Category: Nursing homework help

You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. Schools commonly establish guidelines and formats for information to be included in all syllabi developed for nursing courses. To deter misunderstandings, many institutions require all syllabi to include specific statements about institutional, departmental, and course policies on academic integrity, students with disabilities, and diversity.
For the purpose of this assignment, required information to be included in your course syllabus is minimal. However, syllabi do not have to be simple, typed documents. You may choose to incorporate additional information (graphics, photos, comics, or designs) and other creative elements. However, be sure your syllabus includes at least the required information listed under the assignment guidelines section below in order to be considered for full credit.
Please note: You may not copy a syllabus to turn in. Make this syllabus your own ideal of teaching your chosen course. Have fun and be creative with this assignment. You will be utilizing your developed syllabus in weeks 6 and 7 to develop a teaching plan and mini-presentation,
Assignment Guidelines
When preparing your syllabus, pay attention to the organization and layout to ensure it is easy to read. Your syllabus should set the tone for your course and convey enthusiasm for the course topic; show how your course fits into a broader picture; communicate what, when, and how students will learn; clarify what students need to do to be successful; and communicate your expectations of student performance to satisfactorily complete your 8-week course.
Your course syllabus should include:
General information about the course: The instructor’s name (you), course title, course number, course credit hours, class days and time period (start and end times), class location (room number), and any prerequisites. You may also wish to include your office hours and contact information.
A course description: A description of the course and how students will benefit; this is similar to a catalog description of a course.
Course outcome objectives expected: A list of outcome statements describing the knowledge and skills that you expect students to have learned after completing your 8-week course. Your objectives should be:
Appropriate to course and educational level
Realistic and clear
Stated in measurable terms
Required materials and learning resources: Textbook(s), supplies, and anything you may require students to bring to class each day
Instructional methods and activities: List the teaching strategies and approaches you plan to use for students to achieve the learning objectives (e.g., lecture, games, inquiry, discussions). If appropriate, you may want to include any special events or activities (e.g., field trips, experiments, guest speakers, projects). Note: This section is a list of your instructional methods and activities and not an explanation or description of how they will be implemented.
Classroom policies or rules: This section should include any policies or rules that are specific to your course (e.g., classroom behavior, absenteeism, tardiness, late assignments, makeup work, and tests).
Evaluation methods: This section should include all graded course requirements with the percent value (of the total course grade) for each requirement. This is where you list each of the course requirements or means of evaluating student learning (e.g., tests, quizzes, assignments, presentations, group work).
You do not need to provide a rubric for grading each of the course requirements, guidelines, and grading criteria.
You do need to provide the total percent value or the grade weight of each requirement.
If using tests or quizzes, state the number of tests or quizzes and the grade weight for each.
Note: As part of your teaching plan and presentation during weeks 6 and 7, you will provide guidelines and grading criteria (a rubric) for one of your required assignments.
An outline and general time line of the course content: This section should be a table or flowchart depicting a schedule of the content to be covered over the 8-week period. In addition to the content, your table or flowchart should include:
Estimated dates for when you plan to cover the content. Specific dates are not necessary, but some time line estimate should be provided (e.g., week 1 or class 1)
Any activities, assignments, and tests, etc., with corresponding due dates
Required readings for each date and any supplemental or suggested readings you may want to list

In this two-part assignment, you will describe a quality improvement initiative that is currently being monitored in your workplace. You will begin working on it this week and submit it in week 10. You will present your findings in the form of a PowerPoint that could presented at a professional conference.
Step 1 Research quality improvement initiatives in your workplace.
Research information about a quality improvement initiative in your workplace or in another clinical setting . Gather information about the initiative from individuals who actually collect and/or manage data for the initiative. If necessary, discuss with your nurse manager which initiatives are most important on your unit.
Step 2 Research quality improvement standards.
Using the Internet, review websites from organizations such as the Joint Commission or the Centers for Medicare and Medicaid Services (CMS) and gather information on the standard for the initiative you identified in Step 1.
Step 3 Begin working on a 14- to 16-slide presentation.
Create your presentation by addressing the following points and make sure that you properly cite any resources used. Include a slide for each of the following:
Title page
Introduction
Conclusion
References
In addition to these four slides, each of the following bullet points should have its own slide.
Describe the quality improvement initiative and why it is important.
What evidence was used to determine that quality improvement was needed?
Explain what goal the initiative is trying to achieve.
What national standards are being met by addressing the initiative?
Which quality indicators will be used to measure the improvement in the initiative? Describe the quality indicators and how they support the initiative.
Explain who collects the data and what is done with the data/how it is used/who uses it.
Determine the agencies to which they report their information.
Determine nursing’s involvement in helping with the initiative.
Step 4 Add presenter’s notes.
Include brief talking points in the notes area for your slides. These notes should clarify/provide additional details about the information on the slides.
Step 5 Save your work and submit as one final presentation in week 10.

ANSWER
Title Slide

Quality Improvement Initiative: Reducing Hospital Readmissions

Presenter: [Your Name]

Date: [Date]

Introduction

Hospital readmissions are a significant concern for healthcare providers, as they can lead to increased costs, poorer patient outcomes, and decreased patient satisfaction. In an effort to reduce readmissions, our hospital has implemented a quality improvement initiative that focuses on identifying and addressing risk factors for readmission.

Slide 2: Importance of Quality Improvement Initiative

Readmissions are a major issue in healthcare, costing the U.S. healthcare system an estimated $26 billion annually.
Readmissions can also lead to poorer patient outcomes, as patients who are readmitted are more likely to experience complications and have longer hospital stays.
Reducing readmissions is a critical part of improving patient care and reducing costs.
Slide 3: Evidence for Quality Improvement

A study published in the Journal of the American Medical Association found that patients who were discharged with a transitional care plan were 20% less likely to be readmitted to the hospital within 30 days.
Another study, published in the Annals of Internal Medicine, found that patients who received a home visit after discharge were 16% less likely to be readmitted to the hospital within 90 days.
Slide 4: Goal of the Initiative

The goal of our quality improvement initiative is to reduce hospital readmissions by 10% within one year.

Slide 5: National Standards

Our quality improvement initiative is aligned with the following national standards:

The Joint Commission’s National Patient Safety Goals (NPSGs)
The Centers for Medicare and Medicaid Services (CMS) Hospital Readmissions Reduction Program (HRRP)
Slide 6: Quality Indicators

The following quality indicators will be used to measure the improvement in the initiative:

Readmission rate within 30 days of discharge
Readmission rate for specific diagnoses
Length of stay for readmitted patients
Slide 7: Data Collection and Use

Data for the initiative will be collected from the following sources:

Electronic health records (EHRs)
Patient discharge records
Readmission data from the hospital’s billing department
Data will be used to identify trends, track progress, and make changes to the initiative as needed.

Slide 8: Agencies Reported To

The following agencies will be reported to:

The Joint Commission
The Centers for Medicare and Medicaid Services (CMS)
The state department of health
Slide 9: Nursing Involvement

Nurses are playing a key role in the initiative by:

Identifying patients at risk for readmission
Providing education and support to patients
Coordinating care with other healthcare providers
Slide 10: Conclusion

Our quality improvement initiative is making progress in reducing hospital readmissions. We are confident that we will achieve our goal of reducing readmissions by 10% within one year.

References

[List of references used in the presentation]

A 41-year-old male patient presents at the community walk-in clinic with complaints of severe elbow pain radiating into the forearm. His 13-year-old daughter is serving as a translator because her father is unable to speak English and understands only a few words in English. The daughter explains that he has been taking Tylenol to manage pain, but the pain is getting worse and is keeping him from working. You ask the daughter to describe the type of work her father does, and you notice she is hesitant to respond, first checking with her father. He responds, and she translates that he works in construction. Based on the response and the apparent concern, you suspect that the patient may be an undocumented worker. Further conversation reveals that several members of the family are working with the same local construction company.
You suspect the pain reported as coming from the elbow and radiating down the forearm is caused by repetitive motions, perhaps indicating lateral epicondylitis. What can you do to confirm this diagnosis?
While performing the physical examination, you ask the patient, through his daughter, if he has reported this injury to his employer, because the injury is most likely work-related. The daughter responded without consulting her father that this is an old injury that happened before he started working at his current place of employment. You could tell that she was becoming more distressed. What is the most likely explanation for her concern?
Visual inspection reveals erythema around the affected area with no evidence of overlying skin lesions, scars, or deformities. What other assessments should you perform?
How is lateral epicondylitis treated?
When discussing possible treatment approaches, you notice that the patient is very worried and seems to suggest to his daughter that they should leave. The daughter begins trying to explain why they have to leave right away. What would you tell the patient and his daughter to help them feel comfortable staying for treatment?
Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Discuss the role nurse plays in COVID vaccination mandate, telemedicine, and prescription drug pricing as advocates in the healthcare system.

The discussion must address the topic.
Rationale must be provided
May use examples from your nursing practice
150 words minimum (excluding the reference)
Minimum of TWO references in APA format within the last five years published

A 60-year-old male patient is admitted with chest pain to the telemetry unit where you work. While having a bowel movement on the bedside commode, the patient becomes short of breath and diaphoretic. The ECG waveform shows bradycardia.
What other assessment findings should you anticipate?
Why does this patient probably have bradycardia?
Does this dysrhythmia need treatment? Why or why not? What intervention would you implement first?
What is the drug treatment and dosage of choice for symptomatic bradycardia? How does this drug increase heart rate?
Please use complete sentences to answer the questions. Ensure that you are using correct grammar. In additions, support your answers by using your textbooks, scholarly journals, and credible Internet sources. All citations must be in APA format.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Week 6: Epidemiological Applications, Part 2 and Data Interpretation
Can a person’s experience with racial discrimination impact aging and his or her physical health? The answer may be yes, according to a preliminary epidemiologic research study sponsored by the National Institute on Aging (NIA) and the National Institute of Health (Szanton et al., 2011; NIH, 2011). The NIA looks at factors such as race and socioeconomic status in relation to health disparities and outcomes. The Szanton et al. study identified a sample population of African Americans living in the Baltimore area who reported experiencing racial discrimination in their lifetime. This sample population showed higher levels of red blood cell oxidative stress, a potential risk factor in cardiovascular and other age-related diseases. Although this study presents only preliminary findings, it is interesting to consider the role that stress and other psychosocial factors play in the overall health of individuals and populations.
This week, you will examine psychosocial factors that influence health and disease. By understanding the role of these factors in health, along with environmental and genetic factors, you will have additional tools to improve health outcomes for individuals and populations.
Finally, in order to develop evidence-based interventions, DNP-prepared nurses need to be able to critically appraise the research literature, including the conclusions drawn from the data analysis. To practice this skill, you will appraise two articles and consider potential sources of confounding and bias.
Learning Objectives
Students will:
· Evaluate the influence of psychosocial factors in health and disease
· Critically appraise epidemiologic literature
· Analyze the potential influence of confounding variables in a research study
· Analyze potential sources of bias in epidemiologic research

Learning Resources
Required Readings
Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.
Chapter 10, “Data Interpretation Issues”
In Chapter 10, the authors describe issues related to data interpretation and address the main types of research errors that need to be considered when conducting epidemiologic research, as well as when analyzing published results. It also presents techniques for reducing bias.
Chapter 15, “Social, Behavioral, and Psychosocial Epidemiology”
Chapter 15 features psychosocial, behavioral, and social epidemiology.
Elliott, A. M., Smith, B. H., Penny, K., Smith, W. C., & Chambers, W. A. (1999). The epidemiology of chronic pain in the community. The Lancet, 354(9186), 1248–1252.
This article describes an early epidemiologic study on chronic pain. Carefully review this article noting the structure of the research design, assessment and data collection, and analysis strategies. You will refer to this article for Discussion 2.
Oppenheimer, G. M. (2010). Framingham Heart Study: The first 20 years. Progress in Cardiovascular Diseases, 53(1), 55–61.
The Framingham Heart Study is a landmark epidemiologic study that began in the 1940s. The author of this article reviews the history of the Framingham Heart Study and its contribution to population health. As you read this article, consider any sources of bias or potential conflict of interest. You will refer to this article for Discussion 2.
Phillips, C. V., & Goodman, K. J. (2004). The missed lessons of Sir Austin Bradford Hill. Epidemiologic Perspectives & Innovations, 1(3). Retrieved from http://www.biomedcentral.com/1742-5573/1/3

In 1965, Austin Bradford Hill worked on a paper that has become a standard in public health and epidemiologic study about how to make decisions based on epidemiologic evidence. Hill put forth strategies for inferring causation and stressed the need for considering costs and benefits when planning health-promoting interventions. Review this article, which examines how Hill’s strategies are often misused or misinterpreted.
Centers for Disease Control and Prevention. (2011). CDC health disparities and inequalities report—United States, 2011. Morbidity and Mortality Weekly Report, Supplement, (60), 1–114. Retrieved from http://www.cdc.gov/mmwr/pdf/other/su6001.pdf. [Read pages 11–32]

This report consolidates national data on disparities in mortality, morbidity, behavioral risk factors, health care access, preventive health services, and social determinants of critical health problems in the United States by using selected indicators. The required section of reading introduces the social determinants of health and environmental hazards.
World Health Organization. (2011). Social determinants of health. Retrieved from http://www.who.int/social_determinants/en/

According to the World Health Organization, “The social determinants of health are mostly responsible for health inequities—the unfair and avoidable differences in health status seen within and between countries.” This article presents an introduction to social determinants of health.

World Health Organization. (2011). Social determinants of health: Key concepts. Retrieved from http://www.who.int/social_determinants/thecommission/finalreport/key_concepts/en/index.html

This article outlines key concepts related to the social determinants of health.

Healthy People 2020. (2011). Social determinants of health. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=39

This website presents an overview of the social determinants of health and addresses how the information relates to Healthy People 2020.
UCL Institute of Health Equity. (2018). ‘Fair society healthy lives’ (The Marmot Review). Retrieved from http://www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review
Optional Resources
Genaidy, A. M., Lemasters, G. K., Lockey, J., Succop, P., Deddens, J., Sobeih, & Dunning, K. (2007). An epidemiological appraisal instrumental – a tool for evaluation of epidemiological studies. Ergonomics, 50(6), 920–960.
Centers for Disease Control and Prevention. (2011). Social determinants of health. Retrieved from http://www.cdc.gov/socialdeterminants/

Discussion 1: Psychosocial Factors in Health
Although the United States spends more money per capita on health care delivery, statistics indicate it is not a particularly healthy country. Over 50% of all preventable deaths in the United States are a result of unhealthy lifestyle behaviors (AACN, 2006). As epidemiologists explore essential questions such as how stressful life events and behavioral choices may influence an individual’s health, society wrestles with the distinction of what is actually within the control of an individual, and therefore relates to a personal responsibility for promoting well being, versus how larger-scale efforts can modulate psychosocial risk factors that result in population health problems.
In this Discussion, you will consider the connection between psychosocial risk factors and health outcomes. As you review the research literature, consider how you have come across this issue in your professional practice. As a nurse leader, what opportunities do you have to apply the information presented this week to promote improvements in population health status?
To prepare:
· Review the Learning Resources, focusing on the influence of psychosocial factors on health and disease.
· Locate at least two examples from the research literature of how these factors influence health. If necessary, conduct additional research using the Walden Library and credible websites.
· Examine strategies currently being employed to address these factors, including health promotion and disease prevention efforts.
· Ask yourself: How are these strategies designed to improve population health status?
By Day 3
Post a cohesive scholarly response that addresses the following:
· Provide a brief summary of each example, including the influence of psychosocial factors on health and disease as discussed in the research literature. Cite your sources.
· What strategies are currently being used to address these factors? Support your response with examples from the literature.
· Knowing that there are psychosocial factors that influence acute and chronic diseases, what is the role of the nurse in probing for that information or in larger initiatives?
2 pages in APA and cite at least 3 sources of the given sources

Complex Patient Case Results Doris Turner ShadowHealth Example Question: What medication side effects have you experienced? Finding: Asked about medication allergies Pro Tip: Pati ents may have allergies that are not included in their documentation, so asking for verbal confirmation can prevent serious adverse events. Example Question: Do you have medication allergies? Finding: Checked vitals before giving medication Pro Tip: Assessing the patient’s vitals may impact your care plan and the safe administration of ordered medications. Example Question: Finding: Asked about breathing Pro Tip: As your patient is suffering from pneumonia, it is important to assess breathing status to identify worsening symptoms or life-threatening respiratory complications. Example Question: Have you had breathing problems lately? Finding: RLL with crackles, all other lobes clear to auscultation before medication Pro Tip: Auscultation of your patient’s lungs is important to assess for worsening symptoms of her pneumonia. Example Question: …………………………………………………………………..continued………………………………………………………………………………..

After studying Module 1: Lecture Materials & Resources, discuss the following:
1. Review Table 2.2. Create 4 Research questions related to your nursing clinical practice area and/or role. One of each type: correlational, comparative, experimental, and phenomenology.
2. Review Table 2.3. Choose one of your research questions and map out the Independent, dependent variable, population, and testability.
Discussion Tip: This should be in paragraph format. You create four research questions. One research question will require you to expand on the components and related criteria. Read Chapter 2 for more information.
Discussion Submission Instructions:
The assignment must be fully completed for grading. You must have your original post and two responses to your peers. Discussions not including your original post and two responses will NOT be graded.
Your initial post must be at least 500 words, formatted, and cited in the current APA style with support from at least two academic sources. Your initial post is worth 8 points.
You must respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts and supporting your opinion with a reference. Response posts must be at least 150 words.

Quotes “…” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.
Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years—no websites or videos are to be referenced without prior approval. Discussions using websites as references will receive an automatic 0.
All submitted work must be the student’s original work which has never been submitted before for grading in another class. Faculty can access tools that detect work generated using artificial intelligence (AI). Submitting AI-generated work and not crediting the source for any assignment is considered academic dishonesty and will be subject to penalty.
Discussions must be posted in CANVAS to be graded. Uploaded documents will not be accepted.
Discussion and responses must be posted in APA format

Length: A minimum of 150 words per post, not including references
Citations: At least one high-level scholarly reference in APA per post from within the last 5 years

Directions:
Reflection
Initial Post
Areas for reflection:
Describe how you achieved each course competency, including at least one example of new knowledge, gained related to that competency.
Describe how you achieved the transferable skills (listed below), including at least one example of new knowledge, gained related to the transferable skill.
Describe how this new knowledge will impact your nursing practice.
Course Competencies
Design relevant, multidimensional nursing care for optimal health inclusive of client preferences, values, and beliefs.
Select approaches to client care which incorporate care and comfort, risk reduction, health promotion, and disease management.
Prioritize evidence-based, client-centered nursing care as a foundation for emotional, mental, spiritual, and social well-being.
Utilize data-driven nursing care strategies inclusive of continuous quality improvement.
Synthesize components of clinical judgement, professional nursing identity, and reflective practice for lifelong learning.
Determine effective responses to clinical problems integrating information technology, evidence-based practice, quality improvement, and interprofessional collaboration.
Transferable Skills
Take a moment and review the Transferrable Skills Media from Module 02.

Communication
Critical Thinking
Digital Fluency
Diversity and Teamwork
Information Literacy
Ethics and Professional Responsibility