specific information. You are also encouraged to view the Week 4 assignment tutorial found at the end of the Academic Integrity Reminder.
Read the chapter of your textbook on the assigned community health setting and take notes based on the outline below.
Locate and read at least one scholarly peer-reviewed journal article that is not assigned in the course related to a nurse’s role in health promotion in this setting.  Search peer reviewed journals to find a scholarly article on this topic. The article must be less than 10 years old (less than 5 years is best).
Thoroughly address the following categories using the APA Template that is provided.

  • Introduction (one paragraph):
  • The introduction should be interesting and capture the reader’s attention.
  • Introduce the assigned community setting
  • Briefly identify CHN role(s) in this setting
  • Identify vulnerable population(s) served in this setting
  • Include a purpose statement
  • Community Setting (two to three paragraphs)
  • Describe the assigned community setting, including vulnerable population(s) served.
  • Discuss three health services provided by the a CHN in the assigned setting.
  • Use your textbook or an outside scholarly source to address these sub-points.
  • Health Promotion Nursing Intervention (two to three paragraphs)
  • Describe in detail health promotion intervention(s) that a CHN could implement in the assigned community setting.
  • Identify people/organizations/community members this CHN role may collaborate with in health promotion interventions.
  • Utilize at least one peer-reviewed scholarly article related to a health promotion intervention.
  • Professional Nursing Organization (two paragraphs)
  • Provide a detailed description of a professional nursing organization related to the assigned community setting. Search the text, your article, or the Internet for one professional organization that supports nurses in this role. If you can’t find an organization specific to this group, search the American Nurses Association (ANA) website for information on this role. Cite the organization in the body of the text with (organization name, year), and include a complete reference on the reference page.
  • Discuss one professional issue that this organization is addressing related to the assigned community setting.
  • Summary (one paragraph)
  • The summary reiterates key points about:
  • The community setting and the CHN role(s)
  • Health promotion intervention
  • Professional organization
  • Includes a concluding statement.
  • Reference Page: The reference page should start on a new page (insert a page break). All references should be cited within the body of the paper as (author or organization, year), and the full reference should be included in APA format on the reference page. A URL link alone is not an adequate reference. See the Chamberlain Guidelines for Professional Writing in the APA Folder in Program Resources for examples of properly formatted references.

Guidelines
The setting for this paper must be a home health setting (can include home hospice).
Application: Use Microsoft Word 2010™ or later to create this assignment on the template provided.
We highly recommend that you used the specific APA paper template for this assignment linked above as the headings are already included.
Scholarly Writing: APA format is required. Review APA documents in Program Resources, and use the free resources of tutor.com for writing tutors.
Length: This paper is expected to be no more than 4 pages in length (not including the title page and reference list).
Quotations should be minimal—please paraphrase your sources. A maximum of one quotation should be used for this paper
Best Practices in Preparing the Paper
The following are best practices in preparing this project.
Follow the guidelines above carefully.
Use only the assigned community setting.

Use the provided APA assignment specific template.
Visit the SSPRNBSN Student Success resource for help with writing a scholarly paper, APA formatting, and library navigation. This should be one of your course tiles.
Use the 1st column of the grading rubric to make sure all elements of the paper are addressed.
Cite all sources within the paper as well as on the reference page.
Proofread prior to final submission.
Check for spelling and grammar errors prior to final submission with Grammarly.com or the free tutor available through the Tutoring link in the course.

Depression in the Elderly / Geriatric Depression

  • Introduction
  • Description of Geriatric Depression
  • Treatment (medication and psychotherapy)
  • Conclusion

NP Patient Teaching Plan

Special Reminder: There are 2 separate submissions.

  • Patient Teaching Plan
  • Visual Teaching Tool

Please note that you will need to complete the Patient Teaching Plan first. You will use this plan to develop the Visual Teaching Tool. It is recommended that you read the directions for both assignments carefully before beginning.

Purpose
To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)
CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)
Due Date

Points
This assignment is worth 125 points.
Background Information
NR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.
Prior to beginning this assignment, follow the link to read the article below. The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population.
Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.)

Directions
Please read all directions carefully before you begin.
Click to download the Patient Teaching Plan Form (Links to an external site.).
Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet.
You are required to complete the form using the productivity tools required by  University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to  students for FREE by downloading from the student portal at website.  Click on the envelope at the top of the page.
Health Topic: Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.
Select from the following health topics to complete your Patient Teaching Project:

  • Stress and Time Management
  • Self-Care (can choose a specific self-care activity)
  • Prevention of Hazards at Work
  • Bicycle Safety
  • Ergonomics (related to work, posture)
  • Skin Cancer Prevention
  • Healthy Eating
  • Exercise/Physical Activity
  • Suicide
  • Human Trafficking
  • Eating Disorders
  • Substance Abuse (Opioid, Alcohol, Nicotine)
  • Depression
  • Palliative Care/Hospice Care

Population and Setting: Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)

Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population.
Example:
The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.
Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify).
Example:
At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.
At the end of this education, the learner will be able to describe how to perform a breast self-exam.
At the end of this education, the learner will be able to list three benefits of regular physical activity.
Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.
Please see the grading criteria and rubrics on this page.

Evidence for practice change project (Article Summary)

Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change.

Role DNP in Evidence-Based Practice (EBP)

Evidence Based Practice  Model to use : IOWA Model Evidence based Practice
Practice Problem: VAP (Ventilator Associated Pneumonia)

Student: Wilmot-Carter, Sherian

Introduction to Evidenced Based Practice

Evidenced Based Practice (EBP) is defined as the use of scientific evidence as a guide for decision making that will evoke change in any organizational system (Hall & Roussel, 2017). This concept is continuously applied in nursing as it creates a medium for facilities to use best evidence to develop strategies that counter a particular clinical problem (Polit & Beck, 2017). This paper will discuss the Stetler Model of Research Utilization, the Advanced Practice Registered Nurse’s (APRN) role in each step and the steps of the model as it relates to managing catheter associated urinary tract infections (CAUTI).

The Stetler Model of Research Utilization

Since the introduction of EBP, researchers have developed and used numerous research models to guide their pursuit of problem solving. One such model that has been used for decades is the Stetler Model of Research Utilization. The Stetler Model is a tool that is used to transform research and best evidenced into clinical practice (Stetler, 2001). There are five steps to the Stetler Model, which all play and integral role in the process of problem solving. Each step enables critical thinking, alleviate some human errors made in decision making and uses evidence in daily practice (National Collaborating Centre for Methods and Tools, 2011).

  1. Preparation: This step describes the purpose for consulting evidence and the needs to consider all other contextual factors that will influence the process. The APRN is necessary to facilitates this step. This is where the APRN will ensure that all aspect of the problem is considered, and the best and most effective evidence is chosen to complement the process.
  2.  Validation: This step is all about the credibility and applicability of each research finding. The APRN is very important in this step as this is where expertise and knowledge of level of evidence is needed to critique and evaluate the research choses.
  3.  Comparative Evaluation/Decision Making, Synthesis and Decisions/Recommendations per Criteria of Applicability: In this step the APRN will organized the choses research based on their similarities and differences. The APRN will determine if there is substantial evidence that is suited for the practice setting and targeted population. Based on this comparison the APRN will decide which research evidence to use and the ones to reject.
  4.  Translation/Application, Operational Definition of Use/Actions for Change: This is where the APRN will use the evidence gathered to put into action. This step represents the implementation of a plan of action.
  5. Evaluation: In this step the APRN will assess the implemented plan of action in terms of goals and potential outcomes that needed to be achieved.

The Stetler Model as it relates to CAUTI Prevention

CAUTIs have been a leading cause of infection in healthcare facilities, simply because healthcare workers are poorly educated on the need for a catheter (Carr, 2017).  This results in higher healthcare cost for patients, longer hospital stays and increased mortality rates (Ferguson, 2018), therefore prevention is key. The Stetler Model can be used as a tool to address CAUTIs and to implement a solution.

Using the first step of the Model, relevant evidence was gathered as it relates to CAUTIs in a hospital setting. It was important to consider all areas in the hospital that catheters are used as each department had a different reason.

Applying the second step of the model, literature was analyzed and validated to determine its efficacy as it related to CAUTIs. The credibility of these articles was determined by their level of evidence, whether they were experimental or non-experimental and whether the research yielded positive results or not.

In third step of the process a decision was made to use the research that provided the best results for the patient population and setting being examined. A number of the articles reviewed were literature reviews and non-experimental. After reviewing and choosing the best evident, a choice was made for a solution to the problem. In order to address this issue, the most feasible solutions that would be most cost effective in preventing CAUTIs in the hospital setting would be an algorithm that determines if a catheter is warranted and an alternative method if its use is not justified. This plan of action was used in multiple research study with positive results.

The fourth step of the model would allow for plan implementation, which would begin as soon as patients are admitted to the hospital. The algorithm would be place on each patient’s chart so it is available should there be a consideration for a catheter. The patients that qualify for a catheter will still be limited on the number of days they can have the catheter, along with strict guidelines for maintenance. Patients who do not qualify for a foley catheter would benefit from alternatives such as female external catheter or a male condom catheter as it applies per gender and scheduled toileting. Although these methods are less invasive than a foley catheter they still pose a risk for infection and require adequate management.

The fifth step of the model would allow for and evaluation of the process and whether it has generated positive results. Failure of the intervention does not mean it was an inappropriate option. Therefore, during the process of evaluation all aspect of the process would be critiqued to determine what areas can be improved.

References

Carr, A. N. (2017). CAUTI prevention: Streaming quality care in a progressive care unit. MEDSURG Nursing26(5), 306–323. https://search-ebscohost-com.libproxy.usouthal.edu/login.aspx?direct=true&db=a9h&AN=125833258&site=ehost-live

Ferguson, A. (2018). Implementing a CAUTI prevention program in an acute care hospital setting. Urologic Nursing38(6), 273–302. https://doi-org.libproxy.usouthal.edu/10.7257/1053-816X.2018.38.6.273

Hall, H. R., & Roussel, L. A. (2017). Evidenced-based practice, an integrated approach to research, administration and practice (2nd ed.). Burlington, MA: Jones and Bartlett Learning.

National Collaborating Centre for Methods and Tools (2011). Stetler model of evidence-based practice. Hamilton, ON: McMaster University. (Updated 18 September, 2017)                                                       http://www.nccmt.ca/resources/search/83.

Polit, D. F., & Beck, C. T. (2017). Nursing Research: Generating and Assessing Evidence for Nursing Practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Stetler, C. (2001). Updating the Stetler model of research utilization to facilitate evidence-based practice. Nursing Outlook, 49, 272-279. DOI: 10.1067/mno.2001.120517