questions

/in /by

Original Work, No Plagiarism, Cite and Reference

Hugo is a graduate student working on a research study that is seeking to explore the efficacy of a new medicine for the prevention of chemotherapy-induced peripheral neuropathy.  As part of his duties, he is asked to make himself available during participant recruitment to clarify any questions that the recruitment personnel or the participants may have. On one of these occasions, a research nurse named Phoebe is obtaining informed consent from a young adult named Simon. 

The informed consent form includes information on the purpose of the study, a double-blinded, randomized intervention trial to test the efficacy of a medicine for the prevention of chemotherapy-induced peripheral neuropathy.  The form explains the risks and benefits of participation at length, including the anticipated side effects of the new medicine. 

The benefits are thought to outweigh the risks.  The participants in the treatment arm of the study may benefit from the medicine's hypothesized prevention of chemotherapy-induced peripheral neuropathy. Participants in both groups will receive close monitoring of neuropathy symptoms and evidence-based care while being in the study. Finally, the form explains that the information collected may help to lead to the discovery of an agent that may reduce chemotherapy-induced peripheral neuropathy, of which there are currently no none effective preventative treatments. 

As Phoebe is reviewing the informed consent form, Simon appears somewhat uncomfortable and apprehensive. Hugo thinks that his response may be related to the surroundings and/or situation. They are sitting in the exam room shortly after Simon learned of the treatment options for advanced stage colorectal cancer and the doctor left without answering all of his questions. Simon also has additional oncology appointments shortly after the consent discussion. 

Hugo is also struck by Simon's interaction with Phoebe. He nods and his occasional brief responses sound more like someone receiving a set of instructions than an indication of understanding.

During the time it takes to complete the informed consent form, which is quite lengthy, Hugo begins to wonder whether Simon truly understands the research study and his part in it.  Hugo also questions whether Simon understands what randomization is and how this technique will affect him as a research participant. Hugo is distracted from his thoughts by movement from across the room. Simon is ready to place his signature on the informed consent form. He seems to be eager to do so. The form states that study subjects have the right to refuse to participate and that they may withdraw at any time, but Hugo begins to question whether Simon truly has a choice in giving his consent. Do the benefits from this study, overwhelm any concerns he may feel regarding being in the study?

Hugo is unsure how to address his discomfort with the informed consent process that he has just witnessed and he begins to deliberate about what course of action he should take to address his concerns.

Discussion Questions:

1. How could the informed consent form or the process of obtaining informed consent be modified to address Hugo's concerns?

2. What types of questions or techniques could have Phoebe provided to assess Simon's understanding of the study?

3. How would you describe “randomization” to a prospective study participant?

4. How would you respond to a participant who says “can we skip the rest of this and sign the form” during the informed consent discussion?

 

week 6 587

/in /by

With the consolidation of hospitals, clinics, and healthcare providers across the United States, leadership is delivered in many forms.  The importance of understanding and mastering online leadership (often referred to as virtual or E-leadership) is imperative.

How would you establish relationships with your team on-ground and from a distance? How would you create presence in a virtual team? Provide examples.

Expectations

Initial Post:

  • Due: Thursday, 11:59 pm PT
  • Length: 150 – 250 Words

Peer Responses:

Nursing

/in /by

NR326 Mental Health Nursing

RUA: Scholarly Article Review Guidelines


Purpose

The student will review, summarize, and critique a scholarly article related to a mental health topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

(CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)

(CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)

(CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)

(CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points


Preparing the assignment

1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

a. Select a scholarly nursing or research article, published within the last five years, related to mental health nursing. The content of the article must relate to evidence-based practice.

· You may need to evaluate several articles to find one that is appropriate.

b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty approval.

c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.

2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).

a. Introduction (10 points/10%)

· Establishes purpose of the paper

· Captures attention of the reader

b. Article Summary (30 points/30%)

· Statistics to support significance of the topic to mental health care

· Key points of the article

· Key evidence presented

· Examples of how the evidence can be incorporated into your nursing practice

c. Article Critique (30 points/30%)

· Present strengths of the article

· Present weaknesses of the article

· Discuss if you would/would not recommend this article to a colleague

d. Conclusion (15 points/15%)

· Provides analysis or synthesis of information within the body of the text

· Supported by ides presented in the body of the paper

· Is clearly written

e. Article Selection and Approval (5 points/5%)

· Current (published in last 5 years)

· Relevant to mental health care

· Not used by another student within the clinical group

· Submitted and approved as directed by instructor

f. APA format and Writing Mechanics (10 points/10%)

NR326 Mental Health Nursing

RUA: Scholarly Article Review Guidelines

NR326 Mental Health Nursing

RUA: Scholarly Article Review Guidelines

NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 2

· Correct use of standard English grammar and sentence structure

· No spelling or typographical errors

· Document includes title and reference pages

· Citations in the text and reference page

For writing assistance (APA, formatting, or grammar) visit the
APA Citation and Writing page in the online library.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.



Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

Highest Level of Performance

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section not present in paper

Introduction

(10 points/10%)

10 points

8 points

0 points

Required criteria

1. Establishes purpose of the paper

2. Captures attention of the reader

Includes 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Article Summary

(30 points/30%)

30 points

25 points

24 points

11 points

0 points

Required criteria

1. Statistics to support significance of the topic to mental health care

2. Key points of the article

3. Key evidence presented

4. Examples of how the evidence can be incorporated into your nursing practice

Includes 4 requirements for section.

Includes 3 requirements for section.

Includes 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Article Critique

(30 points/30%)

30 points

25 points

11 points

0 points

Required criteria

1. Present strengths of the article

2. Present weaknesses of the article

3. Discuss if you would/would not recommend this article to a colleague

Includes 3 requirements for section.

Includes 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Conclusion

(15 points/15%)

15 points

11 points

6 points

0 points

1. Provides analysis or synthesis of information within the body of the text

2. Supported by ides presented in the body of the paper

3. Is clearly written

Includes 3 requirements for section.

Includes 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Article Selection and Approval

(5 points/5%)

5 points

4 points

3 points

2 points

0 points

1. Current (published in last 5 years)

2. Relevant to mental health care

Includes 4

Includes 3

Includes 2

Includes 1

No requirements for

NR326 Mental Health Nursing

RUA: Scholarly Article Review Guidelines

NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 4

3. Not used by another student within the clinical group

4. Submitted and approved as directed by instructor

requirements for section.

requirements for section.

requirements for section.

requirement for section.

this section presented.

APA Format and Writing Mechanics

(10 points/10%)

10 points

8 points

7 points

4 points

0 points

1. Correct use of standard English grammar and sentence structure

2. No spelling or typographical errors

3. Document includes title and reference pages

4. Citations in the text and reference page

Includes 4 requirements for section.

Includes 3 requirements for section.

Includes 2 requirements for section.

Includes 1 requirement for section.

No requirements for this section presented.

Total Points Possible = 100 points

image1.png

Nursing ASSIGNMENT 5

/in /by

APPLYING EI TO SALUTOGENESIS IN COLLEGIAL RELATIONSHIPS

Collegial relationships, based on professional role interaction and shared values, commitment, and hardship can also be salutogenic. Two nurses who don’t “get along” may find common ground (meaning) in shared commitment to solving a particularly difficult patient problem. A doctor and nurse may find new respect and a deeper level of effectiveness when they use their different approaches together to achieve a common goal, deepening their partnership at the same time patient goals are achieved. The effectiveness of excellent mentors, teachers, and supervisors often rest with their ability to form salutogenic relationships that are very different from friendships or other relationships of equal power.

In collegial relationships, EI ability feeds the salutogenic qualities of a relationship. Identifying emotions, especially those related to conflict like competitiveness, jealousy, defensiveness, and resistance leads to an opportunity to move beyond them and set shared meaning as the primary goal. This is illustrated in a relationship between two ICU nurses who openly acknowledged their dislike of each other. Head-to-head over a deep open wound in their patient’s leg, they finally looked at each other and said, “You will never be my friend, but we both want this thing healed.” This identification of emotions, along with the spoken commitment to a common goal, enabled them to set aside the emotions that were keeping them from working well together. They never did become friends, but their professional relationship, built on their mutual respect and professional work together, nourished them both.

EI, SALUTOGENESIS, AND NURSING RESEARCH

Little research examines EI ability as it affects salutogenesis in nurses specifically, but a great deal of evidence supports the relationship between EI and related concepts, physical and emotional health, self-efficacy, and emotional self-care in moral and spiritual distress. Meta-analysis of general population (including samples greater than 19,000), concluded that EI correlated with emotional and physical health (Kotsou et al., 2018; Martins et al., 2010). Development of EI ability has been correlated with health outcomes in nurses, and several studies identified EI as a mediator in nurses’ stress responses and burnout (Afsar et al., 2017; Hurley et al., 2020; Jurado et al., 2019) (see Chapter 15 for research summary). It is particularly interesting that countries as culturally dissimilar as the United States, Pakistan, Greece, Spain, and China report similar findings.

DEVELOPING EMOTIONAL INTELLIGENCE AND CULTIVATING SALUTOGENESIS

THE PRACTICE OF REFLECTION AND USING THE RELAXATION RESPONSE

As the stories in this chapter suggest, identifying emotions in professional practice—and ways of understanding them, that have particularly rich meaning—is a great way to begin. 

Let us consider the following questions for our writing assignment this week that can start us off on this practice. 

1-When you are at the bedside, what emotional experiences make you feel more human, more deeply alive? 

2-What emotions have the opposite effect, diminishing your humanity?

3-The ability to use emotions to reason is particularly important in this work. 

4-How does what I feel deepen my understanding of this emotion? 

5-How does my understanding of this emotion change how I feel?

APA FORMAT 

NO PLAGIARISM MORE THAN 10%

DUE DATE SEPTEMBER 25, 2023

4 PAGES

REFERENCES NO OLDER THAN 5 YEARS IN APA FORMART

informatics

/in /by

As you learned from the chapters and video lectures, there is a disbalance in the supply and demand of health care professionals. Some experts think that this happens in the US since too many medical students go into specialty medicine leaving many spots available in primary care while others believe that the problem is the overreliance of physicians instead of using other health care professionals to address a large majority of health care needs. What do you think are the real drivers of this disbalance? What would you do to improve this situation? 

SEARCH-BASED QUESTIONS

/in /by

To prepare:

  • Review the Learning Resources, with particular attention to the Walden University Library resources to support your literature search.
  • Evaluate your process as you access the resource materials and your literature search gets underway. Keep in mind the importance of selecting current literature, i.e., published in the previous 5 years. Consider what is working for you in identifying search topics related to your critical question and in finding relevant current articles, and what questions you have for colleagues and your Instructor.
  • Also draw on your past Discussion experiences in identifying scholarly articles related to your critical question and comments from colleagues to act on as you begin your literature search. Be proactive in stating your questions and needs and clarifying your search process, to maximize the value of this Discussion 

Post a summary of your experience in beginning your literature search and assess your initial progress. Explain what is working for you in terms of a plan or search strategy for finding relevant, current literature, including Walden Library support resources you would recommend. Explain issues of concern and specific questions regarding the search process. References and citations are not required.

learning resources:

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Walen, M. (Eds.). (2021). Johns Hopkins nursing evidence-based practice: Model and guidelines (4th ed.). Sigma Theta Tau International.  Chapter 5, “Searching for Evidence” (pp. 99–128)

Nursing homework

/in /by

I need brief and concise answers to the assignment attached below. 

I will like to have it done in 24 hours.

fundamental of nursing

/in /by

Assignment Content

1.

Top of Form

Presentation: Create a visual to accompany your presentation outline. This is PowerPoint presentations. The presentation must be interactive and allow for student questions. The presentation should follow what is presented in the outline in a clear and organized fashion. Please include the following topics/components in your presentation:

· Topic Overview: Definitions and components

· Relate topic to patient safety

· Include two nursing priorities that relate to your topic

· Include three nursing interventions that relate to your topic

· Provide a conclusion/review of your topic

· Allow time for student/instructor questions

NOTE Bottom of Form

Create FIVE NCLEX questions on the topic of your presentation with rationales and references

political

/in /by


Kimberly Moken

Option 1:

Contemporary presidential campaigns are using social media as a campaign tool by posting on media outlets such as Twitter and Facebook. Social media could be a successful tool to use for a presidential campaign because you can reach more people and you can reach people who do not follow politics. “Social media and its highly visible environment provides presidential candidates the ideal platform to promote themselves, articulate their policy goals, and interact with voters – directly and without the filter of the mainstream media.” (Hwang, 2016) It’s also a way for them to get their message out there without spending a significant amount of money. Messages are posted on a feed or recorded and posted to their social media account for voters to go back and read or watch the videos at a time that is convenient for them. “Some have argued that Donald Trump’s success in the 2016 Republican primaries and caucuses was, in part, a product of his ability to take advantage of media outlets’ insatiable desire to attract viewers, listeners, and readers.” (Greenberg, 2018, p.143) Before social media, voters had to catch it live on television or read about it in the newspaper. Social media has made it easier for Americans to access information about the political candidates.

 

Hwang, A. S. (2016).
Social Media and the Future of U.S. Presidential Campaigning. Google Scholar. Retrieved September 25, 2023, from

https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2328&context=cmc_theses

Greenberg, E. S., & Page, B. I. (2018). 
The Struggle for Democracy, 2018 Elections and Updates Edition (12th ed.). Pearson Education (US). 

https://ambassadored.vitalsource.com/books/9780135246849


Links to an external site.


Reply

safer opioid use

/in /by

Have you empowered a patient to believe they could make needed lifestyle modifications irrespective of the barriers that exist in their environment? Please provide examples. If so, you were engaged in health promotion activities as part of your nursing role.

Were there any strategies used in this simulation exercise that you use to improve patient health literacy? Are there any that you use that were not mentioned here? In your experience, how effective are these strategies?

What are some of the biggest challenges you encounter when trying to improve health literacy? What solutions can you offer to manage these challenges?