Module 04 Discussion – Personal Mission Statement
Discussion Topic
Top of Form
Activity Time:
Directions:
Develop and share your personal nursing mission statement. How will this guide and impact your nursing practice now and in the future?
Bottom of Form
Watch three videos (“Measure of Center ‘Mean,'” “Measure of Center ‘Median,'” and “Measure of Center ‘Mode'”) in the Calculations section of “The Visual Learner: Statistics,” located in the Topic 2 Resources.
Go to the Random.org website, provided in the Topic 2 Resources, to generate a set of random numbers. Click on the “Get Sets’ link at the bottom left of the page to generate some data. (Note: If you are not able to access the link, you can randomly generate 10 numbers yourself for this calculation.)
Imagine these numbers are the care satisfaction scores from a recent sample of discharged patients. Randomly select one row of numbers to use for the following calculations:
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “Discussion Question Rubric” and “Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Mixed methods research designs combine quantitative and qualitative research methods to answer research questions requiring both perspectives. Describe the pros and cons of a mixed method research design. Please include 400 words in your initial post with two scholarly references.
Attached you can find the rubric to following
Discussion response
Ethics and the DNP-Prepared Nurse
I need the paper I have attached to provide a concise description of my study.
Provide a concise and accurate description of the study. Describe the research question, significance, and aims for achieving the stated goals. Avoid discipline-specific technical language.
Below is JUST an Example what it should look like this is ONLY an EXAMPLE:
Gender-based violence (GBV) is a global public health crisis affecting female youths in sub-Saharan Africa (SSA). Studies have shown a high prevalence of GBV within SSA, ranging from 42.3% to 67.7%. Healthcare providers (HCPs) are crucial as survivors' first point of contact and are responsible for creating a safe environment. However, there is a notable gap in their training on GBV in SSA, leading to revictimization and survivors not seeking necessary care. While educational interventions have shown promise in improving health outcomes and reducing GBV, most research in this area has been conducted in high-income countries (HICs), leaving the relevance and effectiveness of such interventions in SSA uncertain. Effective interventions to address GBV in resource-limited healthcare settings necessitate understanding locally appropriate strategies. This research project aims to evaluate the effectiveness of an educational training program on GBV for healthcare providers in Nigeria. The study will be conducted at Obafemi Awolowo University (OAU), a first-generation Teaching Hospital under the Federal Ministry of Health, renowned for providing quality healthcare. Interested participants will attend an in-person educational workshop, enabling direct engagement and interaction. By piloting a GBV survey before and after the training program, the project aims to systematically examine knowledge, attitudes, and self-efficacy related to GBV screening and response (encompassing sexual violence, intimate partner violence, and stalking) among sub-Saharan African healthcare providers.
This research will develop a comprehensive understanding of GBV prevention and response measures, explicitly focusing on the unique context and resource limitations of healthcare settings in SSA. The project aims to bring together healthcare providers from nursing and midwifery within the teaching hospital, enabling comparisons related to knowledge, attitudes, and self-efficacy related to GBV screening and response. Findings from this project will inform the development of contextually appropriate prevention and response measures that can be implemented in other Nigerian states and eventually across the entire country. Baseline data will be obtained through pre-and post-surveys, focusing on GBV prevention practices and needs and resources related to GBV in healthcare. This data will inform future intervention pathways and contribute to developing sustainable and effective strategies. Stakeholder engagement at the teaching hospital will be facilitated through various means, including written materials such as policy briefs, case scenarios, lectures, and referrals to relevant resources. This project aims to foster long-term and sustainable change in addressing GBV by raising awareness among healthcare providers across Nigeria. This project fills a critical knowledge gap in provider training on GBV in SSA and contributes to developing evidence-based interventions. It can improve the quality of care provided to GBV survivors, reduce revictimization, and promote sustainable change in addressing GBV. By developing contextually appropriate prevention and response measures, this project has the potential to empower healthcare providers and enhance their preparedness to respond to GBV, ultimately leading to improved health outcomes, reduction in GBV incidents, and promote lasting change.
Throughout this course you have focused on practice problems to address in applying nursing and interdisciplinary theories, and in the application of evidence-based practice for quality improvement. This week you begin exploring the components of evidence-based practice by framing a practice problem as a critical question. You will begin a search of the literature for evidence to answer the question and inform a practice change for quality improvement.
Respond to two of your colleagues by suggesting a different way of framing their critical question. Cite sources to support your posts and recommend to colleagues.
PEER #1
Week 7 Discussion Main Post
A Critical Question with Measurable Outcomes
Question: Will adding pharmacological interventions to nonpharmacological treatments improve post-traumatic stress disorders in adults?
Article Selection
A total of six articles were discovered and appraised using the “Adapted Rating System for the Hierarchy of Evidence” (Dang & Dearholt, 2017; Fineout-Overholt et al., 2010). The type of article and information that supported the purpose statement were used in the selection process.
Critical Question Explanation
Post-traumatic stress disorder (PTSD) has long been associated with military members
exposed to combat. Before PTSD was coined, Charles Myers used shell “shock” to describe injured soldiers during World War I (Horwitz, 2018). According to Friedman (2019), PTSD is defined as direct or indirect exposure to a traumatic event where a person is severely traumatized based on that event. According to the National Center for PTSD (2021), 60% of men and 50% of women will experience at least one traumatic event in their lives, 6% of the population will have PTSD at some point in their lives, and about 15 million adults have PTSD during a given year. For most individuals, psychotherapy is a sufficient treatment for PTSD, but not for others. Could pharmacological interventions assist individuals where psychotherapy alone does not work?
Article Synthesis
For some individuals, psychotherapy alone does not work. Similarly, pharmacological use alone can be ineffective (Raskind et al., 2018; Rasmusson et al., 2017). However, combining SSRIs or other medications with CBT or other therapies may reduce PTSD symptoms in some individuals (Mithoefer et al., 2019; Wagner et al., 2017). Mithoefer et al. (2019) found that MDMA- assisted psychotherapy effectively treated PTSD. According to Wagner et al. (2017), MDMA increases oxytocin, facilitates openness, and enhances the therapy's effectiveness. In the prolonged exposure and sertraline trial conducted by Rauch et al. (2020), PTSD subjects were given strict instructions on collecting their saliva for testing. They made a ground-breaking discovery about cortisol, finding that cortisol levels were lower in individuals with PTSD than those without PTSD (Rauch et al., 2020). Not only was this discovery made, but following the combination treatment of sertraline and prolonged exposure, significant improvements were noted for one year (Rauch et al., 2019). While combining psychotherapy with some drugs improved PTSD symptoms, others did not.
References
Dang, D., & Dearholt, S. (2017).
Johns Hopkins nursing evidence-based practice: Model and guidelines (3rd ed.). Sigma Theta Tau International.
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B. & Williamson, K. M. (2010). Critical
appraisal of the evidence: Part I.
American Journal of Nursing, 110(7), 47-52.
https://doi.org/10.1097/01.NAJ.0000366056.06605.d2Links to an external site.
Friedman, M. J. (2019, October 14).
PTSD History and Overview. U.S. Department of Veterans Affairs.
https://www.ptsd.va.gov/professional/treat/essentials/history_ptsd.aspLinks to an external site.
Horwitz, A. (2018).
PTSD: A short history. Johns Hopkins University Press
Mithoefer, M. C., Feduccia, A. A., Jerome, L., Mithoefer, A., Wagner, M., Walsh, Z., Hamilton, S., Yaza-Klosinski, B., Emerson, A., & Doblin, R. (2019). MDMA-assisted psychotherapy for treatment of PTSD: Study design and rationale for phase 3 trials based on pooled analysis of six phase 2 randomized controlled trials.
Psychopharmacology, 236(9), 2735-2745.
https://doi.org/10.1007/s00213-019-05249-5Links to an external site.
PTSD: National Center for PTSD. (2021, September 10).
How common is PTSD in adults? U.S. Department of Veterans Affairs.
https://www.ptsd.va.gov/understand/common/common_adults.aspLinks to an external site.
Raskind, M. A., Peskind, E. R., Chow, BB., Harris, C., Davis-Karim, A., Holmes, H. A., Hart, K. L., McFall, M., Mellman, T. A., Reist, C., Romesser, J., Rosenheck, R., Shih, M. C., Stein, M. B., Swift, R., Gleason, T., Lu, Y., & Huang, G. D. (2018). Trial of prazosin for post-traumatic stress disorder in military veterans.
The New England Journal of Medicine, 378(6), 507-517.
https://doi.org/10.1056/NEJMoa1507598Links to an external site.
Rasmusson, A. M., Marx, C. E., Jain, S., Farfel, G. M., Tsai, J., Sun, X., Geracioti, T. D., Hamner, M. B., Lohr, J., Rosse, R., Summerall, L., Naylor, J. C., Cusin, C., Lang, A. J., Raman, R., & Stein, M. B. (2017). A randomized controlled trial of ganaxolone in post-traumatic stress disorder
. Psychopharmacology, 234(15), 2245-2257.
https://doi.org/10.1007/s00213-017-4649-yLinks to an external site.
Rauch, S. A. M., Kim, M., Powell, C., Tuerk, P. W., Simon, N. M., Acern, R., Allard, C. B., Norman, S. B., Venners, M. R., Rothbaum, B. O., Stein M. B., Porter, K., Martis, B., King, A. P., Liberzon, I., Luan Phan, K., & Hoge, C. W. (2019). Efficacy of prolonged exposure therapy, sertraline hydrochloride, and their combination among combat veterans with post-traumatic stress disorder.
JAMA Psychiatry, 76(2), 117-126.
https://doi.org/10.1001/jamapsychiatry.2018.3412Links to an external site.
Rauch, S. A. M., King, A., Kim, H. M., Powell, C., Rajaram, N., Venners, M., Simon, N. M., Hamner, M., & Liberzon, I. (2020). Cortisol awakening response in PTSD treatment: Predictor or mechanism of change.
Psychoneuroendocrinology, 118, 1-16.
https://doi.org/10.1016/j.psyneuen.2020.104714Links to an external site.
Wagner, M. T., Mithoefer, M. C., Mithoefer, A. T., MacAulay, R. K., Jerome, L., Yazar- Klosinski, B., & Doblin, R. (2017). Therapeutic effect of increased openness: Investigating mechanism of action in MDMA-assisted psychotherapy.
Journal of Psychopharmacology, 31(8), 967-974.
https://doi.org/10.1177%2F0269881117711712Links to an external site.
Critical Question: Nursing burnout and its impact on nurses and patient care.
Nursing burnout is a state of emotional, physical, and mental exhaustion resulting from prolonged and intense stress in the nursing profession. It significantly impacts nurses by causing increased job dissatisfaction, higher turnover rates, and adverse mental and physical health effects (Mudallal et al., 2017). Moreover, burnout has a direct and detrimental impact on patient care, leading to decreased quality, increased medical errors, and reduced patient satisfaction due to compromised nurse-patient interactions and reduced attention to detail (Garcia et al., 2019). Addressing nursing burnout is crucial for maintaining a resilient nursing workforce and ensuring high-quality patient care outcomes.
Synthesis of Scholarly Articles
1. Influence of Burnout on Patient Safety: Systematic Review and Meta-Analysis
This study comprehensively analyzed existing research and found compelling evidence that burnout among healthcare professionals significantly impairs patient safety. The meta-analysis synthesized data from multiple studies, revealing a strong association between burnout and increased risks of medical errors, compromised quality of care, and adverse patient outcomes, highlighting the critical importance of addressing burnout as a crucial factor in ensuring patient safety in healthcare settings (Garcia et al., 2019).
2. Relationship between nurse burnout, patient and organizational outcomes: Systematic review
This study examined a broad range of studies and revealed a clear and intricate relationship between nurse burnout, patient outcomes, and organizational effects. It found that higher levels of nurse burnout are consistently linked to adverse patient outcomes such as increased mortality rates, longer hospital stays, and decreased patient satisfaction. Additionally, burnout has detrimental organizational consequences, including higher nurse turnover and lower overall workplace performance. This study underscores the interconnectedness of nurse well-being, patient care quality, and organizational success, emphasizing the urgency of addressing burnout to improve healthcare outcomes and workplace environments (Jun et al., 2021).
3. Nurse Burnout and Quality of Care: Cross-National Investigation in Six Countries
This study conducted a comprehensive cross-national analysis and identified a consistent and alarming pattern: nurse burnout substantially negatively impacts the quality of patient care across different healthcare systems and countries. The study's findings highlighted that high levels of nurse burnout were associated with lower perceptions of care quality among both nurses themselves and patients. This suggests that addressing nurse burnout is imperative not only for the well-being of healthcare professionals but also for maintaining and improving the quality of care delivered in diverse healthcare settings globally (Poghosyan et al., 2021).
4. Association of resident fatigue and distress with perceived medical errors
This study demonstrates a significant correlation between resident physician fatigue and distress levels and the perception of medical errors. The research findings suggest that higher levels of resident fatigue and distress are associated with increased instances of perceived medical errors. This indicates that addressing the well-being and mental health of healthcare providers, including reducing fatigue and distress, can play a crucial role in improving patient safety and reducing the likelihood of medical errors in healthcare settings, emphasizing the need for interventions and policies aimed at mitigating these factors to enhance patient care quality. (West, 2019)
Value for Stakeholders
Addressing nursing burnout is a moral imperative and a strategic quality improvement initiative. The identified articles provide compelling evidence that nurse burnout directly impacts patient satisfaction, healthcare outcomes, and organizational effectiveness (Mudallal et al., 2017). By investing in interventions to reduce burnout, healthcare organizations can enhance patient care quality, increase staff retention, reduce medical errors, and ultimately improve their bottom line. Moreover, addressing nursing burnout aligns with the mission of healthcare organizations to deliver safe, effective, and patient-centered care, enhancing their reputation and competitiveness in the healthcare industry (Jun et al., 2021).
References
Garcia, C. de L., Abreu, L. C. de, Ramos, J. L. S., Castro, C. F. D. de, Smiderle, F. R. N., Santos, J. A. D., & Bezerra, I. M. P. (2019, August 30). Influence of burnout on Patient Safety: Systematic Review and meta-analysis. Medicina (Kaunas, Lithuania). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6780563/
Jun, J., Ojemeni, M., Kalamani, R., Crecelius , M., & Tong , J. (2021, March 26). Relationship between Nurse Burnout, patient and organizational outcomes: Systematic review. International Journal of Nursing Studies. https://www.sciencedirect.com/science/article/abs/pii/S0020748921000742
Mudallal, R. H., Othman, W. M., & Al Hassan, N. F. (2017, January 1). Nurses’ burnout: The influence of leader empowering behaviors, work conditions, and demographic traits. Inquiry : a journal of medical care organization, provision and financing. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5798741/
Poghosyan, L., Clarke, S. P., Finlayson, M., & Aiken, L. H. (2021, August). Nurse Burnout and quality of care: Cross-national investigation in six countries. Research in nursing & health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2908908/#:~:text=Across%20countries%2C%20higher%20levels%20of,quality%20of%20care%20in%20hospitals.
West, C. (2019, September 23). Association of resident fatigue and distress with perceived medical errors. JAMA. https://jamanetwork.com/journals/jama/article-abstract/184625
Each student will individually write a paper over a relevant maternal-infant nursing topic that is addressed by a Healthy People 2030 objective. Healthy People 2030 objectives are available at
https://health.gov/healthypeople/objectives-and-data/browse-objectives
.The concept chosen must be appropriate and relevant to maternal-infant nursing. The purpose of this assignment is three-fold: to thoroughly research a topic of interest relating to maternal-infant nursing; to synthesize the information found; and to then draw inferences about the concept.
This paper is expected to be short, succinct, focused, and developed on the chosen topic. The student can adequately address the criteria in
3-5 pages, excluding the title and reference pages. All papers must be typed and in APA 7 format. I encourage you to meet with Megan Hasler, the School of Nursing's librarian if needed for APA guidance or search questions, etc.
Students are strongly encouraged to send papers to the Writing Center prior to submission.
References must include a minimum of three (3) journal articles, and you may also include an appropriate medical/nursing dictionary or encyclopedia, the course textbook, the state department of health website for vital statistics, the CDC, etc. See evaluation criteria below for specific guidelines, and PDF attachment for a template.
Due by Sunday, November 5, at 23:59pm. In the box below you will find examples of topics that have an associated Healthy People 2030 objective. Topic must be approved.
NO MORE THAN ONE QUOTE IN THE PAPER!
Maternal-Infant Concept Paper Evaluation Rubric
|
CRITERION |
POINTS POSSIBLE |
|
Topic is defined adequately |
5 |
|
How is evidence-based practice being utilized regarding the topic chosen? |
5 |
|
How does this relate to nursing practice? What are some nursing considerations? |
10 |
|
Choose and identify one Healthy People 2030 objective related to your chosen topic and research how your state/region/county/city compares to the goal. |
10 |
|
What effect does this topic have on the client? What cultural barriers may exist to complicate care? Other cultural considerations? |
10 |
|
APA Style/Format correct (references, citations, title page, etc.) |
5 |
|
Grammar (spelling, punctuation) and Content (clear, appropriate word usage, complete sentences, paragraphs, etc.) |
5 |
|
TOTAL |
50 |
In the lecture this week on health care in the US, hopefully you gained a general overview into how our system works and the way we pay for it. What is your opinion on our current system? Is it working well for Americans or do you see any areas that are in need of improvement? If so what are they specifically and how can we solve those issues? Be sure to address any potential issues with your “solution” since we know nothing this complicated is solved easily! If you think it’s working well, please point out specifically why you think so.
EXAMINING NURSING SPECIALTIES
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Decisions are often not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
Note
: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
RESOURCES
· Bickford, C. J., Marion, L., & Gazaway, S. (2015).
Nursing: Scope and standards of practice, third edition – 2015Links to an external site.
. Retrieved from http://ebooks.iospress.nl/publication/12524
· Cherry, B., Caramanica, L, Everett, L. Q., Fennimore, L., & Elaine, S. (2019).
Leveraging the power of board leadership in professional nursing organizationsLinks to an external site.
.
JONA: The Journal of Nursing Administration, 49(11), 517-519.
· Echevarria, I. M. (2018).
Make connections by joining a professional nursing organizationLinks to an external site.
.
Nursing, 48(12), 35–38.
· Truant, R., & Chan, R. J. (2017).
Future ready: Strengthening oncology nursing leadership in the context of professional oncology nursing organizationsLinks to an external site.
.
Canadian Oncology Nursing Journal, 27(1), 2-4.
· Walden University. (n.d.).
Master of Science in Nursing (MSN)Links to an external site.
. Retrieved November 14, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
·
Document:
Academic Success and Professional Development Plan Template
Download Academic Success and Professional Development Plan Template
(Word document)
·
Choose among the following to review your specialization’s Scope and Standards of Practice or Competencies:
·
Nursing Informatics
Ebook: Nursing Informatics: Scope and Standards of Practice
American Nurses Association. (2015).
Nursing informatics: Scope and standards of practice (2nd ed.)
Links to an external site.
. Silver Spring, MD: Author.
· “The Scope of Nursing Informatics Practice: Functional Areas of Nursing Informatics” (pp. 18–39)
·
Nursing Education
Website: Core Competencies for Academic Nurse Eeducators
National League for Nursing. (2022).
Nurse educator core competencyLinks to an external site.
. Retrieved from https://www.nln.org/education/nursing-education-competencies/core-competencies-for-academic-nurse-educators
Note: The competencies for the Academic Nurse Educator do not encompass the competencies or scope and standards of practice for the Nursing Professional Developer. The set of competencies associated with that specific role within the Nurse Education specialization will be examined in future competencies throughout your specialization program of study.
·
Nurse Executive
Website: Nurse Executive Competencies
American Organization for Nursing Leadership. (2015).
AONL Nurse Executive competenciesLinks to an external site.
. Retrieved from https://www.aonl.org/resources/nurse-leader-competencies
·
Public Health Nursing
Website: Public Health Nursing Competencies
Quad Council Coalition. (2018).
Community/Public Health NursingLinks to an external site.
[C/PHN] competencies. Retrieved from https://www.cphno.org/wp-content/uploads/2020/08/QCC-C-PHN-COMPETENCIES-Approved_2018.05.04_Final-002.pdf
· American Nurses Association. (2013).
Public health nursing: Scope and standards of practiceLinks to an external site.
(2nd ed.). Silver Spring, MD: Author.
·
APRN
Website: APRN Consensus Model
APRN Consensus Work Group & the National Council of State Boards of Nursing APRN Advisory Committee. (2008).
Consensus model for APRN regulation: Licensure, accreditation, certification & education
Links to an external site.
. Retrieved from https://www.nursingworld.org/~4aa7d9/globalassets/certification/aprn_consensus_model_report_7-7-08.pdf
·
Adult-Gerontology Acute Care and Primary Care NP Competencies
Website: AGAC and ACPC NP Competencies
Adult-Gerontology NP Competencies Work Group. (2016).
Adult-gerontology acute care and primary care NP competencies
Links to an external site.
. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/NP_Adult_Geri_competencies_4.pdf
·
Nurse Practitioner Core Competencies
Website: Nurse Practitioner Core Competencies
The National Organization of Nurse Practitioner Faculties. (2012).
Nurse Practitioner core competenciesLinks to an external site.
. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf
·
Nurse Practitioner Programs
Website: Nurse Practitioner Programs
National Task Force on Quality Nurse Practitioner Education. (2016).
Criteria for evaluation of Nurse Practitioner programsLinks to an external site.
(5th ed.). https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/Docs/EvalCriteria2016Final.pdf
·
Population-Focused NP Competencies
Website: Population-Focused Nurse Practitioner Competencies
Population-Focused Competencies Task Force. (2013).
Population-focused Nurse Practitioner competenciesLinks to an external site.
. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/Competencies/CompilationPopFocusComps2013.pdf
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
BY DAY 3 OF WEEK 10
Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
BY DAY 6 OF WEEK 10
Respond to at least
two of your colleagues' posts by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Essaysdesk.com: a professional writing service that provides original papers. Our products include academic papers of varying complexity and other personalized services, along with research materials for assistance purposes only. All the materials from our website should be used with proper references.