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Truman College Complaining of Frequent and Burning Urination Case Study Truman College Complaining of Frequent and Burning Urination Case Study Please write everything in your own words and if you use a source please cite the source and please I also need this assignment before 11.59 today. Thanks ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS ch_25_case_study_f2 Ch 25 case study-10pts-F2020 Name: A- Rachael has been complaining of frequent and burning urination. She also reported seeing some blood in her urine. Her physician suspects cystitis. 1- What is cystitis? What is the most common cause of cystitis? 1pt 2- Explain the microscopic and macroscopic anatomy of the urinary bladder in detail. 2pts B- Janice has chronic UTI but lately she is experiencing flank pain, malaise. She also has increased blood pressure. So, she goes to a urologist and she does a renal imaging and urine culture and urinalysis. Truman College Complaining of Frequent and Burning Urination Case Study Based on her history and the results it has been diagnosed as Chronic Pyelonephritis. Based on your knowledge about urinary system answer the following questions: 1- How did UTI lead to chronic pyelonephritis? Explain the complete pathway of urine output. 1pt 2- What is Pyelonephritis? Explain the macroscopic anatomy of the kidneys. 2pts 3- Explain in detail the structure of nephrons. Make sure you mention the cells that form the different parts of the nephron and their function. 2pts 4- How does kidneys help in managing the blood pressure? Explain in detail. 2pts. … You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Miami Dade NUR3846 Nursing Theory and Professional Nursing Practice ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Miami Dade NUR3846 Nursing Theory and Professional Nursing Practice Choose a contemporary school of nursing, hospital, nursing home, or other facility in the healthcare arena and research the nursing theory used there.Describe the changing role of the nurse today and how they are influenced by the organizational nursing theory. Present your findings in a PowerPoint Presentation. Miami Dade NUR3846 Nursing Theory and Professional Nursing Practice (Suggestion: You are encouraged to make an appointment and meet with the CNO, director, nurse manager or other nursing leader of your chosen facility and interview them.) Create a PowerPoint Presentation based on the research of a nursing theory used by either a nursing school, hospital, nursing home or other facility. Your PowerPoint should: include all seven (7) topics as shown in the PowerPoint Presentation Rubric (MP2) be no more than 20 slides max. If you use graphics be sure they are small in size, so your presentation can be loaded quickly. be typed into a Microsoft PowerPoint document attachment_1 Major Project 2 (MP2) Synthesis of Nursing Theory – PowerPoint Presentation Your PowerPoint must address and have the following Topics Headings: Topic Description Enhance Professional Nursing Practice (20 pts.) How the nursing theory enhances professional nursing practice in the roles of advocate, provider, teacher, manager, researcher, and leader. Promote Health & Healing (10 pts.) How using nursing theory and theory from other disciplines as a basis for the nursing process helps promote health and healing Challenge, Explore & Action (30 pts.) How we can use nursing theory to challenge professional and organizational assumptions, explore alternatives, and guide nursing actions. Metaparadigms (10 pts.) Identify and define the nursing Metaparadigms. Theorists (10 pts.) Analyze the philosophical baes of the concepts as they relate to specific theorists. Nursing Theories (10 pts.) Differentiate the concepts as they relate to selected nursing theories. Personal Nursing Philosophy (10 pts.) Construct a personal nursing philosophy by integrating the metaparadigms and your individual values. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Dallas College Social Responsibility The Role Humans Play Essay Dallas College Social Responsibility The Role Humans Play Essay Social Responsibility Essay – 3 pages long – In this essay, you will examine: the role humans play; issues of fairness; and possible solutions to social stratification and inequality as they relate to any topic of their interest (e.g.; stratification and inequality within family, gender, deviance, crime, gender, race & ethnicity, etc.).Dallas College Social Responsibility The Role Humans Play Essay -Do NOT include any of the following: any MLA or other format header; a separate title page; a works cited page. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS – What role do people play – through their actions and inactions – in generating and maintaining systems of stratification and inequality in society (concept from rubric: citizenship)? – What issues of fairness are raised by stratification and inequality with respect to the student’s selected topic (concept from rubric: social justice)? – How might it be possible to overcome inequality in the selected topic (concept from rubric: ecology). Students should use at least two theories from Chapter 18’s discussion on social movements and social change (using one micro level theory and one macro level theory). – Citizenship : Demonstrates orally, in writing, and/or through projects and an understanding of the citizen’s proactive role in society, such as participating in the democratic process and contributing to one’s community AND/OR demonstrates orally, in writing, and/or through activities a clear inclination to participate in the democratic process and contribute to the community. – Social Justice : Demonstrates orally, in writing and/or projects the ability to evaluate the issues of fairness, prejudice, discrimination, and ethical behaviors on the basis of critical thinking and the use of data and scientific information AND/OR demonstrates through projects and interactions in class and in the field the treatment of others in a fair, non-discriminatory manner while demonstrating respect and value for cultural diversity and differences. – Ecology : Demonstrates orally and/or in writing clear understanding of the larger ecological issues related to the interaction or people, environment, science and technology. Understands how actions of individuals, businesses, governments, etc., impact that balance AND/OR participates in projects or activities that demonstrate appreciation and caring for the environment.- Below is a copy of the Media Bias chart. Use it to find acceptable article sources for your weekly article analyses. In order to earn ANY credit for these assignments, acceptable sources MUST meet BOTH of the following requirement: 1. Only sources inside the top green box that are also within the minimal partisan bias column are allowed. These are: AP, Reuters, AFP, Bloomberg, NPR, PBS, BBC, Al Jazeera, NBC (News), ABC (News), CBS (News), USA Today, The New York Times, The Washington Post, Time, Christian Science Monitor, The Wall Street Journal, your local newspapers. 2. Your article must have been published within the last 15 days . No analyses using articles older than this will be eligible to earn ANY credit. Below is a video link that provides an overview of what the Media Bias Chart is, where it came from, its current methodology, and what researchers will be doing to continue to assess the most reliable media outlets in the future. https://www.adfontesmedia.com/intro-to-the-media-bias-chart/?v=402f03a963ba Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Evidence Based Practice Discussion Evidence Based Practice Discussion I sent the file with the instructions to follow for this discussion. Tutor should be an expert with nursing topics. At least 3 resources (references) from creditable site. nurs_6052_ebp_discuss Module 1: Evidence-Based Practice and the Quadruple Aim (Week 1) Discussion: Where in the World Is Evidence-Based Practice? March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world. When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP. In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP. To Prepare: • • • • Review the Resources and reflect on the definition and goal of EBP. Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative). Explore the website to determine where and to what extent EBP is evident. Supported by at least three current, credible sources Learning Resources Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. • Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32) Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707–708. doi:10.3928/01484834-20171120-01 Note: You will access this article from the Walden Library databases. NURS 6052 Walden University Evidence Based Practice Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS , E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172– 175. doi:10.1111/wvn.12126 Note: You will access this article from the Walden Library databases. Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participants. Worldviews on Evidence-Based Nursing, 13(5), 340–348. doi:10.1111/wvn.12171 Note: You will access this article from the Walden Library databases. Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidencebased practice: Step by step. The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53. doi:10.1097/01.NAJ.0000366056.06605.d2 Note: You will access this article from the Walden Library databases. Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence-Based Nursing, 11(1), 5–15. doi:10.1111/wvn.12021 Note: You will access this article from the Walden Library databases. Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160 Note: You will access this article from the Walden Library databases. Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981 Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6052_Module01_Week01_Discussion_Rubric Exit • Excellent Main Posting 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Excellent Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by day 3. …Evidence Based Practice Discussion Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Competencies for Professional Nursing Practice ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Competencies for Professional Nursing Practice · Select one question · Follow the discussion questions participation and submission guidelines. Competencies for Professional Nursing Practice · Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph. · All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5 · Minimum of two references, not older than 2015. Chapter 4: Competencies for Professional Nursing Practice 1. You are assigned to care for Ms. C., an 81-year-old patient who was admitted today with symptoms of increasing shortness of breath over the last week. She is currently receiving oxygen through a nasal cannula at 3 L/min. You go into the room to assess her. You find that she is sitting up in bed at a 60-degree angle. She is restless and her respirations appear labored and rapid. Her skin is pale with circumoral cyanosis. You ask if she feels more short of breath. Because she is unable to catch her breath enough to speak, she nods her head yes. Which action should you take first? Why? Listen to her breath sounds. Ask when the shortness of breath started. Increase her oxygen flow rate to 6 L/min. Raise the head of the bed from 75 to 85 degrees 2. What do all of the following scenarios have in common? An elderly male becomes acutely confused and refuses to follow directions for his safety. A teen comes into an urgent care setting requesting information about sexually transmitted infections. A mother visits a school nurse and requests information about how the school handles sex education. A team leader needs to rearrange assignments when one team member goes home sick. Nursing staff in an intensive care unit need to develop an evacuation plan. 3. You will be taking care of a patient in a nursing home for the first time. Your assignment is to care for an older man who has heart disease. In addition, he has five other medical problems and takes 20 medications. While developing a plan of care for this patient, you can identify 8 to 10 nursing problems. You have no previous experience with nursing homes, and most of what you have heard and read about them is negative. Will you find yourself dreading the clinical day and expecting a negative experience before you even begin? 4. Think about a clinical experience that was troubling to you. Reflect on what bothered you about the experience. What could you have done differently? What were the reasons behind your actions? Try to create and clarify meaning or a new understanding of the particular situation. 5. Beginning nursing students often tend to focus primarily on their routines, including to get their list of tasks done, including assessments, ordered treatments, daily care, and charting. What if an unexpected situation occurred during the day? Do you think you would be able to reason, plan, and take appropriate action—think critically? attachment_1 attachment_2 Unformatted Attachment Preview The Pedagogy Role Development in Professional Nursing Practice, Fifth Edition drives comprehension through various strategies that meet the learning needs of students while also generating enthusiasm about the topic. This interactive approach addresses different learning styles, making this the ideal text to ensure mastery of key concepts. The pedagogical aids that appear in most chapters include the following: World Headquarters Jones & Bartlett Learning 5 Wall Street Burlington, MA 01803 978-443-5000 [email protected] www.jblearning.com Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com. Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associations, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones & Bartlett Learning via the above contact information or send an email to [email protected]. Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend Learning Company All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner. The content, statements, views, and opinions herein are the sole expression of the respective authors and not that of Jones & Bartlett Learning, LLC. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not constitute or imply its endorsement or recommendation by Jones & Bartlett Learning, LLC and such reference shall not be used for advertising or product endorsement purposes. All trademarks displayed are the trademarks of the parties noted herein. Role Development in Professional Nursing Practice, Fifth Edition is an independent publication and has not been authorized, sponsored, or otherwise approved by the owners of the trademarks or service marks referenced in this product. There may be images in this book that feature models; these models do not necessarily endorse, represent, or participate in the activities represented in the images. Any screenshots in this product are for educational and instructive purposes only. Any individuals and scenarios featured in the case studies throughout this product may be real or fictitious but are used for instructional purposes only. The authors, editor, and publisher have made every effort to provide accurate information. However, they are not responsible for errors, omissions, or for any outcomes related to the use of the contents of this book and take no responsibility for the use of the products and procedures described. Treatments and side effects described in this book may not be applicable to all people; likewise, some people may require a dose or experience a side effect that is not described herein. Drugs and medical devices are discussed that may have limited availability controlled by the Food and Drug Administration (FDA) for use only in a research study or clinical trial. Research, clinical practice, and government regulations often change the accepted standard in this field. When consideration is being given to use of any drug in the clinical setting, the healthcare provider or reader is responsible for determining FDA status of the drug; reading the package insert; reviewing prescribing information for the most up-to-date recommendations on dose, precautions, and contraindications; and determining the appropriate usage for the product. This is especially important in the case of drugs that are new or seldom used. 16306-3 Production Credits VP, Executive Publisher: Amanda Martin Product Manager: Tina Chen Product Assistant: Anna-Maria Forger Product Specialist: Alex Schab Senior Marketing Manager: Jennifer Scherzay Product Fulfillment Manager: Wendy Kilborn Composition: S4Carlisle Publishing Services Cover Design: Kristin E. Parker Rights & Media Specialist: John Rusk Media Development Editor: Troy Liston Cover Image: © James Kang/EyeEm/Getty Images Printing and Binding: LSC Communications Cover Printing: LSC Communications Library of Congress Cataloging-in-Publication Data Names: Masters, Kathleen, editor. Title: Role development in professional nursing practice / [edited by] Kathleen Masters. Description: Fifth edition. | Burlington, Massachusetts : Jones & Bartlett Learning, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2018023086 | eISBN 9781284152920 Subjects: | MESH: Nursing–trends | Nursing–standards | Professional Practice | Nurse’s Role | Philosophy, Nursing Classification: LCC RT82 | NLM WY 16.1 | DDC 610.73–dc23 LC record available at https://lccn.loc.gov/2018023086 6048 Printed in the United States of America 22 21 20 19 18 10 9 8 7 6 5 4 3 2 1 Dedication This book is dedicated to my Heavenly Father and to my loving family: my husband, Eddie, and my two daughters, Rebecca and Rachel. Words cannot express my appreciation for their ongoing encouragement and support throughout my career. © James Kang/EyeEm/Getty Images CONTENTS Preface Contributors UNIT I: FOUNDATIONS OF PROFESSIONAL NURSING PRACTICE 1 A History of Health Care and Nursing Karen Saucier Lundy and Kathleen Masters Classical Era Middle Ages The Renaissance The Dark Period of Nursing The Industrial Revolution And Then There Was Nightingale . . . Continued Development of Professional Nursing in the United Kingdom The Development of Professional Nursing in Canada The Development of Professional Nursing in Australia Early Nursing Education and Organization in the United States The Evolution of Nursing in the United States: The First Century of Professional Nursing The New Century International Council of Nurses Conclusion References 2 Frameworks for Professional Nursing Practice Kathleen Masters Overview of Selected Nursing Theories Overview of Selected Nonnursing Theories Relationship of Theory to Professional Nursing Practice Conclusion References 3 Philosophy of Nursing Mary W. Stewart Philosophy Early Philosophy Paradigms Beliefs Values Developing a Personal Philosophy of Nursing Conclusion References 4 Competencies for Professional Nursing Practice Jill Rushing and Kathleen Masters Overview Nurse of the Future: Nursing Core Competencies Critical Thinking, Clinical Judgment, and Clinical Reasoning in Nursing Practice Conclusion References 5 Education and Socialization to the Professional Nursing Role Kathleen Masters and Melanie Gilmore Professional Nursing Roles and Values The Socialization (or Formation) Process Facilitating the Transition to Professional Practice Conclusion References 6 Advancing and Managing Your Professional Nursing Career Mary Louise Coyne and Cynthia Chatham Nursing: A Job or a Career? Trends That Affect Nursing Career Decisions Showcasing Your Professional Self Mentoring Education and Lifelong Learning Professional Engagement Expectations for Your Performance Taking Care of Self Conclusion References 7 Social Context and the Future of Professional Nursing Mary W. Stewart, Katherine E. Nugent, and Kathleen Masters Nursing’s Social Contract with Society Public Image of Nursing The Gender Gap Changing Demographics and Cultural Competence Access to Health Care Societal Trends Trends in Nursing Conclusion References UNIT II PROFESSIONAL NURSING PRACTICE AND THE MANAGEMENT OF PATIENT CARE 8 Safety and Quality Improvement in Professional Nursing Practice Kathleen Masters Patient Safety Quality Improvement in Health Care Quality Improvement Measurement and Process The Role of the Nurse in Quality Improvement Conclusion References 9 Evidence-Based Professional Nursing Practice Kathleen Masters Evidence-Based Practice: What Is It? Barriers to Evidence-Based Practice Promoting Evidence-Based Practice Searching for Evidence Evaluating the Evidence Implementation Models for Evidence-Based Practice Conclusion References 10 Patient Education and Patient-Centered Care in Professional Nursing Practice Kathleen Masters Dimensions of Patient-Centered Care Communication as a Strategy to Support Patient-Centered Care Patient Education as a Strategy to Support Patient-Centered Care Evaluation of Patient-Centered Care Conclusion References 11 Informatics in Professional Nursing Practice Kathleen Masters and Cathy K. Hughes Informatics: What Is It? The Effect of Legislation on Health Informatics Nursing Informatics Competencies Basic Computer Competencies Information Literacy Information Management Current and Future Trends Conclusion References 12 Leadership and Systems-Based Professional Nursing Practice Kathleen Masters and Sharon Vincent Healthcare Delivery System Nursing Leadership in a Complex Healthcare System Nursing Models of Patient Care Roles of the Professional Nurse Conclusion References 13 Teamwork, Collaboration, and Communication in Professional Nursing Practice Kathleen Masters Interprofessional Teams and Healthcare Quality and Safety Interprofessional Collaborative Practice Domains Interprofessional Team Performance and Communication Conclusion References 14 Ethics in Professional Nursing Practice Janie B. Butts and Karen L. Rich Ethics Ethical Theories and Approaches Professional Ethics and Codes Ethical Analysis and Decision Making in Nursing Relationships in Professional Practice Moral Rights and Autonomy Social Justice Death and End-of-Life Care Conclusion References 15 Law and Professional Nursing Practice Kathleen Driscoll and Kathleen Masters The Sources of Law Classification and Enforcement of the Law Nursing Scope and Standards Malpractice and Negligence Nursing Licensure Professional Accountability Conclusion References Appendix A Appendix B Glossary Index Provisions of Code of Ethics for Nurses The ICN Code of Ethics for Nurses © James Kang/EyeEm/Getty Images PREFACE Although the process of professional development is a lifelong journey, it is a journey that begins in earnest during the time of initial academic preparation. The goal of this book is to provide nursing students with a road map to help guide them along their journey as professional nurses. This book is organized into two units. The chapters in the first unit focus on the foundational concepts that are essential to the development of the individual professional nurse. The chapters in Unit II address issues related to professional nursing practice and the management of patient care, specifically in the context of quality and safety. In the Fifth Edition, the chapter content is conceptualized, when applicable, around nursing competencies, professional standards, and recommendations from national groups, such as Institute of Medicine reports. All chapters have been updated, several chapters have been expanded, and two new chapters have been added in this edition. The chapters included in Unit I provide the student nurse with a basic foundation in such areas as nursing history, theory, philosophy, socialization into the nursing role, professional development, the social context of nursing, and professional nursing competencies. The social context of nursing chapter has been expanded to incorporate not only societal trends but also trends in nursing practice and education that are changing the future landscape of the profession. The chapters in Unit II are more directly related to patient care management and, as stated previously, are presented in the context of quality and safety. Chapter topics include the role of the nurse in patient safety and quality improvement, evidence-based nursing practice, the role of the nurse in patient education and patient-centered care, informatics in nursing practice, the role of the nurse related to teamwork and collaboration, systems-based practice and leadership, ethics in nursing practice, and the law as it relates to patient care and nursing. Unit II chapters have undergone revision, with a refocus of the content on recommended nursing and healthcare competencies as well as recommendations from faculty using the text in the classroom. The Fifth Edition incorporates the revised Nurse of the Future: Nursing Core Competencies: Registered Nurse throughout each chapter. The 10 essential competencies that are intended to guide nursing curricula and practice emanate from the central core of the model that represents nursing knowledge (Massachusetts Department of Higher Education, 2016) and are based on the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice, National League for Nursing Council of Associate Degree Nursing competencies, Institute of Medicine recommendations, Quality and Safety Education for Nurses (QSEN) competencies, and American Nurses Association standards, as well as other professional organization standards and recommendations. The 10 competencies included in the model are patient-centered care, professionalism, informatics and technology, evidence-based practice, leadership, systems-based practice, safety, communication, teamwork and collaboration, and quality improvement. Essential knowledge, skills, and attitudes (KSAs) reflecting cognitive, psychomotor, and affective learning domains are specified for each competency. The KSAs identified in the model reflect the expectations for initial nursing practice following the completion of a prelicensure professional nursing education program (Massachusetts Department of Higher Education, 2016). This new edition has competency boxes throughout the chapters that link examples of the KSAs appropriate to the chapter content to Nurse of the Future: Nursing Core Competencies required of entry-level professional nurses. The competency model is explained in detail in Chapter 4 and is available in its entirety online at http://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pd The Fifth Edition also includes applicable AACN essentials incorporated as key outcomes throughout each chapter to assist faculty with the alignment of curricular content with criteria required by accreditors. The key outcomes also demonstrate for students the link between expectations included in the competency model, the expectations embodied in the essentials document, and the chapter content. A discussion of the AACN (2008) Essentials of Baccalaureate Education for Professional Nursing Practice is also included in Chapter 4. This new edition continues to use case studies, congruent with Benner, Sutphen, Leonard, and Day’s (2010) Carnegie Report recommendations that nursing educators teach for “situated cognition” using narrative strategies to lead to “situated action,” thus increasing the clinical connection in our teaching or that we teach for “clinical salience.” In addition, critical thinking questions are included throughout each chapter to promote student reflection on the chapter concepts. Classroom activities are also provided based on chapter content. Additional resources not connected to this text, but applicable to the content herein, include a toolkit focused on the nursing core competencies available at http://www.mass.edu/nahi/documents/NursingCoreCompetenciesToolkitMarch2016.pdf and teaching activities related to nursing competencies available on the QSEN website at http://qsen.org/teaching-strategies/. Although the topics included in this textbook are not inclusive of all that could be discussed in relationship to the broad theme of role development in professional nursing practice, it is my prayer that the subjects herein make a contribution to the profession of nursing by providing the student with a solid foundation and a desire to grow as a professional nurse throughout the journey that we call a professional nursing career. Let the journey begin. —Kathleen Masters References American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacnnursing.org/Education-Resources/AACNEssentials Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass. Massachusetts Department of Higher Education. (2016). Nurse of the future: Nursing core competencies: Registered nurse. Retrieved from http://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016 Editor Kathleen Masters, DNS, RN Professor and Dean University of Southern Mississippi College of Nursing Hattiesburg, Mississippi © James Kang/EyeEm/Getty Images CONTRIBUTORS Janie B. Butts, PhD, RN Professor University of Southern Mississippi College of Nursing Hattiesburg, Mississippi Cynthia Chatham, DSN, RN Associate Professor University of Southern Mississippi College of Nursing Long Beach, Mississippi Mary Louise Coyne, DNSc, RN Professor University of Southern Mississippi College of Nursing Long Beach, Mississippi Kathleen Driscoll, JD, MS, RN University of Cincinnati College of Nursing Cincinnati, Ohio Melanie Gilmore, PhD, RN Associate Professor (Retired) University of Southern Mississippi College of Nursing Hattiesburg, Mississippi Cathy K. Hughes, DNP, RN Teaching Assistant Professor University of Southern Mississippi College of Nursing Hattiesburg, Mississippi Karen Saucier Lundy, PhD, RN, FAAN Professor Emeritus University of Southern Mississippi College of Nursing Hattiesburg, Mississippi Katherine E. Nugent, PhD, RN Professor and Dean (Retired) University of Southern Mississippi College of Nursing Hattiesburg, Mississippi Karen L. Rich, PhD, RN Associate Professor University of Southern Mississippi College of Nursing Long Beach, Mississippi Jill Rushing, MSN, RN Director of BSN Program University of Southern Mississippi College of Nursing Hattiesburg, Mississippi Mary W. Stewart, PhD, RN Director of PhD Program University of Mississippi Medical Center School of Nursing Jackson, Mississippi Sharon Vincent, DNP, RN, CNOR University of North Carolina College of Nursing Charlotte, North Carolina © James Kang/EyeEm/Getty Images UNIT I Foundations of Professional Nursing Practice © James Kang/EyeEm/Getty Images CHAPTER 1 A History of Health Care and Nursing1 Karen Saucier Lundy and Kathleen Masters Learning Objectives After completing this chapter, the student should be able to: 1. 2. Identify social, political, and economic influences on the development of professional nursing practice. Identify important leaders and events that have significantly affected the development of professional nursing practice. Key Terms and Concepts Greek era Roman era Deaconesses Florence Nightingale Reformation Chadwick Report Shattuck Report William Rathbone Ethel Fenwick Jeanne Mance Mary Agnes Snively Goldmark Report Brown Report Isabel Hampton Robb American Nurses Association (ANA) Lavinia Lloyd Dock American Journal of Nursing (AJN) Margaret Sanger Lillian Wald Jane A. Delano Annie Goodrich Mary Brewster Henry Street Settlement Elizabeth Tyler Jessie Sleet Scales Dorothea Lynde Dix Clara Barton Frontier Nursing Service Mary Breckinridge Mary D. Osborne Frances Payne Bolton International Council of Nurses (ICN) Although no specialized nurse role per se developed in early civilizations, human cultures recognized the need for nursing care. The truly sick person was weak and helpless and could not fulfill the duties that were normally expected of a member of the community. In such cases, someone had to watch over the patient, nurse him or her, and provide care. In most societies, this nurse role was filled by a family member, usually female. As in most cultures, the childbearing woman had special needs that often resulted … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Essentials Self-Assessment and Patient-Centered Care ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Essentials Self-Assessment and Patient-Centered Care Download the Week 2 Self-Assessment of the AACN Essentials (Links to an external site.) Follow the directions on the form. Note your total score. Next, review this article: Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. Critical Care Nurse, 29 (3), 77–93. https://chamberlainuniversity.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000266533800011&site=eds-live&scope=site (Links to an external site.) After you have completed your self-assessment, answer the following questions: Essentials Self-Assessment and Patient-Centered Care Describe the relationship between the AACN Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for you to improve? Essential VIII: Professionalism and Professional Values discusses professional standards of moral, ethical, and legal conduct. Review the Professional Integrity Module-Academics and Practice at the beginning of the course (the first module). Then reflect on your own beliefs and values as they relate to professional nursing practice. Discuss implications of professional nursing integrity and academic integrity. attachment_1 Week 2: The AACN Essentials of Baccalaureate Education for Professional Nursing Self-Assessment Understanding the competencies related to the AACN Essentials of Baccalaureate Education for Professional Nursing Practice provides you with valuable information as you begin to study this course. Complete this self-assessment, which is based on The Essentials of Baccalaureate Education for Professional Nursing from the American Association of Colleges of Nursing (2008) prior to posting to the discussion on this topic Place a check mark or X in the column that best describes your current level of competency or understanding of the Essential’s statement. There are no incorrect answers. After you have completed the assessment, total the number of points that you earned. Record this number in a location where you will be able to retrieve it at the end of the course, when it will serve as the basis for a future discussion. AACN (American Association of Colleges of Nursing) Baccalaureate Essentials Poor 1 Good 2 Very Good 3 Excellent 4 Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety Apply leadership concepts, skills, and decision-making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings. x Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team. x Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team. x Employ principles of quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and system-wide practice improvements that will improve the quality of healthcare delivery. x Essential V: Healthcare Policy, Finance, and Regulatory Environments Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends. x Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice. x Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice. x Advocate for consumers and the nursing profession. x Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes Use inter and intrarofessional communication and collaborative skills to deliver evidence-based, patient-centered care. x Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships. x Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams. x Advocate for high-quality and safe patient care as a member of the interprofessional team. x Essential VIII: Professionalism and Professional Values Demonstrate the professional standards of moral, ethical, and legal conduct. x Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession. x Reflect on one’s own beliefs and values as they relate to professional practice. x Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development. x Total for each column 18 21 Grand total (add all columns) 39 Source: American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice . Washington, DC: AACN. Retrieved from http://www.aacn.nche.edu/education-resources/baccessentials08.pdf/ Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Pulmonary and Renal System Questions Discussion: Pulmonary and Renal System Questions Ms. MC is a 59 yo woman with long history of smoking 1 – 1.5 packs/day (20+ years) but is no longer smoking. She notices that she fatigues quickly, is often short of breath, coughs frequently and has ankle swelling. She has trouble sleeping but noted some improvement with extra pillows. You note an increase in anteroposterior chest diameter, prolonged expiratory phase with wheezing. She also has cyanosis of nailbeds with moderate pitting edema bilaterally. Lab tests reveal Hgb is high normal, PaO2 is low at 48 mmHg, O2 saturation is at 80%, PCO2 is significantly elevated (70 mmHg) and HCO3- is also elevated above normal (35 mEq/L). Your diagnosis is a combination of chronic bronchitis and emphysema (COPD). Pulmonary function tests revealed a decrease in Vital Capacity and Expiratory Flow Rate combined with an increase in both Residual Capacity and Functional Residual Capacity. These types of tests could also reveal other conditions, such as asthma, as well as guide treatment to prevent significant attacks. Alabama A & M University Pulmonary and Renal System Questions. Discussion: Pulmonary and Renal System Questions 1 What changes occurred in her airways that led to obstruction and increased airway resistance? (Hint: View it in two parts: 1) the airway changes and 2) the alveolar tissue changes relating to elasticity and compliance). (Pulmonary System MO2,3,5,7,8,23,26) 2 How does acidosis , such as caused by ketones or CO2 retention, alter the delivery of oxygen to the tissues? (Pulmonary System MO2,5,9,11,12,16) 3 What is a V/Q ratio and how does it affect oxygenation of blood in health and disease? In late stages of COPD, such as seen above, how is V/Q altered (Hint, see fig. 27-17) (Pulmonary System MO5,6,9,10) 4 Why does she have ankle edema? What role does the lung play in hydrostatic pressure changes seen here? What is the effect pulmonary artery pressure and resultant changes to the right side of the heart? (Pulmonary System MO9,13,14,18,25,30) Five years after being treated for hypercortisolism by you, Ms. J.S. returns with complaint of weight gain (she had lost weight after last visit led to removal of an anterior pituitary tumor that was promoting excessive ACTH release). Her blood pressure had improved as after the 5 year ago visit, but has been rising over the past three years. Stress at work has been worse and her diet suffered as a result. Current blood pressure is 175/110 and you note an abdominal bruit upon examination. This leads you to check plasma renin levels, which came back 10ng/mL per hr (normal is 0.9-3.3ng/mL per hr). A differential renal vein renin test was ordered and showed a difference of 1.6 (normal is 1). *NB. The renal vein renin test is no longer used as less expensive and less invasive tests, such as duplex ultrasonography and computed tomographic angiography are now available. I am using this test in this context as a thought provoking, though now outdated, exercise. The test results were consistent with renal artery stenosis, which an arteriogram confirmed was 85% blocked. An angioplasty is scheduled and her blood pressure should to return to normal after the procedure. 5 The turbulent blood flow through the renal artery, narrowed due to atherosclerosis, led to the sound detected upon examination. Why did the differential renal vein renin test show an increase in the blocked renal artery side secretion of renin, yet a drop in renin levels on the other (normal) side? (Renal MO3,4,26) 6 What actions (list 4) of renin lead to increased blood pressure? (Endocrine MO1-4; Cardiovascular MO13; Renal MO6) ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS 7 What medications are available to treat someone who had a genetic predisposition to higher than average renin production (or incomplete/unsuccessful repair of the renal artery stenosis), and thus prevent the adverse effects of high blood pressure? Describe why you feel this is an appropriate treatment (i.e. focusing treatment on the derangement as closely as possible). (Endocrine MO1-4; Cardiovascular MO13; Renal MO6) Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

CSU Northridge Mean Standard Deviation Sample Size and Standard Error Lab Report CSU Northridge Mean Standard Deviation Sample Size and Standard Error Lab Report Read pages 405-407 about the yeast experiment. A yeast is a type of fungus that reproduces asexually through a process called budding, where a new organism or cell develops from an outgrowth due to cell division. In the experiment, yeast reproductive success was assessed at three temperatures: 0°C, 35°C, and 99°C.CSU Northridge Mean Standard Deviation Sample Size and Standard Error Lab Report Here is the data sheet: BIOL106L Yeast student data 2020.xlsx Calculate the mean , standard deviation , sample size , and standard error . Graph the means. Remember to include x-axis and y-axis labels and custom error bars, and to delete the grid lines and the chart title. Lastly, please answer the following prompt in a text box within your excel sheet: Briefly summarize your results (look at your graph), and the conclusions you can draw from those results (2-3 sentences). Please upload an Excel file named YeastYourName.xlsx screen_shot_2020_11_28_at_12.07.16_pm.png screen_shot_2020_11_28_at_12.07.24_pm.png screen_shot_2020_11_28_ You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

SMC Lichen Planus Inflammatory Condition Affects the Mucous Membrane Case Study SMC Lichen Planus Inflammatory Condition Affects the Mucous Membrane Case Study https://docs.google.com/document/d/1_-1b1KQ9PrHeM7ETMi5Xi00V_jT2FPIU8TIiZWw15Qs/edit?usp=sharing hello, i need you to find me an related article to this case study please and convert it to PDF. The most important think is that it has to be APA formant and related to this case study You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.SMC Lichen Planus Inflammatory Condition Affects the Mucous Membrane Case Study ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Effects of Overusing Antibiotics Research Paper Effects of Overusing Antibiotics Research Paper Effects of overusing antibiotics I would like to write about how the overuse of antibiotics affect humans and make bacteria stronger. I find that this applies to the world today as people often use antibiotics for minor issues such as cuts which will heal on its own. I look forward to doing more research and bringing the issue to peoples attention! ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS reserch_pappper.p Biology 102 Research Project Grading Rubric-150 pts Topic 5 pts on time 5 pts Research topic submitted by deadline Points will be lost for late submissions 1 pt each day the topic is late Research Paper 100 pts Length 15 pts Your paper should be no less than 4 pages of actual text. You can use diagrams and pictures. However, actual written text should be 4 pages. Points lost for short papers The 4 pages do not include the reference page and the title page! Spacing-1.5, Font-12 ptTimes New Roman Appropriate and College Level 20 pts Content 35 pts Your paper must be about a biology topic and must discuss scientific knowledge about that topic at the college level. Topic must be preapproved. Paper should be mostly informative content on your topic. You will lose points for leaving out information that is easily found through internet research and would be expected to be covered given your topic, especially if the paper is too short or light on details. Using too much of your paper to share your opinion or personal experiences will lose you points. Writing Quality 25 pts These points are earned through the quality of the writing, not the content. You will lose points here for misspelled words, grammar errors, and poor sentence and paragraph structure. Have others proofread your paper to make sure you get these points. References 5 pts Potential Penalties Get these points by meeting the minimum requirement of 3 academic sources and listing all sources you used on your paper. Refusing to present on allocated date without prior notification.BIOL 102 Colorado State University Effects of Overusing Antibiotics Research Paper. Effects of Overusing Antibiotics Research Paper You can lose points for turning in your paper late, using too many quotations, or plagiarizing. Depending on the extent of the plagiarism you may lose points or be required to redo the paper with a hefty point penalty and the college will be informed of your plagiarism. The paper should be written using the APA 6th or 7th Editions. (Paper should have a title page, reference page, and include ‘introduction, body, and summary/conclusion’. There is no need for an abstract section or methods section) https://owl.excelsior.edu/citation-and-documentation/apa-style/ What is APA? https://www.youtube.com/watch?v=tet_FLIn5lk Tutorial on how to get started writing https://www.youtube.com/watch?v=TiDFpXMtoGg APA 6th vs 7th Editions https://templates.office.com/en-us/apa-style-report-6th-edition-tm03982351 ready APA template https://templates.office.com/en-us/apa-styles-tm00002099 ready APA template https://apastyle.apa.org/style-grammar-guidelines/paper-format/sample-papers Sample Papers https://writing.wisc.edu/wpcontent/uploads/sites/535/2019/06/UWMadisonWritingCenter_APADocumentation_2009_rev_28Ju ne2019.pdf Reference Guide Presentation 45 pts Intro 4 pts Closing 4 pts Style and Content 25 pts Introduction (topic and yourself) Summary (concluding your talk) This includes your tone and pitch; showing your interest in your topic; smooth pace and easy to follow, without long pauses or racing through sections; making good eye contact with the audience instead of staring down at notes or at your presentation. Practice is crucial for all of these. Showing you are prepared to present and know what you are talking about. Visual Aids 4 pts Using a slideshow to effectively communicate your topic. Must be uploaded prior to presentation for credit Use pictures and diagrams to emphasize your points. Time 5 pts Attendance 3 pts Presentations should be XX minutes. Timing yourself and practicing is important. More or less will cause you to lose points. Presentations under XX or less are subject to extra penalties above the points stated here. You are required to attend all student presentations. Missing other student presentations will cause you to lose points. … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10