Worldview and Nursing Process Personal Statement

Being able to articulate your personal worldview can help you formulate a personal philosophy of practice and enhance your influence on patients and the industry. In this assignment, you will have an opportunity to reflect on your current and future practice and the ways worldview and nursing theory influence that practice.   

Draft a 1,000-1,250 word paper in which you:

1. Describe your personal worldview, including the religious, spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards patient care.
2. Choose a specific nursing theory that is most in line with your personal philosophy of practice and approach to patient care and discuss the similarities. Explain how the nursing theory reinforces your approach to care.
3. Include in your explanation a specific example of a past or current practice and how your worldview and the nursing theory could assist you in resolving this issue.
4. Finally, explain how your worldview and the nursing theory will assist you in further developing your future practice.

You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the \"APA Writing Checklist\" to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Worldview and Nursing Process Personal Statement - Rubric

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Personal Worldview

40 points

Criteria Description

Personal Worldview, Including the Religious, Spiritual, and Cultural Elements That Most Influence Personal Philosophy of Practice and Attitude Towards Patient Care

5. Excellent

40 points

A comprehensive discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is thoroughly developed with supporting details.

4. Good

36.8 points

A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is clearly provided and well developed.

3. Satisfactory

35.2 points

A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is present.

2. Less than Satisfactory

32 points

A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is present, but it lacks detail or is incomplete.

1. Unsatisfactory

0 points

A discussion of personal worldview, including the religious, spiritual, and cultural elements that most influence personal philosophy of practice and attitude towards patient care is not included.

Specific Nursing Theory in Line With the Personal Philosophy of Practice and Approach to Patient Car

30 points

Criteria Description

Specific Nursing Theory in Line With the Personal Philosophy of Practice and Approach to Patient Care, Including Similarities and How the Nursing Theory Reinforces the Approach to Care

5. Excellent

30 points

A comprehensive discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is thoroughly developed with supporting details.

4. Good

27.6 points

A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is clearly provided and well developed.

3. Satisfactory

26.4 points

A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is present.

2. Less than Satisfactory

24 points

A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is present, but it lacks detail or is incomplete.

1. Unsatisfactory

0 points

A discussion of a specific nursing theory in line with the personal philosophy of practice and approach to patient care, including similarities and how the nursing theory reinforces the approach to care, is not included.

Specific Example of a Past or Current Practice Problem

30 points

Criteria Description

Specific Example of a Past or Current Practice Problem and How Worldview and the Nursing Theory Could Assist in Resolving This Issue

5. Excellent

30 points

A comprehensive discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is thoroughly developed with supporting details.

4. Good

27.6 points

A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is clearly provided and well developed.

3. Satisfactory

26.4 points

A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is present.

2. Less than Satisfactory

24 points

A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is present, but it lacks detail or is incomplete.

1. Unsatisfactory

0 points

A discussion of a specific example of a past or current practice problem and how worldview and the nursing theory could assist in resolving this issue is not included.

How Worldview and the Nursing Theory Will Assist in Further Developing Future Practice

30 points

Criteria Description

How Worldview and the Nursing Theory Will Assist in Further Developing Future Practice

5. Excellent

30 points

A comprehensive discussion of how worldview and the nursing theory will assist in further developing future practice is thoroughly developed with supporting details.

4. Good

27.6 points

A discussion of how worldview and the nursing theory will assist in further developing future practice is clearly provided and well developed.

3. Satisfactory

26.4 points

A discussion of how worldview and the nursing theory will assist in further developing future practice is present.

2. Less than Satisfactory

24 points

A discussion of how worldview and the nursing theory will assist in further developing future practice is present, but it lacks detail or is incomplete.

1. Unsatisfactory

0 points

A discussion of how worldview and the nursing theory will assist in further developing future practice is not included.

Required Sources

6 points

Criteria Description

Required Sources

5. Excellent

6 points

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

4. Good

5.52 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

3. Satisfactory

5.28 points

Number of required sources is met, but sources are outdated or inappropriate.

2. Less than Satisfactory

4.8 points

Number of required sources is only partially met.

1. Unsatisfactory

0 points

Sources are not included.

Appendix

4 points

Criteria Description

Appendix

5. Excellent

4 points

The APA Writing Checklist is complete and attached in the Appendix. It is clearly evident by the quality of the paper that the APA Writing Checklist was used in development.

4. Good

3.68 points

The APA Writing Checklist is complete and attached in the Appendix. It is apparent that the APA Writing Checklist was used in development of the paper.

3. Satisfactory

3.52 points

The APA Writing Checklist is complete and attached in the Appendix. The APA Writing Checklist was generally used in development of the paper, but some aspects are inconsistent with the paper format or quality.

2. Less than Satisfactory

3.2 points

The APA Writing Checklist is attached, but an Appendix has not been created. The paper does not reflect the use of the use of the APA Writing Checklist during development.

1. Unsatisfactory

0 points

The Appendix and APA Writing Checklist are omitted.

Thesis Development and Purpose

14 points

Criteria Description

Thesis Development and Purpose

5. Excellent

14 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. Good

12.88 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. Satisfactory

12.32 points

Thesis is apparent and appropriate to purpose.

2. Less than Satisfactory

11.2 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

16 points

Criteria Description

Argument Logic and Construction

5. Excellent

16 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. Good

14.72 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. Satisfactory

14.08 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

2. Less than Satisfactory

12.8 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

1. Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

10 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

10 points

Writer is clearly in command of standard, written, academic English.

4. Good

9.2 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3. Satisfactory

8.8 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

2. Less than Satisfactory

8 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (Use of appropriate style for the major and assignment)

10 points

Criteria Description

Paper Format (Use of appropriate style for the major and assignment)

5. Excellent

10 points

All format elements are correct.

4. Good

9.2 points

Template is fully used; There are virtually no errors in formatting style.

3. Satisfactory

8.8 points

Template is used, and formatting is correct, although some minor errors may be present.

2. Less than Satisfactory

8 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

10 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

10 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

9.2 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

8.8 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory

8 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.

Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.

As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.

In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.

To Prepare:

• Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations.
• Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
• Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
• Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.

The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

• Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
• Describe the administrative agenda focus related to the issue you selected.
• Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
• Explain how each of the presidential administrations approached the issue.

Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

• Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
• How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?
• Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

Part 3: Fact Sheet or Talking Points Brief

Using the information recorded on the template in Parts 1 and 2, develop a 1-page narrative that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. Be sure to address the following:

• Summarize why this healthcare issue is important and should be included in the agenda for legislation.
• Justify the role of the nurse in agenda setting for healthcare issues.

Assignment: Final Project Milestone 4: Policy Alternative

As an astute social worker and professional policy advocate, once you have selected and identified a social problem, you begin the process of creating and implementing a policy that addresses that social problem. One of the first things you do in the implementation process is an analysis of the social policy you identified. There is always the possibility that the policy created and implemented to address the social problem you identified is not viable for a variety of reasons.  

In this case, you must explore a policy alternative. 

In Part 4 of your ongoing Social Change Project assignment, you will identify a policy alternative to better alleviate the social problem you identified. 

To Prepare:

• Review the article by McNutt in the Learning Resources this week. 
• Review your previous Final Project Milestone Assignments and your Instructor feedback. Consider the following: 
  • Identification of a Social Problem (Week 2) 
  • Issue Statement (Week 4) 
  • Identification of a Policy (Week 4) 
  • Social Advocacy Proposal (Week 6) 
• Based on your work to date, including your insights into the selected social problem, careful analysis of a policy, and goals for advocacy, identify a policy alternative that would work to better alleviate the social problem while mitigating adverse impacts for the relevant populations. 
• Search for and select at least five scholarly articles to support your selection and review of a policy alternative. 

QUESTION 

Submit a 3- to 4-page paper that addresses the following: 

• What is the policy alternative? 
• What, if any, change(s) in the policy alternative are necessary, and where will they need to occur (local or state)? 
• Is this policy alternative congruent with social work values? Explain. 
• What is the feasibility of the alternative policy (political, economic, and administrative)? 
• Does the policy alternative meet the policy goals (e.g., social equality, redistribution of resources, social work values, and ethics)? 
• What are the forces that are for the policy? What are the forces that are against the policy? 
• What policy advocacy skills can be used to support the policy alternative? 
• How does the policy alternative affect clinical social work practice with clients? 
• What changes could be made in the policy to support the needs of clients seeking clinical services? 

Be sure to incorporate at least five scholarly articles you found using standard APA format.

Learning Resources

Required Readings

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Cengage Learning. 

• Chapter 10, “Developing and Using Power in the Policy-Enacting Task” (pp. 328–371)

Rocha, C., Poe, B., & Thomas, V. (2010). Political activities of social workers: Addressing perceived barriers to political participation. Social Work, 55(4), 317–325.

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21(4), 397–403.

Required Media

Walden University, LLC. (2021). Professional insights: Policy alternatives that lead to social change [Video]. Walden University Blackboard. https://class.waldenu.edu

Time Estimate: 4 minutes

Transcript - Professional Insights: Policy Alternatives that Lead to Social Change [PDF]

Rubric Detail

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Name: SOCW_6361_Week8_Assignment_Rubric

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Assignment: Final Project Milestone 2: Issue Statement and Identification of a Policy

A primary competency for advocacy is communicating with legislators about the social problems and policies you want to change. This means you will need to be well versed in both the social problems that connect with you and the polices that exist to address them.

In Week 2, you identified a social problem. You have since worked to narrow your focus and, separately, considered how policies play a major role in the functions of social work agencies and organizations. For the Assignment this week, you start to bring all these pieces together. First, you develop an issue statement to concisely capture your selected social problem through appropriate facts and questions that solicit a response. Then you identify a state or local policy that currently works to address your selected social problem and resolve your issue statement.

To Prepare:

• Review the Issue Statement Sample document in the Learning Resources this week. 
• Search for and select at least one scholarly article that deepens your understanding of—or narrows the context for—your social problem.  
• Search for and select at least one source that explores the population(s) impacted by your selected social problem. This can be a news article or other popular media—for example, you might select a source where someone details their personal story for how they were impacted by the social problem. 
• Search for and select at least one local or state policy that works to address your selected social problem for the affected populations.  
  • Use the Legislative Proposal Assessment from the Council on Social Work Education resource in the Learning Resources this week. This worksheet does not have to be submitted for your Assignment, but it is a useful tool to help you search for, select, and evaluate a policy.  

QUESTION

Submit a 3- to 5-page paper, addressing the following: 

• Issue Statement: Create a 1-paragraph issue statement that hooks your audience and concisely communicates the imperative to address your selected social problem. Include the following: 
  • In 1 paragraph, define your social problem and the population impacted by it.  
  • In 1–2 paragraphs, explain your critical reasons for why the public and decision makers, as well as social workers, need to advocate for change.  
  • In 1–2 paragraphs, describe what happens in communities if your goal to alleviate the problem is realized. 
• Policy Review: Summarize your selected policy, its relationships to the social problem, and the expected results. Then address the following: 
  • Is your selected policy dictated by local or state statute—or a combination thereof? 
  • How does the policy address your issue statement? Or what is missing? 
  • What are the different sections, or components, of the policy? 
  • How long has the current policy been in place? 
  • Who supports and who opposes the policy? 
  • What changes, or amendments, have been made to the policy? 
  • Explain how this policy affects clients you might see in a clinical setting and why, as a clinical social worker, it would be important to advocate for change.

Rubric Detail

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Name: SOCW_6361_Week4_Assignment_Rubric

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Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals

The purpose of this paper is to better understand gynecological health care for lesbian, bisexual and transgender individuals.

• Define and describe for lesbian, bisexual and transgender individuals.
  • Gender and sexuality concepts.
  • Social and political context.
  • Social determinants of health affecting lesbian, bisexual and transgender individuals.
  • Barriers to health care.
  • Health care disparities.

Submission Instructions:

• The paper is to be clear and concise with proper grammar
• The paper is to be no shorter than 3-4 pages in length, excluding the title and references page.
• The paper should be formatted per APA styule 7th edition
• Incorporate current practice guidelines for diagnosis and treatment and a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

• Name and discuss four prevention essential health benefits for women that must be covered under the Affordable Care Act.
•  
• - For women in the age range of early adulthood describe:
  • . The psychosocial development.
  • . As a Nurse practitioner, what you think would be the most appropriate clinical education and clinical interventions you would do on a patient in that age range. Base your answer on most common normal and pathological situations women face in the mentioned age range.
  •  
• - Define and give an example of Primary, Secondary and Tertiary prevention on Women\'s Health.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style 7th edition with support from at least 2 academic sources. 

ANSWERED/ SOLVED Discussion 3.1: Case Study: Brian Johnson

Case Study

Brian Johnson is a 21-year-old college senior who comes to the university counseling center for an evaluation. Brian was referred by his resident advisor, who saw him intoxicated seven times in the past month. Brian has missed multiple classes because he was hung over and he recently got a ticket for public drunkenness.

In your initial post, address the following based on the beginning letter of your last name from your perspective as Brian’s psychiatric nurse practitioner:

1. Last Name J–N: Identify one resource in your community where a patient could get treatment for substance abuse. Include a link to this resource, if available.

My state: Florida

2 References must be peer reviewed journals

Project 1: Analyzing Financial Statements 

Step 1: Prepare for the Project

In two weeks, you will meet with your team to discuss the main reasons for LGI\'s reduced operational efficiency. You need to prepare for the meeting by reviewing how to perform financial analysis, including common-size, cash flow, and ratio analysis. Log into O\'Reilly by following these instructions before accessing the chapters and completing the required reading.

Required Reading

Parrino, R., Kidwell, D. S., & Bates, T. W. (2012). Fundamentals of Corporate Finance (2nd ed.). Wiley.

Chapter 3: Financial Statements, Cash Flows and Taxes

• Section 3.1 to 3.6

Chapter 4: Analyzing Financial Statements

• Section 4.1 to 4.6

Step 2: Review and Practice

Maryland Creative Solutions (MCS) has provided you with background material on how its teams approach financial analysis. Using the Project 1 Review and Practice Guide , review the structure and purpose of the income statement and balance sheet. Make sure you also are familiar with the DuPont equation as well as these five groups of financial ratios: liquidity, efficiency, leverage, profitability, and market value. Study how to perform common-size and cash flow analyses. Finally, apply what you have learned so far by completing the exercises referenced in the Project 1 Review and Practice Guide.

You must review the material provided by MCS and do the practice exercises so that you are

• prepared to have informed discussions with your team about company financial statements,
• understand what the statements reveal about operational efficiency, and
• can use this information to make recommendations for improvements.

Complete this review and practice by the end of Week 1. 

Step 3: Participate in the Required Project 1 Discussion

You have finished reviewing the material and performing the exercises but you have some questions. Participate in the Project 1 class discussion. Respond to the two questions below by posting in the discussion; then, respond to two of your classmates\' discussion posts by the end of the week. 

Discussion

Answer the following questions:

1. Discuss the concepts that were most challenging for you in the readings and review material. How did the practice exercises help clarify these?
2. What did you learn that will help you analyze LGI\'s financial statements?

Before you participate in the discussion activity read the MBA discussion guidelines.

Step 4: Complete the Analysis Calculation for Project 1

To help you analyze LGI\'s financial situation so that you can make recommendations for improvement, you receive an Excel workbook containing the company\'s key financial statements. After performing the ratio, common-size, and cash flow analyses, submit your initial findings.

Complete the analysis calculation for the project:

• Download the Project1ExcelWorkbook_100121 , click the Instructions tab, and read the instructions.
• Perform ratio, common-size, and cash flow analyses using the Income Statement and Balance Sheet worksheet in the Excel workbook.
• If you would like instructor feedback on this step, follow the instructions below to submit your Excel file to the Assignments folder as a milestone by the end of Week 1. This is optional. If you choose to submit the milestone, you will receive instructor feedback. To distinguish the milestone submission from the file you will submit in Step 5, label your file as follows: P1_milestone_lastname_Calculation_date

Take Action

Submit your assignment to your instructor for review and feedback.

Follow these steps to access the assignment:

• Click My Tools in the top navigation bar.
• Click Assignments.
• Select the relevant assignment.
• You should use the comments your instructor made about your optional milestone submission to revise your calculations as needed. Next, proceed to Step 5, where you will answer questions about your analysis, make recommendations for the client, and compile and submit your final report.

SOCW 6111 Week 10 Discussion 1 - Interventions With Adults

Week 10: Interventions With Adults

One of the most exciting and interesting aspects of social work is that the work you will do with your clients will be incredibly varied. Each client presents with a different situation, concern, and personality. The work you will do with individual adults could address mental health concerns (i.e., depression, anxiety, schizophrenia, bipolar), physical concerns (i.e., recent stroke, paralysis, disability), or substance abuse (i.e., alcohol, cocaine, methamphetamine). These are just a few examples of the presenting issues your clients could bring to their meeting with you. Each meeting with a client will introduce new information for you to assess. During these meetings, it is imperative to review your capabilities, including cultural competence, and determine if you are the most qualified to work with these individuals. In the NASW Code of Ethics (2017), under responsibility to professionals, there is an expectation that you will provide competent social work. This includes keeping abreast of current research and developments in the field; learning new skills and honing existing ones; and only practicing with individuals who you are competent to assist.

Learning Objectives

Students will:

• Demonstrate skills for explaining trauma to a client
• Evaluate EBP interventions for a specific population and problem
• Apply culturally competent intervention strategies to a population or presenting problem

Learning Resources

Required Readings

Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014a). Sessions: case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

• The Levy Family (pp. 15–16)

Knight, C. (2015). Trauma-informed social work practice: Practice considerations and challenges. Clinical Social Work Journal, 43(1), 25-37.

Thyer, B. A. (2013). Intervention with adults. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 147–176). Hoboken, NJ: Wiley.

Elliott, D. E., Bjelajac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma‐informed or trauma‐denied: Principles and implementation of trauma‐informed services for women. Journal of Community Psychology, 33(4), 461-477.

Required Media

Walden University, LLC. (Producer). (2013b). Levy family: Episode 3 [Video file]. Retrieved from https://class.waldenu.edu

Accessible player --Downloads-- Download Video w/CC Download Audio Download Transcript 

Credit: Provided courtesy of the Laureate International Network of Universities.

Optional Resources

Use this link to access the MSW home page, which provides resources for your social work program.

Discussion: Trauma

Trauma is ubiquitous. While trauma is most commonly associated with Post-Traumatic Stress Disorder, trauma can manifest in a myriad of different ways and not every client who experiences trauma will be diagnosed with PTSD. Social workers intervene directly with trauma when working in Veteran’s services, domestic violence/sexual assault response programs, and child protective services. Social workers also work with trauma indirectly when working in mental health, substance abuse services, schools, refugee resettlement, and other forms of social service. Whether or not you are directly treating a traumatic episode as the presenting problem, trauma will be present in the clinical space. 

In this Week’s Discussion, you will demonstrate your skills related to explaining trauma and intervention to a client. This will require you explain the concepts in a manner that is understandable to the developmental and educational level of the client. No need to solicit a volunteer to assist you. Position yourself as though the client is directly behind the camera lens. The goal is to show, not tell. In other words, you are expected to demonstrate rather than discuss your skills. You should role-play as if you were speaking directly to a client.

QUESTION 

Submit a 4-5 minute video Transcript demonstrating your skills. In the role-play: 

• Ask one question that you would use to elicit information about a client’s trauma experience. [Assume a response and move to the next part of the skill demonstration]
• Explain to the client the effects of trauma generally and how trauma may be affecting the client specifically.
• Explain to the client what intervention(s) you would recommend and why.
• Explain the role you would take in any intervention given your scope of practice and to whom you would refer the client for additional intervention.

Include a transcript and/or edit closed captioning on your video to ensure your video is accessible to differing abilities. 

Rubric Detail

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Name: SOCW_6111_Week10_Discussion_Rubric

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Week 4: Reflection on Learning

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Purpose 

The purpose of this assignment is to provide the student an opportunity to reflect on the weekly concepts learned in the course. 

Activity Learning Outcomes 

Through this assignment, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations. (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems. (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

Due Date:  

Post should be entered to the Weekly Reflection on Learning thread by Sunday at 11:59 p.m. MST each week.  

This assignment will follow the late assignment policy specified in the course syllabus. 

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. 

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student's rationale for the request and make a determination based on the merits of the student's appeal. Consideration of the student's total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending. 

 Total Points Possible:  5 

Requirements: 

Reflection: write 1-2 paragraphs reflecting on your learning for the week. Guiding questions are provided or you may write about what you felt was most significant to you for the week. 

You will need to post your reflection here before you are able to see other students' posts.

• Reflect on connective leadership styles. Which style most closely aligns with your personal leadership characteristics?
• How might you use power to influence change in your NP role?

Search entries or author

Week 4: References

References

Akerjordet, K. & Severinsson, E. (2010). The state of the science of emotional intelligence related to nursing leadership: An integrative review. Journal of Nursing Management, 18, 363-382. https://doi.org/10.1111/j.1365-2834.2010.01087.x

American Association of Colleges of Nursing. (2011). The essentials of master's education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf

Boamah, S.A., Spence Laschinger, H.K. Wong, C. &, Clarke, S. (2017). Effect of transformational leadership on job satisfaction and patient safety outcomes. Nursing Outlook, 66, 180-189. https://doi.org/10.1016/j.outlook.2017.10.004.

Canadian College of Health Leaders (2010). Key points to leadership growth. A checklist for leaders. http://chlnet.ca/wp-content/uploads/LEADS_KeyPoints_EN.pdf

Crowell, D. M. (2015). Complexity leadership: Nursing's role in health care delivery (2nd ed.).  F.A. Davis Company.

Cummings, G. G., Tate, K., Lee, S. Wong, C., Paananen, T., Micaroni, S. P., Chatterjee, G. E. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60. https://doi.org/10.1016/j.ijnurstu.2018.04.016. 

Dartey-Baah, K. (2015). Resilient leadership: A transformational-transactional leadership mix. Journal of Global Responsibility, 6(1), 99-112. http://doi.org/DOI: 10.1108/JGR-07-2014-0026

Hamlin, L. (2015). Advanced practice nursing. Contexts of care. Jones & Bartlett Learning.

Institute of Medicine (IOM). (2011). The future of nursing: Leading the change, advancing health. The National Academies Press. https://www.ic4n.org/wp-content/uploads/2018/03/The-Future-of-Nursing-Report-2010.pdf

Marshall, E. S. (2016). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). N Springer Publishing Company.

McCormack, B. & McCance, T. (2017). Person-centred practice in nursing and health care. Theory and practice (2nd ed.). Wiley Blackwell.

Mensik, J. (2014). Lead, drive, & thrive in the system.  American Nurses Association.

National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master's, practice doctorate, and research doctorate programs in nursing.  National League for Nursing.

National Organization of Nurse Practitioner Faculties. (2011). Nurse practitioner core competencies. https://www.pncb.org/sites/default/files/2017-02/NONPF_Core_Competencies.pdf

Porter-O'Grady, T. & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable health (4th ed.). Jones & Bartlett Publishing.

Scully, N. J. (2015). Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession. Collegian, 22. https://doi.org/10.1016/j.colegn.2014.09.004

Tyczkowski, B., Vandenhouten, C., Reilly, J., Bansal, G., Kubsch, S., & Jakkola, R. (2015). Emotional intelligence (EI) and nursing leadership styles among nurse managers. Nursing Administration Quarterly, 39, 172-180. https://doi.org/10.1097/NAQ.0000000000000094

Weiss, S. A. & Tappan, R. M. (2015). Essentials of nursing leadership and management (6th ed.). F. A. Davis Company.

Week 4: Reading

• Due Jan 30 by 11:59pm

• Points None

DeNisco, S.M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.

• Chapter 5: Influencing and Leading Change in the Complex Healthcare Environment: The Role of the Advanced Practice Nurse p. 116-122.
• Chapter 6: Interprofessional Collaboration for Improving Patient and Population Health p. 135-146
• Chapter 30: Role Transition: Strategies for Success in the Marketplace p. 763-765

Kumar, S., Adhish, V., & Chauhan, A. (2014). Managing self for leadership (Links to an external site.). Indian Journal of Community Medicine, 39(3), 138-142. https://doi-org.chamberlainuniversity.idm.oclc.org/10.4103/0970-0218.137148

Scully, N. J. (2015). Leadership in nursing: The importance of recognizing inherent values and attributes to secure a positive future for the profession (Links to an external site.). Collegian, 22.

Optional Viewing

Cuddy, A. (2012). Your body language shapes who you are [TED Talk]. https://www.ted.com/talks/amy_cuddy_your_body_language_may_shape_who_you_are?language=en

Canadian College of Health Leaders (2010). Key points to leadership growth. A checklist for leaders. http://leadscanada.net/uploaded/web/Resources/key_points/KEYPOINTS_2016_EN.pdf

NR500NP Week 3 Disc 1 Person Centered Care

NR500NP Week 3: Person-Centered Care

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 

Activity Learning Outcomes 

Through this discussion, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

Due Date

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0 for any portion of the discussion not posted by that time). Week 8 discussion closes on Saturday at 11:59pm MT. 

 NOTE: To receive credit for a week's discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week's assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday. 

A zero is the lowest score that a student can be assigned. 

Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality. 

Total Points Possible:  75 

Requirements: 

Discussion Criteria

I.   Application of Course Knowledge: of Course Knowledge: 

The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. 

II.  Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.

a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.  

• A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

• A post of "I agree" with a repeat of the faculty's post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The faculty response must occur on a separate day from the initial posting.
• Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
• This response does not require a scholarly citation and reference unless the information is paraphrased and/or direct quotes are used, in which APA style standards then apply.

III.  Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
   
   
   • Contains references for sources cited
   • Written by a professional or scholar in the field and indicates credentials of the author(s)
   • Is no more than 5 years old for clinical or research article
2. What is not considered a scholarly resource?
   • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
   • Information from Wikipedia or any wiki
   • Textbooks
   • Website homepages
   • The weekly lesson
   • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
3. Can the lesson for the week be used as a scholarly source?
   • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
   • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
5. Are websites acceptable as scholarly resources for discussions?
   • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV.  Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

V.  Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

VI.  Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

Preparing the Assignment

Introduction

This graded discussion will explore the concepts of person-centred care and reflective practice. Please provide an initial response to the discussion question by Wednesday at 11:59pm MT and two interactive dialogue responses no later than Sunday 11:59 PM MT at the end of WEEK 3. The discussion is worth 75 points. Please refer to the discussion grading rubric for additional criteria.

Assignment  QUESTION

This week's topic focused on caring and reflective practice in contemporary nursing. In your initial response, provide a definition of what person-centred care means to you. Describe how you will apply principles holistic nursing, cultural humility, and self-reflection in your future role as a nurse practitioner.

Week 3: Reading

• Due Jan 23 by 11:59pm

• Points None

Adams, L. Y. (2016). The conundrum of caring in nursing (Links to an external site.). International Journal of Caring Sciences, 9(1), 1-8.

Chamberlain College of Nursing. (2018). Mission, philosophy, program outcomes (Links to an external site.).

 

DeNisco, S.M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.).  Jones & Bartlett Learning.

• Chapter 24: Global Diversity p. 579-585

DrahoÅ¡ová, L., & JaroÅ¡ová, D. (2016). Concept caring in nursing (Links to an external site.). Central European Journal of Nursing & Midwifery, 7(2), 453-461.

McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., Karlsson, B., McCance, T., Mekki, T. E., Porock, D., van Leishout, F., Wilson, V. (2015). Person- (Links to an external site.)centredness (Links to an external site.) - the 'state' of the art (Links to an external site.). International Practice Development Journal, 5.   

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client Relationship (Links to an external site.). International Journal of Caring Sciences, 8(1), 211- 216.

 

Optional Viewing

Bassett, M. (2015). Why your doctor should care about social justice [TED Talks]. https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justice 

Roberts, D. (2015). The problem with race-based medicine [TED Talks].  https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine 

 

Assignment Rubric Detailsclose

Rubric

NR500NP_WK 1,3,5,7 Discussion_SEPT19_MAR21Update (1) (2)

Week 3: Caring in Nursing

Table of Contents

Introduction

Caring has been a central concept to nursing since the inception of the profession. While, healthcare delivery and settings have changed as a result of a variety of social and technological factors, nurses must be mindful not to lose sight of caring as the core of nursing practice. Caring frameworks that include holistic and person-centred care can be used to guide the practice of master's- prepared nurses in advanced practice roles as leaders of nursing care in a variety of healthcare settings.

Caring as a Nursing Concept

The American Nurses Association (2016) defines nursing as:

...the protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations.

Why is caring a central focus of nursing? Nursing theorist Jean Watson (1990) contended that caring is the moral ideal and essence of nursing. Caring can be conceptualized as a noun, a verb, or an adjective (Adams, 2016). As a noun, care is an act. As a verb, it is an action carried out in relation to another. As an adjective, caring describes the quality of an act. Nursing has a scientific knowledge that supports caring practices, ethics, attitudes and behaviors. Drahošová and Jarošová (2016) described several aspects of caring, including an individualized, empathetic approach; attentiveness; and sensitivity. A caring relationship can help support patient dignity and autonomy and reduce anxiety. Caring is influenced by the nurse's knowledge, skills, and attitudes formed through lifelong learning and experiences. Caring is manifested in relationships. As a master's- prepared advanced practice nurse you will have daily opportunities to demonstrate caring behaviors that establish relationships and promote positive outcomes in a variety of professional practice settings.

Caring in Complex Systems

Over time, healthcare systems have increased in complexity, in part due to advances in knowledge, skills, and technology, which has led to a reshaping of the role of the master's prepared advanced practice nurse. Focus on safe, quality, and cost- effective care is paramount in the 21st-century healthcare delivery system. As the role of the professional nurse has expanded to include organizational and professional regulation, compliance, and technology -driven tasks, focus has shifted away from the patient care experience, challenging the fundamental nursing principle of caring.

Reflection

Take a moment to reflect on how you demonstrate caring in your current professional practice. What are barriers to practicing care? How can you enhance caring behaviors?

Person-Centred Care Nursing Framework

Caring is a central concept in nursing; however, the context for caring is changing. Healthcare is undergoing a transition from provider-driven care to person-centred care. Patients are increasingly involved in making decisions regarding their health and health practices. McCormack and McCance developed a Person-Centred Nursing (PCN) Framework, which can be applied to practice in complex healthcare systems (McCormack & McCance, 2017). The PCN Framework provides a standard of care for practice and is a multidimensional process emphasizes the person as the center of care delivery. The PCN Framework involves fostering therapeutic relationships that respect individuals as persons and partners in care. Care is relationship-focused, collaborative, and holistic.

The Person-Centred Care Nursing Framework consists of five constructs: prerequisites, the care environment, person-centred processes, and outcomes (McCormack & McCance, 2017). To deliver effective care, one must work from the outer circle towards the core.

The macro-context addresses the larger setting within which person-centred care takes place. The macro-context includes health and social care policy, strategic frameworks, workforce development, and strategic leadership. Prerequisites focus on the attributes of the nurses and include being professionally competent, having developed interpersonal skills, being committed to the job, being able to demonstrate clarity of beliefs and values, and knowing self. The care environment focuses on the context in which care is delivered and includes appropriate skill mix, systems that facilitate shared decision making, effective staff relationships, organizational systems that are supportive, the sharing of power, the potential for innovation and risk taking, and the physical environment. Person-centred processes focus on delivering care through a range of activities and include working with a patient's beliefs and values, engagement, having a sympathetic presence, sharing decision making, and providing holistic care. Outcomes, the central component of the Framework, are the results of effective PCN and include: satisfaction with care, involvement in care, and a feeling of well-being.

Reflection

Consider how the PCN Framework can support quality and safety outcomes. Identify three ways in which you can use the PCN  Framework to improve outcomes in your future professional practice setting.

Holistic Nursing Practice

Nurses are tasked with providing care that attends to all aspects of the person, health, and environment. Although nurses must certainly be knowledgeable about how disease physiologically affects the patient; it is important to address the needs of the whole person, not just a diagnosis. Holism is a person-centred philosophy that ensures care for the whole patient. The concept of holistic care expands beyond physiological aspects of health (illness and/or disease) and incorporates psychological, sociological, developmental, spiritual, and cultural aspects. Holistic care also considers environmental and economic factors. A holistic approach to care is recommended for master's- prepared nurses in advanced practice roles. Holistic nurses recognize and treat each individual as a unique human being interconnected with family and community (Papathanasiou et al., 2013). Holistic nursing moves the nurse from a linear, task-oriented mindset towards complex and multidimensional care. Holistic nursing encourages nurses to integrate self-care, personal responsibility, spirituality, and reflection in their own lives. Hence, holistic approaches to person-centred care lead to better patient outcomes and improved nurse satisfaction.

Reflection

Consider ways in which you incorporate holistic care principles in your professional practice.

Chamberlain College of Nursing Conceptual Framework of Nursing

Acknowledging the centrality of care to nursing practice, Chamberlain's philosophy of education is grounded in the belief that taking extraordinary care of students ultimately translates to the extraordinary care of patients, families, and communities (Chamberlain University [CU], 2018). The masters of nursing education program at Chamberlain University is guided by a holistic health, person-centred, care-focused framework (CU, 2018). Take a moment to explore the Chamberlain University Conceptual Framework of Nursing. Consider how this will affect professional growth in your current nursing practice and future practice as a master's prepared advanced practice nurse.

Conclusion

Nursing practice is both an art and a science with foundational knowledge, skills, and attitudes based in caring. Over time, health care settings have changed and continue to evolve. The complexity of the current practice environment has led to conceptual and theoretical advancements that support nursing practice. Caring remains a central concept to the profession and practice of nursing. The Person-Centred Nursing Framework, holistic model of care, and Chamberlain Care philosophy serve as a models to guide advanced practice nurses.

 

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Week 3: Reflective Practice

Table of Contents

Self-Knowledge

Increasing diversity, globalization, and expanding technologies have produced complex ethical pressures that influence nursing practice. Master's-prepared nurses are challenged to take on leadership roles and effect positive change to promote health and health outcomes. To be effective in the advanced practice role, it is important to understand one's own personal values, beliefs, strengths, and limitations.

Knowing Self

Important prerequisites of the nurse's ability to deliver person-centred included self-knowledge and clarity of beliefs and values (McCormack & McCance, 2017). Self-awareness or self-knowledge is developed through reflection. Reflection allows for the examination of personal experiences, which helps clarify the values and beliefs that shape one's perspectives and actions. According to McCormack and McCance (2017), through reflection, self-awareness, and engagement with others, an individual is able to understand oneself. Self-awareness aids the nurse in understanding how personal beliefs and attitudes may influence interactions with others (Rasheed, 2015). Self-awareness has other advantages. Rasheed (2015) noted that self-awareness promotes personal and professional growth. Similarly, Eng and Pai (2015) found that nurses who engaged in self-reflection had higher nursing competence.

 

Value and Belief Clarification

Self-reflection helps nurses clarify their personal beliefs and values. While these terms are sometimes used interchangeably, there is a difference. Beliefs are convictions or assumptions one holds to be true, sometimes without actual proof or evidence. Values relate to what one considers to be important in life. Values stem from beliefs, and may include principles or standards of conduct (DeNisco & Barker, 2015).

Values and beliefs influence one's thoughts, decisions, and actions. Clarification of values and belief is an ongoing process shaped by education; experiences (social, political, personal and professional); environment; and economic factors. Values and beliefs change over time as one engages in personal and professional development. Nurses are held to a standard of providing safe, quality care to all individuals in need. Nurses' personal values may or may not align with professional nursing values. Clarification of values and beliefs strengthens nurses' ability to make ethical decisions and to promote ethical and moral actions. A master's- prepared advanced practice nurse must understand the interrelationship of values and beliefs and the effect on professional practice.

Shahriari et al., (2013) described 10 common professional nursing values: human dignity, justice, autonomy in decision making, precision and accuracy in caring, commitment, human relationship, sympathy, honesty, and individual and professional competency. Similarly, Kaya et al., (2017) found human dignity, altruism, aesthetic, equality, freedom, accuracy, and justice as core professional nursing values.

 

Biases and Stereotypes

Whether we realize it or not, we all have stereotypes and biases about a variety of things. Stereotypes and biases often develop out of the brain's natural need to filter stimuli. The brain receives a constant barrage of thoughts and sensations. The brain would quickly be overwhelmed if it had to provide an equal level of attention to every stimulus (Meyers & Twenge, 2016 ). To efficiently discriminate between the most pressing matters and matters that may be handled automatically, the brain develops shortcuts, which are then selectively reinforced by our experiences. Examples of shortcuts include stereotypes, heuristics, and biases. People frequently rely on these shortcuts in decision-making without realizing they are doing so. Self-reflection can help us identify the stereotypes and biases we hold so that we can engage in authentic, person-centred care.

While some stereotypes may be neutral (Ex. Nurses wear white), others are harmful. Bias is a sensitive topic to address; however, it must not be ignored as bias may lead to intentional (explicit) or unintentional (implicit) disparities in care and subsequent health and healthcare outcomes (DeNisco & Barker, 2015). Biases in the areas of gender, race, sexual orientation, religion, and obesity are most relevant among health care providers (Dunagan et al., 2016). Ageism is also a concern in nursing and sustained through social stereotypes, lack of knowledge, and practice policies (Kagan & Melendez-Torres, 2015). Regardless of the type of bias, all have the potential to negatively impact health and healthcare outcomes. Attitudes of prejudice interfere with one's ability to practice cultural humility and to make nonbiased ethical decisions.

It is important to acknowledge personal biases, as these affect beliefs, behaviors, actions, and interactions with others. With this awareness, you can begin addressing your biases. Personal and professional growth are aspects of professional identity and are influential in the demonstration of leadership and the promotion of positive change in people, systems, and the profession of nursing (National League for Nursing, 2012). Identifying, understanding, and being mindful of stereotypes and prejudice help to reduce bias. Working toward controlling and resolving biases through the development of attitudes and skills that promote human dignity, respect, and value diversity and cultural humility is critical to effective nursing practice in varied settings.

 

Reflection

Students reflect on known biases. What are my biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religion that are different than my own? Identify new biases or confirm current biases. Develop a plan to reduce bias.

Complete selected surveys at Project Implicit, Harvard University https://implicit.harvard.edu/implicit/takeatest.html (Links to an external site.)

Cultural Humility

Cultural humility is another important aspect of person-centered care as well as a key concept of the Chamberlain Conceptual Framework of Nursing (Chamberlain University, 2018). Cultural humility begins with self-reflection. It involves the acknowledgment that one's own perspective is limited and may contribute to barriers in providing care (DeNisco & Barker, 2015). Cultural humility involves awareness of cultural differences. The concept of cultural humility is a fluid and active process that allows for growth and knowledge development related to other cultures. One approaches cultural differences with respect, openness, flexibility, and humility. As a practice of cultural humility, it is useful for the nurse to think about cultural phenomena, to understand variations related to different cultures, and to perform careful individual assessments to include personal preferences as there are intracultural as well as intercultural variations (Engebreston, 2016). Practicing cultural humility places the person at the center of care and helps to develop mutually respectful and beneficial partnerships.

Engebreston (2016) described six phenomena found in all cultural groups: communication, personal space, time, social organization, environmental control, and biological variations as the. Communication includes the expression of feelings, body contact, and humor; personal space incorporates comfort levels related to the area surrounding a person's body; and time includes both social time—the arrangement of social activities— and time that represents past, present, and future with an emphasis on one being more dominant. Social organization includes family structure, one's relationship in the world, and environmental control centers on different perceptions on the ability to control. Locus of control can help provide insight on how one views the environment and whether he or she can influence events and outcomes based on personal decisions and actions. Lastly, the culture phenomenon of biological variations includes characteristics such as body size, hair texture, and variations in facial features and skin color. Cultural humility acknowledges and seeks to understand differences.

Reflection

Think about the culture with which you identify. How are different phenomena demonstrated in your culture: communication, personal space, time, social organizations, environmental control, and biological variations? How do you feel when caring for people whose cultural backgrounds differ from your own? What actions can you implement to support ongoing engagement in cultural humility?

 

Conclusion

Nurses are held to a scope and standard of practice, one that includes the demonstration and promotion of ethical behavior. You are to hold yourself accountable to fair and ethical practices that value diversity and individuality. Knowing self allows for personal and professional growth and contributes to your professional competence. Engaging in reflective processes helps to build self-awareness and enhance cultural humility. Acknowledging, understanding, and addressing your own biases and attitudes aids in the appreciation of differences and diversity. Regardless of your advanced practice role in nursing, self- knowing influences your ability to make ethical and fair decisions and actions that have the potential to affect many different aspects of nursing practice and practice outcomes.

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Week 3: References

References

Adams, L. Y. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1-8.

American Nurses Association. (2016). What is nursing. http://www.nursingworld.org/EspeciallyForYou/What-is-Nursing

Belief. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from https://www.merriam- webster.com/dictionary/analysis 

Chamberlain College of Nursing. (2018). Mission, philosophy, program outcomes. https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf

DrahoÅ¡ová, L., & JaroÅ¡ová, D. (2016). Concept caring in nursing. Central European Journal of Nursing & Midwifery, 7(2), 453. https://doi.org/10.15452/CEJNM.2016.07.0014

Dunagan, P. B., Kimble, L. P., Gunby, S. S., & Andrews, M. M. (2016). Baccalaureate nursing students' attitudes of prejudice: A qualitative inquiry. Journal of Nursing Education, 55(6), 345-348. https://org.doi/ 10.3928/01484834-20160516-08

Eng, C., & Pai., H. (2015). Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight. Nurse Education Today, 35(3), 450-455. https://org.doi/10.1016/j.nedt.2014.11.021

Engebretson, J. C. (2016). Cultural diversity and care. In Barrere, C. C, Blaszko Helming, M. A., Shields, D. A., & Avino, K. M. (Eds.). Holistic Nursing (7th ed.), 439-464. Jones and Bartlett.

Kagan, S. H., & Melendez-Torres, G. (2015). Ageism in nursing. Journal of Nursing Management, 23(5), 644. https://doi.org/10.1111/jonm.12191

Kaya, H., IÅŸik, B., Åženyuva, E., & Kaya, N. (2017). Personal and professional values held by baccalaureate nursing students. Nursing Ethics, 24(6), 716-731. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=125154399&site=eds-live&scope=site https://doi.org/10.1177/0969733015624488

McCormack, B. & McCance, T. (2017). Person-centred practice in nursing and health care. Theory and practice (2nd ed.).  Wiley Blackwell.

Meyers, D. G. & Twenge, J. M. (2016). Social psychology (12th ed.). McGraw Hill.

National League for Nursing. (n.d.). Core values.  http://www.nln.org/about/core-values

 

National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master's, practice doctorate, and research doctorate programs in nursing. 

Papathanasiou, I., Sklavou, M., & Kourkouta, L. (2013). Holistic nursing care: Theories and perspectives. American Journal of Nursing Science, 2(1), 1-5. https://doi.org/10.11648/j.ajns.20130201.11

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client relationship. International Journal of Caring Sciences, 8(1), 211.

Schuessler, J.B., Wilder, B., & Byrd, L.W.(2012). Reflective Journaling and Development of Cultural Humility in Students. Nursing Education Perspectives. 33(2):96-99. https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=c9h&AN=77635084&site=eds-live&scope=site

 

Shahriari, M., Mohammadi, E., Abbaszadeh, A., & Bahrami, M. (2013). Nursing ethical values and definitions: A literature review. Iranian Journal of Nursing and Midwifery Research, 18(1), 1-8.

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Week 3: CEAP-NP Assignments Information

Table of Contents

Purpose

The purpose of this assignment is to assess areas that have been shown to be highly associated with student success such as ability to deal with stress, commitment to education, learning strategies, and academic skills to help promote success in the NP program.

Activity Learning Outcomes

Through this assignment, students will receive information to help support attainment of program outcomes:

PO1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)

PO2: Create a caring environment for achieving quality health outcomes (Care-focused)

PO3: Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity (cultural humility)

PO4: Integrate professional values through scholarship and service in health care. (Professional identity)

PO 5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary nursing)

 Due Date:

Students should complete the Chamberlain Early Assessment Program for NP (CEAP-NP) Survey by 11:59 p.m. MT at the end of Week 3. Students will receive an individualized report with survey results to their Chamberlain email addresses by the end of Week 4. The individualized CEAP-NP reports will be submitted by the end of week 4.

This assignment will follow the late assignment policy specified in the course syllabus.

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student's rationale for the request and make a determination based on the merits of the student's appeal. Consideration of the student's total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

Requirements:

CEAP-NP Survey

Chamberlain University has developed an academic assessment, CEAP-NP, for Post-Licensure MSN-NP students. The CEAP-NP assesses areas that have been shown to be highly associated with student success such as ability to deal with stress, commitment to education, learning strategies, and academic skills. The assessment will take approximately 15 minutes to complete. The survey should be completed by 11:59 p.m. MT at the end of week 3. To access the survey, please see Week 3: CEAP Survey in below modules. The survey will not be available to access until Sunday of Week 3. 

1.  
   • If you are having trouble accessing your survey, please reach out to Dr. Tennille Curtis, Assistant Dean, Online MSN-NP at [email protected].
2. Submission of CEAP-NP Survey report: By the Friday of Week 4, students will receive an individualized report of their personal survey results to their Chamberlain email (Not Canvas Email) at https://community.chamberlain.edu/s/  (Links to an external site.)Students should download and save the report Upload a copy of the report to the Chamberlain Early Assessment Program for NP (CEAP-NP) dropbox in week 4 by 11:59 p.m. MT on Sunday. Submission of the report will be worth 20 points.
3. CEAP-Focused Activities: As part of the CEAP-NP report, students will receive links to focused activity worksheets to support areas identified for growth. To access the worksheets, students should hover over the boxes containing the Focused Activity categories located on the L side of the lower portion of the CEAP report. Clicking anywhere in the box will take the student to the Focused Activity worksheet for the category. Students may begin working on focused activities as soon as they receive the report. All students will complete the Work-School Balance activity. Students will select one additional focused activity to complete based on their survey results. Students should select an activity related to an area in which they feel that growth would support their success in the program. Focused activity worksheets will be submitted to an assignment dropbox in week 7.

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SOLVED…The purpose of this assignment is to apply a waiting line model to a business service operation in order to recommend the most efficient use of time and resources.

(This assignment has been adapted from Case Problem 2 in Chapter 15 of the textbook.)

Use the information in the scenario provided to prepare a managerial report for Office Equipment, Inc. (OEI). 

Scenario

Office Equipment, Inc. (OEI) leases automatic mailing machines to business customers in Fort Wayne, Indiana. The company built its success on a reputation of providing timely maintenance and repair service. Each OEI service contract states that a service technician will arrive at a customer’s business site within an average of 3 hours from the time that the customer notifies OEI of an equipment problem.

Currently, OEI has 10 customers with service contracts. One service technician is responsible for handling all service calls. A statistical analysis of historical service records indicates that a customer requests a service call at an average rate of one call per 50 hours of operation. If the service technician is available when a customer calls for service, it takes the technician an average of 1 hour of travel time to reach the customer’s office and an average of 1.5 hours to complete the repair service. However, if the service technician is busy with another customer when a new customer calls for service, the technician completes the current service call and any other waiting service calls before responding to the new service call. In such cases, after the technician is free from all existing service commitments, the technician takes an average of 1 hour of travel time to reach the new customer’s office and an average of 1.5 hours to complete the repair service. The cost of the service technician is $80 per hour. The downtime cost (wait time and service time) for customers is $100 per hour.

OEI is planning to expand its business. Within 1 year, OEI projects that it will have 20 customers, and within 2 years, OEI projects that it will have 30 customers. Although OEI is satisfied that one service technician can handle the 10 existing customers, management is concerned about the ability of one technician to meet the average 3-hour service call guarantee when the OEI customer base expands. In a recent planning meeting, the marketing manager made a proposal to add a second service technician when OEI reaches 20 customers and to add a third service technician when OEI reaches 30 customers. Before making a final decision, management would like an analysis of OEI service capabilities. OEI is particularly interested in meeting the average 3-hour waiting time guarantee at the lowest possible total cost.

Managerial Report

Develop a managerial report (1,000-1,250 words) summarizing your analysis of the OEI service capabilities. Make recommendations regarding the number of technicians to be used when OEI reaches 20 and then 30 customers, and justify your response. Include a discussion of the following issues in your report:

1. What is the arrival rate for each customer?
2. What is the service rate in terms of the number of customers per hour? (Remember that the average travel time of 1 hour is counted as service time because the time that the service technician is busy handling a service call includes the travel time in addition to the time required to complete the repair.)
3. Waiting line models generally assume that the arriving customers are in the same location as the service facility. Consider how OEI is different in this regard, given that a service technician travels an average of 1 hour to reach each customer. How should the travel time and the waiting time predicted by the waiting line model be combined to determine the total customer waiting time? Explain.
4. OEI is satisfied that one service technician can handle the 10 existing customers. Use a waiting line model to determine the following information: (a) probability that no customers are in the system, (b) average number of customers in the waiting line, (c) average number of customers in the system, (d) average time a customer waits until the service technician arrives, (e) average time a customer waits until the machine is back in operation, (f) probability that a customer will have to wait more than one hour for the service technician to arrive, and (g) the total cost per hour for the service operation.
5. Do you agree with OEI management that one technician can meet the average 3-hour service call guarantee? Why or why not?
6. What is your recommendation for the number of service technicians to hire when OEI expands to 20 customers? Use the information that you developed in Question 4 (above) to justify your answer.
7. What is your recommendation for the number of service technicians to hire when OEI expands to 30 customers? Use the information that you developed in Question 4 (above) to justify your answer.
8. What are the annual savings of your recommendation in Question 6 (above) compared to the planning committee\'s proposal that 30 customers will require three service technicians? (Assume 250 days of operation per year.) How was this determination reached?

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located inClass Resources if you need assistance.