How can the use of the nurse’s personal communication device(s) impact patient care positively and/or negatively?

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How can the use of the nurse’s personal communication device(s) impact patient care positively and/or negatively?
Use of Personal Communication Devices in Patient Care Settings (graded)
How can the use of the nurse’s personal communication device(s) impact patient care positively and/or negatively? What are the ethical and legal implications? What does the professional literature say about how communication devices can support safe nursing practice?
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Re: Use of Personal Communication Devices in Patient Care Settings
Hello Class,
In the ADN program in which I teach, our student use an app called Nursing Central on their phones. It has disease, drug and lab information readily available to them in the clinical area. When they first started to use it on their clinical rotations a few years ago, hospital staff were quite wary of this, thinking that the students were using their phones for personal purposes. Since then, I see nurses in both acute and long term care using their smart phones to look up patient related information.
What’s the policy where you work? Is staff use of personal devices getting in the way of patient care?
Or, if you are more recently a student, what was the policy at your school?

What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree?

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What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree?
The Doctoral Degree and Professional Nursing Practice
In response to the continuous changes in health care today, nurses are charged with staying well informed on many rapidly evolving aspects of patient care. They are also expected to contribute to the improvement of health care quality. Engaging in doctoral education is an admirable way to position oneself for accomplishing this goal, and it can lead to new professional opportunities.
Why did you decide to enroll in graduate school? What informed your decision to pursue your chosen degree? How will earning this degree influence your career?
This week, you consider the characteristics of various programs, including the DNP and the PhD. The focus of the DNP degree is on clinical practice, whereas the focus of the PhD is on research. In conjunction with other professional colleagues, DNP- and PhD-prepared nurses often collaborate to analyze critical issues and find appropriate ways to address them.
This first Discussion provides an opportunity for you to examine what it means to earn a doctorate and how your selected degree program relates to your professional goals.
To prepare:
Consider the reasons you have chosen to pursue an advanced degree. How do you anticipate that earning this degree will support your professional goals?
Reflect on the comments shared by the experts in this week’s media regarding the value of a DNP degree and the various roles available to DNP-prepared nurses, as well as the characteristics of the PhD program and opportunities for PhD-prepared nurses.
Based on the information presented this week, have you developed any new ideas or goals for your future? If so, what are they?
By tomorrow 5/31/17, post 550 words essay in APA format with 3 references from the list below, that include the level one heading as numbered below:
Post a cohesive response that addresses the following:
1) What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree?
2) How do these considerations relate to your motivation to pursue a doctoral degree right now?
Required Readings
Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader]
[For DNP students ONLY]
“Imagining the DNP Role” (pp. xvii–xxviii)
This reading introduces and defines the DNP degree, with a particular emphasis on the aim to provide high-level preparation for the advanced practice of nursing.
Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Burlington, MA: Jones & Bartlett.
[For PhD students ONLY]
Chapter 1, “The Importance of Research as Evidence in Nursing”
This chapter describes nursing research, its evolution, and its application in nursing practice.
American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf
[For DNP students ONLY]
“Introduction” (pp. 3–7)
This section of an AACN document focuses on how the practice-oriented DNP degree complements and relates to the research-oriented PhD and other degrees.
Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfill the needs of the next generation of nursing professionals. Contemporary Nurse: A Journal for the Australian Nursing Profession, 39(2), 273–280.
Note: You will access this article from the Walden Library databases.
[For PhD students ONLY]
Conn, V. S. (2014). Prepare to launch: Optimizing doctoral education to ensure career success. Western Journal of Nursing Research, 36(1), 3–5.
Note: You will access this article from the Walden Library databases.
Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., Markis, N. E. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR editorial board. Western Journal of Nursing Research, 36(1), 6–30.
Note: You will access this article from the Walden Library databases.
[For PhD students ONLY]

How does a nurse know what findings are usable for clinical practice?

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How does a nurse know what findings are usable for clinical practice?
Question # 1
Clinical Significance (graded, 25 points)
The integration of research evidence into daily practice requires a solid understanding of the foundations of research design, validity, and application. The nurse must keep an open and questioning mind, looking for both strengths and weaknesses that might determine whether and how to use research in the real world.
The Course Outcomes (COs) we will apply in Unit 7 include:
Examine the sources of evidence that contribute to professional nursing practice.
Apply research principles to the interpretation of the content of published research studies.
Identify ethical issues common to research involving human subjects.
Evaluate published nursing research for credibility and lab significance related to evidence-based practice.
Recognize the role of research findings in evidence-based practice.
Please answer the following questions 150 words or more, include 1 professional references:
How does a nurse know what findings are usable for clinical practice?
What would a critical thinker look for in the evidence before deciding to change practice routines?
What influence do credibility and clinical significance have on your decisions to integrate research-based evidence into your practice?
Question # 2
Sharing Evidence (graded, 25 points)
Learning to understand and use published research can be fun, interesting, and useful. Using research opens us to new ideas that are challenging and exciting to explore and implement. It also helps our profession achieve our broadest goal: promoting the health of our patients.
The Course Outcomes (COs) we will apply in Unit 7 include:
Examine the sources of evidence that contribute to professional nursing practice.
Apply research principles to the interpretation of the content of published research studies.
Identify ethical issues common to research involving human subjects.
Evaluate published nursing research for credibility and lab significance related to evidence-based practice.
Recognize the role of research findings in evidence-based practice.
Please answer the following questions 150 words or more, include 1 professional references:
Please share the research findings that you discovered while completing the Group Project. Are the findings/evidence sufficient for a practice change?

What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment?

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What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment?
The case scenario provided will be used to answer the discussion questions that follow.
Case Scenario
Ms. G., a 23-year-old diabetic, is admitted to the hospital with a cellulitis of her left lower leg. She has been applying heating pads to the leg for the last 48 hours, but the leg has become more painful and she has developed chilling.
Subjective Data
Complains of pain and heaviness in her leg.
States she cannot bear weight on her leg and has been in bed for 3 days.
Lives alone and has not had anyone to help her with meals.
Objective Data
Round, yellow-red, 2 cm diameter, 1 cm deep, open wound above medial malleolus with moderate amount of thick yellow drainage
Left leg red from knee to ankle
Calf measurement on left 3 in > than right
Temperature: 38.9 degrees C
Height: 160 cm; Weight: 83.7 kg
Laboratory Results
WBC 18.3 x 10¹² / L; 80% neutrophils, 12% bands
Wound culture: Staphylococcus aureus
Critical Thinking Questions
What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment? Provide rationale for your recommendations.
Identify the muscle groups likely to be affected by Ms. G’s condition by referring to “ARC: Anatomy Resource Center.”
What is the significance of the subjective and objective data provided with regard to follow-up diagnostic/laboratory testing, education, and future preventative care? Provide rationale for your answer.
What factors are present in this situation that could delay wound healing, and what precautions are required to prevent delayed wound healing? Explain.