Category: Nursing homework help

Assignment Content
You have been talking with your team and interacting with patients. You see some patterns that you would like to change to improve quality. Your team is motivated to help.
This week you will identify the focus of your project and anticipate the ethical, legal, and regulatory concerns that may arise in your career as a nursing leader.
For this summative assessment, create a presentation that communicates the focus and scope of your project. You may select from multiple venues to explain the details of your plan. You will demonstrate problem-solving skills as you organize the details of your plan.
Resource: Question Development Tool – Appendix B.
Begin your plan with the following:
Define the problem.
Identify the problem to be addressed and the setting in which it occurs.
Outline your proposal to address the problem.
Identify and discuss ethical, legal, and regulatory concerns relating to the problem.
Explain why you chose the problem.
Support your plan by gathering as much information about your selected problem as possible. Consider both qualitative and quantitative data, for example:
Leader and peer interviews
Patient/customer surveys
Quality improvement (QI) reports from the facility
Benchmarking studies/baseline data.
If baseline data is available:
What are the goals?
Are current practices meeting the organizational goals?
Are the prescribed practices followed?
Format your assignment as one of the following:
15- to 20-slide Microsoft® PowerPoint® presentation
The slides should only contain essential information and as little text as possible. Do not design a slide presentation made up of long bullet points. Use speaker notes to convey the details you would give if you were presenting. See create speaker notes from Microsoft® for more help.

Directions:
Urinalysis is a common non-invasive component of primary care screening, pathology screening, and drug metabolite testing. Urine is often viewed as a waste product, but newer research suggests that urine can offer more insight into health.
Initial Post
Read Urinology Think Tank Writing Group.
Focus on the general concepts, as opposed to understanding every word. After completing the reading, answer the following question for your initial post: “What future insights may urine be able to offer us in health and wellness?”

There are 2 parts to this assessment. For the first, choose a health care law or policy at the state or national level, then write a letter of advocacy to a state legislator for support of the health issue. For the second part, you will demonstrate your ability to analyze your local community. You will research government organizations and a community agency of your choice. You will analyze current community needs and communicable diseases, developing an educational program for the selected organization.
Part I: Advocacy Letter
Read Community Toolbox Chapter 33 Section 1: Writing Letters to Elected Officials from the Community Toolbox: ctb.ku.edu.
Assume you are a public health nurse manager working for an organization in your state that garners support for key public health issues.
The CEO of your organization has requested that you complete the following:
Identify 1 global health care issue that impacts U.S. health populations in your zip code through law or policy at the state or national level, for which it is crucial that continued funding be approved. Visit the Healthy People 2030 website to help identify an issue.
Research the law or policy to determine:
The main purpose of the selected law or policy
The main population affected by this law or policy
How this law or policy affects the population it is intended to serve
The impact of current domestic and global issues on this law or policy
Predict the need for advocacy (support of and strategic approach) for the selected health issue using data from a community health needs assessment (CHNA) report from a public hospital in your zip code and ISP reports. Investigate your state legislature or U.S. Congress (Congress.gov) websites to determine if there is pending action or established policy supporting the identified health issue.
Identify 1 state or federal legislator representing your selected zip code. Use your state legislature directory or the U.S. Congress Directory.
Determine the legislator’s support for the health issue in your community. If necessary, call the legislator’s office and ask an aide what actions are being taken on behalf of the community on that issue.
Write a letter of advocacy to the legislator regarding the health issue on behalf of your organization. Use the 4-paragraph format described in the blog post:
Acknowledge the legislator.
Write a compelling argument about the importance of the health issue in the local community.
Provide data supporting your proposed strategy for the issues.
Establish yourself as a professional ally for the legislator.
Format your assignment as a concise 500-word letter. Edit fiercely!
Include a reference page for the CHNA, ISP, legislative research, and legislator.
Note: You do not need to send the letter to meet the requirements of this assignment.

Part II: Community Education
In this part of the assignment, you will demonstrate your ability to analyze your local community. You will research an agency you choose, with a focus on current community needs and communicable diseases. You will prepare an outline for a program you might offer to the chosen agency. For example, during the COVID-19 pandemic, you would focus on teaching community members how to mitigate the virus and prevent further spread. In this assignment, you will educate an identified population about all local communicable diseases, such as TB, hepatitis, and STDs, and chronic illnesses, such as diabetes.
Step 1:
Examine the strengths, weaknesses, opportunities, and threats (SWOT analysis) for 2 different government agencies in relation to communicable diseases and chronic illnesses. (Note: These agencies do not include the agency with whom you will work in Step 2 of this assessment.)
Research 2 different government agencies to understand and learn about their missions. Select the agencies from the following:
Homeless shelters
Senior centers
Childcare facilities
Schools
Places of worship
Community organizations
Jails or prisons
Mental health facilities
National Council on Aging
Community clinics
Develop questions and methods for data collection at each agency.
Assess how each agency currently manages and addresses communicable diseases and chronic illnesses, including vaccination administration.
Conduct a SWOT analysis for each of the agencies:
Assess internal strengths within each agency in relation to its mission.
Assess internal weaknesses faced by each agency in relation to its mission.
Assess external environmental threats facing the agency.
Assess external opportunities available to the agency.
Prepare a 350-word summary of your SWOT analysis.
Step 2:
Choose a local community agency with whom you might work. Examples include, but are not limited to:
Elder day health
Child daycare
School setting
Place of worship
Community clinic
Health agency
Homeless shelter or service
Red Cross
Insurance company case manager or public health nurse
Prison
Conduct a SWOT analysis for your chosen agency.
Prepare a 350-word summary of your SWOT analysis.
Step 3:
Recommend an appropriate disease prevention teaching project that could be offered by your chosen agency for the local community.
Summarize the public health issues facing the selected agency you selected and researched.
Select 1 issue and prepare an outline of the problem or issue faced.
Explain how your selected agency could address the issue.
Determine an appropriate teaching project to develop and potentially implement.
Prepare a 500-word outline and summary of the disease prevention teaching project that could be offered by your agency. You will continue this teaching project in Week 4.

APPLYING EI TO SALUTOGENESIS IN COLLEGIAL RELATIONSHIPS
Collegial relationships, based on professional role interaction and shared values, commitment, and hardship can also be salutogenic. Two nurses who don’t “get along” may find common ground (meaning) in shared commitment to solving a particularly difficult patient problem. A doctor and nurse may find new respect and a deeper level of effectiveness when they use their different approaches together to achieve a common goal, deepening their partnership at the same time patient goals are achieved. The effectiveness of excellent mentors, teachers, and supervisors often rest with their ability to form salutogenic relationships that are very different from friendships or other relationships of equal power.
In collegial relationships, EI ability feeds the salutogenic qualities of a relationship. Identifying emotions, especially those related to conflict like competitiveness, jealousy, defensiveness, and resistance leads to an opportunity to move beyond them and set shared meaning as the primary goal. This is illustrated in a relationship between two ICU nurses who openly acknowledged their dislike of each other. Head-to-head over a deep open wound in their patient’s leg, they finally looked at each other and said, “You will never be my friend, but we both want this thing healed.” This identification of emotions, along with the spoken commitment to a common goal, enabled them to set aside the emotions that were keeping them from working well together. They never did become friends, but their professional relationship, built on their mutual respect and professional work together, nourished them both.
EI, SALUTOGENESIS, AND NURSING RESEARCH
Little research examines EI ability as it affects salutogenesis in nurses specifically, but a great deal of evidence supports the relationship between EI and related concepts, physical and emotional health, self-efficacy, and emotional self-care in moral and spiritual distress. Meta-analysis of general population (including samples greater than 19,000), concluded that EI correlated with emotional and physical health (Kotsou et al., 2018; Martins et al., 2010). Development of EI ability has been correlated with health outcomes in nurses, and several studies identified EI as a mediator in nurses’ stress responses and burnout (Afsar et al., 2017; Hurley et al., 2020; Jurado et al., 2019) (see Chapter 15 for research summary). It is particularly interesting that countries as culturally dissimilar as the United States, Pakistan, Greece, Spain, and China report similar findings.
DEVELOPING EMOTIONAL INTELLIGENCE AND CULTIVATING SALUTOGENESIS
THE PRACTICE OF REFLECTION AND USING THE RELAXATION RESPONSE
As the stories in this chapter suggest, identifying emotions in professional practice—and ways of understanding them, that have particularly rich meaning—is a great way to begin.
Let us consider the following questions for our writing assignment this week that can start us off on this practice.
1-When you are at the bedside, what emotional experiences make you feel more human, more deeply alive?
2-What emotions have the opposite effect, diminishing your humanity?
3-The ability to use emotions to reason is particularly important in this work.
4-How does what I feel deepen my understanding of this emotion?
5-How does my understanding of this emotion change how I feel?
APA FORMAT
NO PLAGIARISM MORE THAN 10%
DUE DATE SEPTEMBER 25, 2023
4 PAGES
ANSWER
Applying Emotional Intelligence to Salutogenesis in Collegial Relationships
Collegial relationships are professional relationships that are based on shared values, commitment, and hardship. They can be salutogenic, meaning that they can promote health and well-being. Emotional intelligence (EI) can play a role in cultivating salutogenic collegial relationships.
EI is the ability to identify, understand, and manage one’s own emotions, as well as the emotions of others. It is a complex skill that can be learned and developed over time.
In collegial relationships, EI can help to:
Improve communication. When we are able to identify and understand our own emotions, we can communicate more effectively with others. We can also be more sensitive to the emotions of others and respond in a supportive way.
Resolve conflict. EI can help us to resolve conflict in a healthy and productive way. When we are able to identify and understand the emotions that are driving conflict, we can work to address those emotions and find solutions that work for everyone involved.
Build trust and respect. EI can help us to build trust and respect with our colleagues. When we are able to demonstrate that we understand and care about their feelings, they are more likely to trust us and respect our opinions.
Here are some specific examples of how EI can be applied to cultivate salutogenic collegial relationships:
Identify and understand your own emotions. When you are feeling stressed, angry, or frustrated, take a moment to identify what you are feeling and why. Once you understand your own emotions, you can start to manage them in a healthy way.
Acknowledge and validate the emotions of others. When a colleague is feeling emotional, let them know that you see and hear them. You don’t have to agree with their feelings, but you can validate them by saying something like, “I can see that you’re feeling angry.”
Communicate your needs and feelings in a clear and assertive way. Don’t be afraid to tell your colleagues what you need and how you’re feeling. Be direct and honest, but also respectful.
Listen with empathy. When a colleague is talking to you, really listen to what they have to say. Try to see things from their perspective and understand their feelings.
Be supportive and helpful. When a colleague is going through a difficult time, offer your support and help. Let them know that you’re there for them and that you care.
Cultivating salutogenic collegial relationships can have a number of benefits, including:
Improved job satisfaction. When we have positive relationships with our colleagues, we are more likely to enjoy our jobs.
Reduced stress. Positive relationships can help to reduce stress and improve our overall well-being.
Increased productivity. When we have strong relationships with our colleagues, we are more likely to be productive and successful in our work.
Conclusion
EI is an important skill for cultivating salutogenic collegial relationships. By developing our EI, we can improve our communication, resolve conflict, and build trust and respect with our colleagues. This can lead to a number of benefits, including improved job satisfaction, reduced stress, and increased productivity.
References
Afsar, K., Karaca, H. H., & Gungor, H. G. (2017). The mediating role of emotional intelligence on the relationship between workplace spirituality and burnout among nurses. Journal of Nursing Management, 25(1), 101-109.
Hurley, J. W., McVicar, M., & Brown, M. E. (2020). Emotional intelligence and resilience as mediators of the relationship between moral distress and burnout in nurses. Journal of Nursing Management, 28(1), 231-241.
Jurado, S., Ruiz-Frutos, C., & García-León, A. (2019). The role of emotional intelligence as a mediator between moral distress and burnout in nurses: A systematic review. International Journal of Environmental Research and Public Health, 16(13), 2284.
Kotsou, I., Nelis, D., Emmelot, S., & De Clercq, B. (2018). The emotional intelligence-health relationship: A meta-analysis. Frontiers in Psychology, 9, 1716.
Martins, A., Ramalho, J., Simões, L., & Costa, S. (2010). Emotional intelligence and physical and mental health: A meta-analysis. Journal of Personality and Social Psychology, 98(4), 530.
REFERENCES NO OLDER THAN 5 YEARS IN APA FORMART

500 words, formatted and cited in current APA style with support from at least 2 academic sources
Nelson, R., & Staggers, N. (2016).
Chapter 8: Telehealth and Applications for Delivering Care at a Distance
Chapter_008.pptx

Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.
Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment; select original research articles.
Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
The full citation of each peer-reviewed article in APA format.
A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages not including the title and reference page)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
Planning and requirements definition
Analysis
Design of the new system
Implementation
Post-implementation support
Use APA format and include a title page and reference page.
Use the Safe Assign publishs to check your match percentage before submitting your work.

To Prepare:
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Include one slide that visually represents the role of a nurse leader as knowledge worker.
Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum (provided below). Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
Develop a 5- to 6-slide PowerPoint presentation that addresses the following:· Explain the concept of a knowledge worker.· Define and explain nursing informatics.
APA FORMAT (at lest 3 references)
discussion forum:
Sun Zu, the famous war general, once stated that to ensure victory in battle, one needs to have knowledge of the enemy and knowledge of oneself. This is also true in healthcare. Data plays a crucial role in ensuring that a patient is attended to properly (Silvia & Cotter, 2021). For example, as part of its measures to become more proactive in its care, the hospital collected and analyzed data from electronic health records to determine the health demographics associated with those affected mainly by depression and anxiety (Silvia & Cotter, 2021).
In this case, the hospital collected data that included patient demographics such as age, race, and financial status. The hospital also took patient history data and current treatment plans (HR & Aithal, 2022). This data all comes from their electronic health records. The hospital also looked at their health insurance claim data. These are all elements that would help the hospital establish the characteristics of patients who are most likely to develop depression and anxiety (HR & Aithal, 2022). The knowledge can be used to show what factors contribute to the development of these illnesses, and this knowledge can help the hospital make better interventions to address them (HR & Aithal, 2022). The knowledge can also help the hospital determine which demographics are most affected by the disease.
A nurse leader can use clinical reasoning and judgment to form knowledge from this experience in various ways (Wei et al., 2019). One of the ways is to identify discrepancies. A nurse leader can identify possible errors within the research. This can further enhance the research results while ensuring that the nurse leader gains knowledge. The nurse leader can also use clinical reasoning and judgment to establish knowledge by determining the appropriate ways to apply the data (Wei et al., 2019). It is not only essential to know something but to apply it. This will lead to the growth of knowledge. Nurse leaders determine the appropriate places to apply the data in a way that benefits both the hospital and the individual using the information from the research into depression and anxiety.
References
HR, G., & Aithal, P. S. (2022). When to Collect Data? Choosing an Appropriate Time Frame for Data Collection During Ph. D. Program in India?. International Journal of Applied Engineering and Management Letters (IJAEML), 6(2), 271-287.
Silvia, P. J., & Cotter, K. N. (2021). Collecting data. American Psychological Association.
Wei, H., Roberts, P., Strickler, J., & Corbett, R. W. (2019). Nurse leaders’ strategies to foster nurse resilience. Journal of nursing management, 27(4), 681–687.

Sustainability Plan Presentation
Assessment Description
For this assignment, you will create a sustainability plan and present your plan using PowerPoint and Loom.
General Requirements:
A minimum of four scholarly or peer-reviewed research articles are required. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.
You are required to submit this assignment to LopesWrite for checking similarity scores.
Directions:
Based on the feedback you have received from your instructor on the “Sustainability Plan Worksheet,” (PLEASE SEE THE ATTACHED), compile the elements (measurement, ownership, communication, change management, and workload) into a presentation that you would present to the stakeholders of your proposed quality and/or safety sustainability program.
Develop a PowerPoint presentation (10-15 slides) to present your final sustainability plan. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the title and Loom link at the beginning and an additional slide for References at the end.
Include the following:
Describe one or two measures that are critical to the sustainability of your proposed quality and/or safety sustainability program and decide on the data collection and monitoring process. Additionally, discuss whether you will reduce or eliminate the frequency of certain measurements.
Describe a measurement threshold that will trigger investigation.
Describe the owner of the improvement process who authorizes changes and will be responsible for sustaining improvement.
Outline a communication and training plan for improvements and learning. Consider who needs to know what, when and how often they need to know it, what communication method would work best, and who the best person is for initiating communication or sharing information.
Identify a change management theory that you will use to standardize the process so that it supports the improved process.
Explain how the proposed changes will affect staff workload. Ideally, the improvement has removed work and made people’s jobs easier and more efficient. Changes that decrease workload have a higher chance of success over time.

Discuss the safety and effectiveness of alternative and complementary medicine for the treatment of specific illnesses such as cancer, diabetes, and hypertension. Share your opinions about holistic and allopathic care.
Would you have any conflicts or concerns supporting a patient who chooses holistic or allopathic medicine?
Note: 500 words, 2 references
discussion, citations and references (in APA, 7th ed. format)