Discuss the need assessment tool that would identify the nursing student’s knowledge concerning the nursing process.

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Practicum Learning Agreement

NUR/590AB Version 2

 2

University of Phoenix Material

Sample Educational Practicum Learning Agreement – Not Implemented

Student’s Name Manda Ragland- McIntyre Faculty A. Jean Pickus RN MSN
Student’s

Phone

Number

 919-923-5697 UPX

Campus

 Online
Name of Practicum Site N/A – Virtual project Address, City, State, and Zip Code of Practicum Site N/A – Not implemented
Mentor’s

Name and Educational

Credentials (Minimum of an RN MSN required)

 Sherri-Strain-Garner RN MSN Mentor’s

Agency

 850-225-0903
Mentor’s Job Title Child Psychiastric Nurse Mentor’s

Phone

Number and Email

 sl.garner@msn.com
Practicum Goal:

1. To analyze, develop, implement, and evaluate an educational program for nursing students on the nursing process first semester of school.

2. To utilize advanced nursing knowledge to assist nursing students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
Complete this column for Week One – NUR/590A Complete this column for Week Two – NUR/590A Complete this column for Week Two – NUR/590A Complete Before Midpoint Review Complete Before You Start NUR/590B
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
1.0 Analyze the educational needs of the novice nursing students related to the nursing process , critical thinking and implementation needed to deliver quality nursing care to patients.

 1a. Conduct an review for literature at least 15 peer reviewed articles on the nursing process learning needs of nursing students.

1b.Discuss with mentor the need assessment tool that would identify the nursing student’s knowledge concerning the nursing process.

 1a. Annotated of bibliography of peer reviewed articles.

1b. Submit a need assessment tool.

1c. Submit a need assessment result.

.
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
2.0 Develop an educational curriculum for incoming program nursing students that will provide knowledge and resources for understanding the nursing process and critical thinking skills and the implementation needed to deliver quality nursing care to patients first semester.

 2a. Literature search 15 articles that identify classroom instuctional methods.

2b. Develop lesson for classroom instruction to provide the nursing students in the knowledge of nursing and implementation include:

1. Learning objectives

2. Content outline

3. Teaching

strategies/resources

a. powerpoint

b. Handout materials

2c. Develop powerpoint at least 25 content slides and detail speaker notes on nursing process, critical thinking and implementation of nursing process.

 2a. Submit annotated bibliography of literature reviewed on content instructional methods.

2b. Submit written plan.

2c. Submit copy of powerpoint with detailed speaker notes.
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
3.0 Analyze the implications to students, faculty, and the organizational if the educational curriculum on the nursing process and critical thinking skills was actually implemented.

 3a. 3a.

.
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
4.0 Evaluate overall project with an emphasis on student’s learning in project completion

 4a.

 4a.

  Identify how the organization puts public health into practice.

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Interview a governmental public health agency or someone working in healthcare (clinician, hospital administrator, etc). Summarize your interview. Include challenges, strengths, and other information you found important/interesting:

 

GPH714 Principles of Public Health

Topic: Informational Interview

 

 

Using the table below as a guide, develop interview questions to ask a representative of a governmental public health agency or someone working in health care.  You do not need to include all the aspects listed below.  In addition, you may include other information not listed in the table.  Your interview should not last more than 1 hour.

 

Organization/Department ·        mission and purpose

·        structure

·        goals

·        priority issues
Public Health Practice ·        implementation of 10 EPHS

·        public health infrastructure

·        emerging issues
Interprofessional Collaboration ·        key partnerships

·        public health working with healthcare
General ·        strengths

·        challenges

·        opportunities

 

Based on the information gathered in the interview, summarize your interview and lessons learned.  Assignment should be between 2-3 pages double spaced.  Submit the completed assignment via Blackboard.

Structure your written assignment accordingly:

·        Introduction/Overview

·        Describe the organization.

·        Identify how the organization puts public health into practice.

·        List examples of interprofessional collaboration.

·        Provide your insight on the organization based upon the concepts learned during the past 2 modules. This may include your recommendations for the organization.

·        Incorporate information about strengths, weaknesses and/or opportunities in the summary.

Note on writing:

Ø  Use professional writing.

Ø  Do not use personal pronouns (I, me, we, us, etc.).

Ø  See rubric in syllabus for guidance on grading.

 

Ø  This assignment should include very limited references/sources. It should mostly be in your words.  If using outside sources, please reference using AMA format.

does hand washing and appropriate staff dressing among the surgical ward nurses reduce cross infection during patient management?

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Course Project: Part 3—Translating Evidence Into Practice

 

In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.

 

Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.

 

To prepare:

 

  • Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question? PLEASE REFER TO FILES ATTACHED BELOW
  • With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
  • Explore possible consequences of failing to adopt the evidence-based practice that you identified.
  • Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?

    To complete:

    In a 3- to 4-page paper:

    1) Restate your PICOT question and its significance to nursing practice. My PICOT question is: does hand washing and appropriate staff dressing among the surgical ward nurses reduce cross infection during patient management?

    2) Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Please refer to the articles below:

     

 

Aiken, A. M., Karuri, D. M., Wanyoro, A. K., & Macleod, J. (2012). Interventional studies for preventing surgical site infections in sub-Saharan Africa. International Journal of Surgery, 242-249. Doi: 10.1016/j.ijsu.2012.04.004

 

Al-Khawaldeh, O., Al-Hussami, M., & Darawad, M. (2015). Influence of Nursing Students Handwashing Knowledge, Beliefs, and Attitudes on Their Handwashing Compliance. Scientific Research Publishing. Doi: http://dx.doi.org.ezp.waldenulibrary.org/10.4236/health.2015.75068

 

Bukhari, S., Hussain, W., Banjar, A., Almaimani, W., Karima, T., & Fatani, M. (2011). Hand hygiene compliance rate among healthcare professionals. PubMed – NCBI. Ncbi.nlm.nih.gov. Retrieved 1 April 2016, from http://www.ncbi.nlm.nih.gov/pubmed/21556474

 

 

 

3) Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.

 

4) Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?

 

This part of the Course Project should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.

 

Note:  In addition, include a 1-page summary of your project

 

 

 

COURSE REQUIRED RESOURCES

 

 

 

Readings

 

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 12, “Sampling in Quantitative Research”

      This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan.

    • Chapter 13, “Data Collection in Quantitative Research”

      Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures.

    • Chapter 21, “Sampling in Qualitative Research”

      The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.

    • Chapter 22, “Data Collection in Qualitative Research”

      This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes.

  • Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44.

    Retrieved from the Walden Library databases.

    This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.

 

Media

 

  • Laureate Education, Inc. (Executive Producer). (2012b). Data collection. Baltimore, MD: Author.

    Note: The approximate length of this media piece is 4 minutes.

    Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit.

     

 

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.
    • Review Chapter 2, Fig. 2.1
    • Chapter 27, “Systematic Reviews of Research Evidence: Meta-analysis, Metasynthesis, and Mixed Studies Review”

      This chapter focuses on the different types of systematic reviews. The chapter discusses the advantages of this type of analysis and the steps for conducting a meta-analysis or metasynthesis.

  • Dingle, P. (2011). Statin statistics: Lies and deception. Positive Health, 180, 1.

    Retrieved from the Walden Library databases.

    In this article, the author outlines how misleading statistics are used to make false claims about the positive use of statin drugs in order to retain a market share of sales for pharmaceutical firms.

  • Katapodi, M. C., & Northouse, L. L. (2011). Comparative effectiveness research: Using systematic reviews and meta-analyses to synthesize empirical evidence. Research & Theory for Nursing Practice, 25(3), 191–209.

    Retrieved from the Walden Library databases.

    The authors of this article assert that more comparative effectiveness research (CER) is necessary to accommodate the elevated demand for evidence-based health care practices. The article supplies a summary of methodological issues relevant to systematic reviews and meta-analyses used in the process of CER.

  • Stichler, J. F. (2010). Evaluating the evidence in evidence-based design. Journal of Nursing Administration, 40(9), 348–351.

    Retrieved from the Walden Library databases.

    The quality of evidence used in EBP can vary considerably. This article highlights the necessity of critically appraising facility design research articles and using a hierarchical model to rate the strength of evidence.

  • Bernd, R., du Prel, J.-B., & Blettner, M. (2009). Study design in medical research: Part 2 of a series on the evaluation of scientific publications. Deutsches Aerzteblatt International, 106(11), 184–189. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2695375/pdf/Dtsch_Arztebl_Int-106-0184.pdf

    This article provides guidance in evaluating the study design of scientific publications for reliability and credibility. The authors suggest that the most important elements to consider are the question to be answered, the study population, the unit of analysis, the type of study, the measuring technique, and the calculation of sample size.

  • Walden University. (n.d.a). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm (for review)

    This website provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.

 

Media

 

  • Laureate Education, Inc. (Executive Producer). (2012g). Hierarchy of evidence pyramid. Baltimore, MD: Author.  (for review)

    This multimedia piece explains the hierarchy of evidence pyramid. The piece offers definitions and key information for each level of the pyramid.

  • Laureate Education, Inc. (Executive Producer). (2012n). Weighing the evidence. Baltimore, MD: Author.

    Note: The approximate length of this media piece is 6 minutes.

    In this video, Dr. Kristen Mauk provides insight about how she analyzed her data and interpreted meanings of what the data showed. She describes how she drew conclusions based on the results and how she explained unexpected findings that were contrary to her initial hypotheses.

     

  • attachment

    part_1_project.docx
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    part_2_project__litterature_review.docx

How is the training of a professional herbalist similar to that of a Western physician?

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Herbalism

Herbalists are specialized CAM practitioners who accumulate extensive knowledge of botanical sources and their proper applications. Professional herbalists maintain a distinct status, undergoing rigorous training as apprentices and gaining immense experience in identifying and preparing organic treatments. Herbalism, as with any healing practice, must observe the impact of treatment on specialized groups.

Based on the above statements, answer the following questions:

· How is the training of a professional herbalist similar to that of a Western physician?

· What are the differences between allopathic pharmacists and professional herbalists?

· Herbalism is sometimes cited as the precursor to modern pharmacy. Is this statement accurate? Justify.

· What is a potential danger of the lack of communication between herbalists and allopathic physicians concerning mutual patient safety?

· What caveats must exist when treating pregnant or breast-feeding women with herbal therapies?

· Parents may feel that herbal medicine is a safer remedy for their children. Is this supported by the herbalists and CAM practitioners?

· Why is herb use for the elderly a particularly important point of discussion for patients and practitioners?

· Have you ever experienced an allergy to a particular plant? How do such allergic reactions factor into herbal therapy practice?