Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level

Details: Write a formal paper of 750-1,000 words that addresses the following:
Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level. Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree). For additional help finding research on this topic, refer to the GCU Library tutorial located at in the Student Success Center.

Discuss how an understanding of nursing-sensitive indicators could assist the nurses in this case in identifying issues that may interfere with patient care. B. Analyze how hospital data on specific nursing-sensitive indicators (such as incidence of pressure ulcers and prevalence of restraints) could advance quality patient care throughout the hospital. C. Analyze the specific system resources, referrals, or colleagues that you, as the nursing shift supervisor, could use to resolve the ethical issue in this scenario.

Introduction:
National initiatives driven by the American Nurses Association have determined nursing-sensitive outcome indicators that are intended to focus plans and programs to increase quality and safety in patient care. The following outcomes are commonly used nursing-sensitive indicators:• Complications such as urinary tract infections, pressure ulcers, hospital acquired pneumonia, and DVT• Patient falls• Surgical patient complications, including infection, pulmonary failure, and metabolic derangement• Length of patient hospital stay• Restraint prevalence• Incidence of failure to rescue, which could potentially result in increased morbidity or mortality• Patient satisfaction• Nurse satisfaction and staffing Scenario:
Mr. J is a 72-year-old retired rabbi with a diagnosis of mild dementia. He was admitted for treatment of a fractured right hip after falling in his home. He has received pain medication and is drowsy, but he answers simple questions appropriately.
A week after Mr. J was admitted to the hospital, his daughter, who lives eight hours away, came to visit. She found him restrained in bed. While Mr. J was slightly sleepy, he recognized his daughter and was able to ask her to remove the restraints so he could be helped to the bathroom. His daughter went to get a certified nursing assistant (CNA) to remove the restraints and help her father to the bathroom. When the CNA was in the process of helping Mr. J sit up in bed, his daughter noticed a red, depressed area over Mr. J’s lower spine, similar to a severe sunburn. She reported the incident to the CNA who replied, “Oh, that is not anything to worry about. It will go away as soon as he gets up.” The CNA helped Mr. J to the bathroom and then returned him to bed where she had him lie on his back so she could reapply the restraints.
The diet order for Mr. J was “regular, kosher, chopped meat.” The day after his daughter arrived, Mr. J was alone in his room when his meal tray was delivered. The nurse entered the room 30 minutes later and observed that Mr. J had eaten approximately 75% of the meal. The meal served was labeled, “regular, chopped meat.” The tray contained the remains of a chopped pork cutlet.
The nurse notified the supervisor, who said, “Just keep it quiet. It will be okay.” The nursing supervisor then notified the kitchen supervisor of the error. The kitchen supervisor told the staff on duty what had happened.
When the patient’s daughter visited later that night, she was not told of the incident.
The next night, the daughter was present at suppertime when the tray was delivered by a dietary worker. The worker said to the patient’s daughter, “I’m so sorry about the pork cutlet last night.” The daughter asked what had happened and was told that there had been “a mix up in the order.” The daughter then asked the nurse about the incident. The nurse, while confirming the incident, told the daughter, “Half a pork cutlet never killed anyone.”
The daughter then called the physician, who called the hospital administrator. The physician, who is also Jewish, told the administrator that he has had several complaints over the past six months from his hospitalized Jewish patients who felt that their dietary requests were not taken seriously by the hospital employees.
The hospital is a 65-bed rural hospital in a town of few Jewish residents. The town’s few Jewish members usually receive care from a Jewish hospital 20 miles away in a larger city.
Task: Analyze the scenario (suggested length of 2–3 pages) by doing the following:
A. Discuss how an understanding of nursing-sensitive indicators could assist the nurses in this case in identifying issues that may interfere with patient care.
B. Analyze how hospital data on specific nursing-sensitive indicators (such as incidence of pressure ulcers and prevalence of restraints) could advance quality patient care throughout the hospital.
C. Analyze the specific system resources, referrals, or colleagues that you, as the nursing shift supervisor, could use to resolve the ethical issue in this scenario.

Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Assignment: Application: Using the Data/Information/Knowledge/Wisdom Continuum Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways. Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom. To prepare: 1. Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge. 2. Develop a clinical question related to your area of practice that you would like to explore. 3. Consider what you currently know about this topic. What additional information would you need to answer the question? 4. Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
a. Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need. b. Once you have identified useful databases, how would you go about finding the most relevant articles and information? c. Consider how you would extract the relevant information from the articles. d. How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
Write a 3- to 4-page paper that addresses the following:
1. Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific. a. Identify the databases and search words you would use. b. Relate how you would take the information gleaned and turn it into usable knowledge. 2. Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Evaluate the severity of the issue as it affects patients and the impact it has on overall patient safety. Propose a solution.

Students will use outcomes data to recommend a solution to a problem to support or improve safe patient-centered care. This assignment provides students the opportunity to incorporate EBP and outcomes to recommend a solution to improve safe patient care and patient satisfaction in your chosen setting.
Research scholarly literature to find EBP or outcomes-based tools to create a solution to the problem you chose in Week 2.(Understaffing of nurses in hospitals)
Choose a local, regional, or national benchmark to measure the efficacy of the proposed solution.
Develop or integrate an EBP tool for collecting data.
Create a timeline for gathering data prior to the implementation of the proposed solution and after it is implemented.
Develop a project strategy mind map and Plan-Do-Check-Act (PDCA) cycle wheel that incorporates your proposed solution to the identified problem.
Create a mind map for the patient-safety problem in which you:
Utilize the ADPIE nursing process to assess, diagnose, plan, implement or intervene, and evaluate.
Identify a problem in a health care setting.(nursing w
Provide a rationale for why this problem was chosen.
Evaluate the severity of the issue as it affects patients and the impact it has on overall patient safety.
Propose a solution.
Support the proposed solution with an EBP standard for measuring outcomes.
Choose a leadership style that best demonstrates how the health care team can adopt the EBP solution.
Write a 350- to 700-word APA-formatted paper explaining the mind map.