Archive for category: My Nursing Writer

Submit an electronic portfolio demonstrating personal growth in each of the five curricular threads of the BSN curriculum: • Communication • Teaching/Learning • Evidence-Based Practice • Critical-thinking • Leadership and Management.
Your electronic portfolio should be prepared as one document and will consist of three components: 1. Portfolio narrative (100 points) This is a two to three paragraph essay for EACH of the five BSN Program Outcomes above explaining how each program outcome was met during the Bachelors of Science Nursing Program
• Communication: Utilize effective, culturally sensitive, and ethical communication methods to collaborate with patients, families, communities and health care providers. Communication methods include oral, written, and electronic formats that promote sending and receiving information. • Critical Thinking: Systematically review and analyze current information to guide professional nursing practice. Comprehensive analysis will often require inter- and intra-professional collaboration. • Teaching and Learning: Integrate principles of teaching and learning in professional nursing practice. Best practices in both teaching and learning are evaluated as they relate to a variety of situations. • Leadership & Management: Synthesize leadership and management principles to promote professional development and optimal patient-focused outcomes. Scope of professional development ranges from self to the entire profession. Patient-focused outcomes may be individual, family, or community oriented. • Evidence-based Practice: Develop a consistent problem-solving approach to clinical practice that integrates current evidence, clinical expertise, and individual/family/community preferences and values. Course Outcomes
This module meets the following Course Learning Outcomes listed in the Syllabus for this course: • Critique evidence-based practice literature as it applies to leadership and management. • Evaluate the role of leadership in creating a positive, healthy work environment. • Analyze key legal issues that impact professional nursing practice and leadership • Plan strategies to improve current healthcare practice using leadership principles • Analyze strategies for initiating and managing change. • Evaluate the structure of unresolved conflicts and propose methods to manage them. • Apply quality management principles to clinical situations.

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COLLABORATIVE LEARNING COMMUNITY, GRAND NURSING THEORIST ASSIGNMENT, THEORIST IDENTIFICATION AND RATIONALE

The purpose of this assignment is to have a clear understanding of the elements of a theory and to apply a theory to practice. The CLC group must use a grand theory or a high-level mid-range theory.
The group will create a report for a practice committee at a health care institution. The objective is to convince your peers of the value of using a specific theory to guide practice and evaluate care.
Since the text does not provide adequate information on any one theory for the purpose of this assignment, further research through nursing theory websites (general and specific), as well as theory texts specific to individual theories, will be required.
Begin the assignment by identifying a theorist and providing the rationale for the group’s selection.
Prepare this assignment according to the guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is not required.

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DISCUSS THE BASIC ELEMENTS OF THE PHYSICIAN’S CODE OF MEDICAL ETHICS AS ARTICULATED BY THE AMERICAN MEDICAL ASSOCIATION

Discuss the basic elements of the physician’s code of medical ethics as articulated by the American Medical Association (in addition to the chapter reading, visit the AMA’s website at www.ama-assn.org to find more information)

DISCUSS THE BASIC ELEMENTS OF THE PHYSICIAN’S CODE OF MEDICAL ETHICS AS ARTICULATED BY THE AMERICAN MEDICAL ASSOCIATION

Discuss the basic elements of the physician’s code of medical ethics as articulated by the American Medical Association (in addition to the chapter reading, visit the AMA’s website at www.ama-assn.org to find more information)

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The basic premise behind secondary trauma theory is that individual stress symptoms are communicable, and those who are close to the trauma survivor can be “infected” with the trauma symptoms (Catherall, 1992a; Figley, 1995).

Briana S. Nelson Goff Kansas State University

Douglas B. Smith Kansas State University

Research traditionally has focused on the development of symptoms in those who experienced trauma directly but overlooked the impact of trauma on the families of victims. In recent years, researchers and clinicians have begun to examine how individual exposure to traumatic stress affects the spouses/partners, children, and professional helpers of trauma survivors. However, empirically supported, theory-based literature that identifies the mechanisms by which interpersonal or “secondary trauma” occurs in response to traumatic events is limited. Here, we present the Couple Adaptation to Traumatic Stress Model, a systemic model of the development of interpersonal symptoms in the couple dyad based on empirical literature. Potential mechanisms and clinical vignettes are included to describe the systemic processes that occur with trauma couples. Areas for future research and clinical implications also are identified.

Traumatic events have received much clinical and empirical focus in the last 25 years. Although traumatic experiences have been survived by people for centuries, scientific knowledge of trauma has increased in recent history. Much of the literature on trauma and posttraumatic stress focuses on the individual effects of trauma on the primary victim-the person who directly experienced the traumatic event (Herman, 1997; van der Kolk, McFarlane, & Weisaeth, 1996). In the past, the fields of traumatic stress and marriage and family therapy (MFT) have only occasionally intersected in the development and conceptual- ization of psychological trauma. As mental health professionals in the 21st century, it is necessary for MFTs to become knowledgeable in the field of traumatic stress.

THEORETICAL AND EMPIRICAL FOUNDATIONS OF SYSTEMIC TRAUMATIC STRESS IN COUPLES

This article highlights the importance of identifying a more systemic focus on traumatic stress within the MFT profession. The predominant focus in the trauma literature has been on the treatment of posttraumatic stress disorder (PTSD; American Psychiatric Association [APA], 2000), a disorder that, by definition, focuses on the intrapersonal effects of traumatic events on the individual trauma survivor. The literature that describes a systemic approach to trauma primarily involves secondary traumatic stress theory (Figley, 1983, 1998), adult attachment theory (Johnson, 2002), and the relational approach to trauma treatment (Sheinberg & Fraenkel, 2001).

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Identify two (2) or more wellness nursing diagnoses based on your assessment. Before interviewing the family, develop three (3) open-ended, family-focused questions for each of the following health patterns:

Select a family to complete a family health assessment.( The family cannot be your own). Before interviewing the family, develop three (3) open-ended, family-focused questions for each of the following health patterns: (a) Values, health perception, (b) Nutrition (c) Sleep/rest (d) Elimination (e) activity/ exercise (f) Cognition (g) sensory – perception (h) Self – perception (i) Role relationship (j) sexuality (k) coping.
Note: Your list of questions must be submitted with this assignment as an attachment. After interviewing the family, compile the date and analyze the responses. Summarize the findings for each functional health pattern for the family have selected.
Identify two (2) or more wellness nursing diagnoses based on your assessment. Wellness and family nursing diagnoses are different then standard nursing diagnoses

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