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Discussion: Certified nursing assistant turnover ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Certified nursing assistant turnover Certified nursing assistant (CNA) turnover simply refers to the number of CNAs who are hired by a healthcare organization who end up quitting the job in the long run. A higher turnover rate always affects the staff ratio, patient load and the organization administration negatively which in the long run affects the quality of services and care provided by the hospital. In this research paper I am going to evaluate the various causes of the high rate of CNA turnover within the nursing facility with more emphasis put on the organization structure, job factors, job satisfaction and lastly employees pay and benefits……………………………………….see the attachment below. Discussion: Certified nursing assistant turnover cna_turnover.docx Introduction Certified nursing assistant (CNA) turnover simply refers to the number of CNAs who are hired by a healthcare organization who end up quitting the job in the long run. A higher turnover rate always affects the staff ratio, patient load and the organization administration negatively which in the long run affects the quality of services and care provided by the hospital. In this research paper I am going to evaluate the various causes of the high rate of CNA turnover within the nursing facility with more emphasis put on the organization structure, job factors, job satisfaction and lastly employees pay and benefits. Background Information The organization under review is a nursing facility which provides a 24hour nursing care with services provided divided into three main groups namely; 1) Skilled nursing care- this mainly involves medical care services. 2) Rehabilitative services for the disabled and lastly 3) Long term care services. However due to the extreme rise in the CNA turnover rate recently within the organization there is a need to carry out research with an aim of identifying some of the common causes of this increase in turnover rate with emphasis put on the job satisfaction, organization structure, job factors and lastly employees pay and benefits. Generally, high CNA turnover rates have also affected other health care organizations in the past and this resulted into poor service delivery by this organizations. Hence, there is a need for the major causes of the high turnover rates to be identified and appropriate action taken which in the long run will ensure that only quality services and care is provided by the organization to its patients. Statement of the Problem The high turnover rate of the certified nursing assistants within the nursing facility has greatly affected the quality of services provided by the facility due to the negative impacts it has only the staff ratio, patient load and even the various administrative costs. Hence a research will be carried out to identify the various causes of the high CNA turnover with major emphasis put on organization structure, job factors, job satisfaction, and lastly employees’ benefits and pay. Research Question 1) How does organization structure affects certified nurse assistant turnover rate? 2) How does job satisfaction affect certified nurse assistant turnover rate? 3) How do different job factors affect certified nurse assistant turnover rate? 4) How do employees payment and benefit affects certified nurse turnover rate? Purpose of the study The study will help identify some of the common causes of increase in the rate of turnover of the certified nurse assistants within the nursing facility hence enabling the facility’s administration to come up with and implement various plans to enable them overcome this problem. Literature review Organization Structure According to Mansfield (1997) article on turnover among nursing home staff, organizational factors such as lack of promotional opportunities, long working hours and poor organization communication system contributed greatly to high turnover rates of the nursing staff in an organization. An article by Riggs and Rantz (2001) further emphasizes this. Discussion: Certified nursing assistant turnover They noted that bureaucratic organizational structures and poor personnel policies with regards to support, communication and supervision were a major cause of increased turnover rate amongst the nursing staff. Those organizations that had maintained the traditional bureaucratic structure which had a standard operating procedure with no room for flexibility had a higher staff turnover rate compared to the more flexible organization with no traditional bureaucratic structure. Job Factors According to Cready et al (2008) analysis of 5 nursing homes where CNA empowered work teams had been implemented and 5 other nursing homes where the traditional management methods were still being practiced it was noted that those who practiced traditional management methods had a higher turnover rates than those who had implemented the work empowerment programs. According to Tellis-Nayak, (2010) article it was also noted that some factors such as working under tight regulations, external pressures, court battles and low suits, easy penalizations and lack of motivation were also some of the cause high turnover rates amongst the nursing staff in various organizations. In addition Hwang, (2009) noted that various financial constraint and low budget allocation to the healthcare sector was also another cause of high turnover rates among nursing staff due to the frustrations that came with inability to offer some necessary services to the needy patients due to lack of resources and various medical equipment. Also in a bid to reduce the burnout experienced by nurses due to work overload that would in the long run result in a higher turnover rate amongst the overwhelmed work force the Pennsylvania Association of Staff Nurses and Allied Professionals sponsored a bill that would ensure adequate staffing of the California hospitals and also were in support of the prohibition of excessive overtime for the nurses act. This acted as a proof of the fact that work overload and understaffing were some of the common causes of high turnover rates. Lastly according to Beatty (2006) it was noted that adequate resources allocation and adequate staffing of the healthcare system was a great way of empowering the certified nurse assistant hence ensuring that their turnover rates were greatly reduced. Job satisfaction From the various articles reviewed job satisfaction was also seen as a major factor affecting CNA turnover rates. According to Mansfield (1997) those employees who felt that their current job was fully utilizing his/her skills with a good salary in return had a low turnover rate compared to those who felt that they were underplayed and their skills were not being put into full exploitation. This was further emphasized by Snow and White (2007) in their article Employees Payments and Benefits According to Mansfield article it was also noted that the pay and availability of general or specialized training to the employees greatly affected their turnover rates. Those who were paid well with various training services provided had a lower turnover rates compared to their counterparts with low pay with no specialized training provided. According to Althoff in one of his articles in oncology nursing forum he stated that provision of specialized training was one of the ways of retaining nursing personel within an organization further emphasizing the idea that provision of training facility greatly affect employee turnover rates. Discussion: Certified nursing assistant turnover This is further emphasized by Trossman’s article on a bridge between two countries built by nurses. Reference 1) Riggs, C. J., & Rantz, M. J. (2001). A Model of Staff Support to Improve Retention in LongTerm Care. Nursing Administration Quarterly, 25(2), 43-54. doi:10.1097/00006216200101000-00009 2) Cohen-Mansfield, J. (1997). Turnover Among Nursing Home Staff. Nursing Management (Springhouse), 28(5). doi:10.1097/00006247-199705010-00015 3) Trossman, S. (2018). A bridge between countries built by nurses. Interview by.from https://www.ncbi.nlm.nih.gov/pubmed/19024050 4) Cready, C. M., Yeatts, D. E., Gosdin, M. M., & Potts, H. F. (2008, March). CNA empowerment: Effects on job performance and work attitudes. Retrieved April 12, 2018, from https://www.ncbi.nlm.nih.gov/pubmed/18350745 5) Snow, M., White, L., G. (2007). What do CNAs want? A survey. Retrieved April 12, 2018, from https://www.iadvanceseniorcare.com/article/what-do-cnas-want-survey. 6) Beatty, L. (2006). Empowering the CNA. Retrieved April 12, 2018, from https://www.iadvanceseniorcare.com/article/empowering-cna. 7) Tellis-Nayak, V. (2010) Dark clouds over long-term care? Retrieved April 12, 2018, from https://www.iadvanceseniorcare.com/article/dark-clouds-over-long-term-care?page=2 8) Pennsylvania Nurses Boost Cna/Nnoc’s Ranks To 80,000. (2008). Journal of Patient Advocacy;Jan2008, Vol. 104 Issue 1, p4 9) Althoff, C. (2006). Treat Me Right; Retention Strategies Give Oncology Staff Commitment to the Unit. Journal on Oncology Nursing Forum, 33(2), 452. 10) Hwang, L. (2009). Getting Results. Retrieved from WWW.CALNURSES.ORG Appendix 1) Database used PubMed. It the most credible and reliable medical website 2) … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Assignment: Psychiatric Hospitals counseling ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Psychiatric Hospitals counseling I don’t understand this Psychology question and need help to study. Assignment: Psychiatric Hospitals counseling Hi, I need minimum of 6-8 meaningful sentences 1. Discuss something you found interesting in the required readings. 2. Describe one main challenge of working in a psychiatric hospital. knox__et_al.pdf drymalski__et_al_1_.pdf doerfler__et_al.pdf Psychological Services 2004, Vol. 1, No. 1, 92–99 Copyright 2004 by the Educational Publishing Foundation 1541-1559/04/$12.00 DOI: 10.1037/1541-1559.1.1.92 Treatment and Changes in Aggressive Behavior Following Adolescents’ Inpatient Hospitalization Michele S. Knox, Michael P. Carey, Wun Jung Kim, and Tiffany Marciniak This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Medical College of Ohio The purpose of the study was to describe aggressive behavior in inpatient adolescents and to identify individual characteristics and aspects of mental health treatment that are associated with changes in aggression over time. Type of treatment and treatment satisfaction were examined in relation to changes in aggressive behavior in an inpatient setting and 1 year later. High levels of aggressive behavior were reported at the study onset. Involvement in family therapy/parent training was related to reduced aggression over time. Parental satisfaction was inversely related to improvement. Results indicate the need to involve families in treatment following discharge from inpatient psychiatric hospitalization. sometimes includes the use of medications such as mood stabilizers (e.g., lithium carbonate) or anticonvulsants (e.g., carbamazepine). Although some research exists addressing the effectiveness of these treatments in adults, empirical research on the use of medications for aggression in youth is strictly lacking. Aggressive youth are often involved in the legal system following arrest for a violent crime. Limited research has addressed legal interventions such as incarceration or institutionalization in juvenile detention centers or reform schools. However, one study that reviewed recidivism rates following institutionalization concluded that this intervention does not appear to significantly reduce recidivism (Mulvey, Arthur, & Reppucci, 1993). Some treatments, such as multisystemic therapy (MST; Henggeler & Borduin, 1990) are emerging as promising treatments for youth aggression. MST involves all relevant family members, and treatment occurs in the home or community settings. It is best described as a system of interventions that makes use of family systems techniques and cognitive behavioral techniques. Other issues such as peer relations, parents’ marital problems, family conflict, and school and community problems are also often addressed. Another treatment program, the Oregon Social Learning Center (OSLC) program, has demonstrated efficacy with aggressive, noncompliant children (Forgatch, 1991). This treatment uses bibliotherapy and education and parent training involving the application of social learning principals. A third treatment that has received significant empirical support is parent–child interaction therapy (Eyberg, Boggs, & Algina, 1995). The program targets parent of young children, with the goals of developing (a) a warm and responsive relationship between parent and child and (b) effective parental management of child behavior. Externalizing problems such as aggression are the most-often-cited reason for youth mental health treatment; approximately half of children present for mental health treatment because of aggressive behavior (O’Donnell, 1985). Further, past research indicates significant psychiatric disturbance and high risk for aggressive behavior among formerly hospitalized youth (Knox, King, Hanna, Logan, & Ghaziuddin, 2000). Research indicates that at least half of the youths treated for externalizing problems do not demonstrate long-term improvement (McMahon & Forehand, 1994). Much of the research on treatment outcome has focused not specifically on aggressive behavior but on the broader construct of delinquency (for a review, see Lipsey, 1995). The search for effective treatments specific to adolescents with aggressive behavior problems has identified a number of ineffective treatment modalities. In fact, some treatments, such as group therapy for aggressive youths, have been found to be detrimental (Brewer, Hawkins, Catalano, & Neckerman, 1995). Other treatments, such as individual psychodynamic therapy or insight-oriented therapy have failed to demonstrate effectiveness (Tate, Reppucci, & Mulvey, 1995). Outpatient treatment for aggression Michele S. Knox, Michael P. Carey, Wun Jung Kim, and Tiffany Marciniak, Department of Psychiatry, Medical College of Ohio. This research was supported by the Ohio Department of Mental Health Grant 99-1142. Assignment: Psychiatric Hospitals counseling We express our appreciation to the adolescent inpatient unit nursing and social work staff at the Kobacker Center, Medical College of Ohio. Correspondence concerning this article should be addressed to Michele S. Knox, Medical College of Ohio, Kobacker Center, 3130 Glendale Avenue, Toledo, OH 436145810. E-mail: [email protected] 92 This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. TREATMENT AND CHANGES IN AGGRESSIVE BEHAVIOR The identification of effective treatments for youth aggression and related problems has been based largely on studies with children and outpatient or incarcerated/delinquent adolescents. Another highrisk group are those youth who are hospitalized in psychiatric facilities due to their risk for aggression. Inpatient youth are often hospitalized because of serious risk of harm to themselves or other people. Frequently, these youth have demonstrated a serious threat to the safety of self or others by engaging in aggressive acts. Hospitalization is needed to ensure the safety of self or others. Therefore, this is by definition a high-risk group. Nevertheless, effective treatments for aggression in this population have yet to be identified. Some research has begun to identify treatment needs of this group; a recent study (Kashani, Jones, Borduin, Thomas, & Reid, 2000) addressed aggression among inpatient adolescents and related treatment needs. The researchers concluded that, particularly for youth reporting aggression in multiple settings, mental health treatment should focus on faulty thought processing (e.g., cognitive control and expression of anger), peer relations (e.g., association with deviant peers), and family problems (e.g., parent–child conflict). A treatment study addressing anger management group therapy for aggressive inpatients resulted in no changes in aggressive behavior for treatment participants as compared with an attention control group (Saylor, Benson, & Einhaus, 1985). This finding is in keeping with research suggesting that group treatment for aggressive and related behavior problems is at best ineffective and may in fact be harmful (Brewer et al., 1995). Further research is clearly needed in the quest to identify effective treatments for this group of aggressive youth. Follow-up studies examining the effectiveness of various types of treatment for aggression are not available for aggressive inpatient adolescents, and such research will be necessary to guide successful discharge/treatment planning for this group. Another variable that may be related to treatment outcome for aggressive youth is treatment satisfaction. Treatment satisfaction has been proposed as an important variable of interest in mental health systems seeking to maximize outcomes as well as consumer satisfaction. Research with adults indicates strong relationships between client satisfaction ratings and client reports of global outcome (Lebow, 1983), and perhaps for this reason, funding and policy decisions are made on the basis of satisfaction data. However, little is known about the nature of youth treatment satisfaction, and in particular how satisfaction relates to outcome. If important decisions 93 are to be made on the basis of treatment satisfaction data, it is imperative to discover whether, and to what extent, satisfaction is related to outcome or recovery. However, despite the increasing use of satisfaction measures as indicators of positive outcome in mental health treatment for youths, there has been very little research in this area. In particular, child and adolescent satisfaction with treatment has been largely overlooked. Too often, parents or caretakers are asked to report their satisfaction with treatment, with little or no attention paid to the satisfaction of the children and adolescents receiving the services. One study indicated that youth satisfaction with treatment relates to parent- and clinician-reported improvement in behavior, but not youth-rated improvement (Shapiro, Welker, & Jacobson, 1997). In contrast, another study found no relationships between severity of parent-reported emotional and behavioral problems at the end of treatment and youth treatment satisfaction, suggesting no relationship between parent-reported improvement and youth satisfaction (StuntznerGibson, Koren, & DeChillo, 1995). Assignment: Psychiatric Hospitals counseling In another study, adolescents’ ratings of satisfaction correlated significantly and negatively with self-reported severity of mental health problems (Garland, Aarons, Saltzman, & Kruse, 2000). Such conflicting results raise questions about whether there is correspondence between youth satisfaction and youth improvement following mental health services. The objective of the present study was to describe aggressive behavior in inpatient adolescents. The study will also attempt to identify individual characteristics and aspects of mental health treatment (including type and level of satisfaction with treatment) that are associated with changes in aggression over time. Method Participants—Phase 1 Participants were one hundred twenty 13- to 17year-old adolescents who were referred for inpatient psychiatric treatment. Individuals who were unable to complete study measures because of intellectual limitations (e.g., moderate to profound mental retardation) or severe psychosis were excluded from the study. The mean age of the sample was 14.66 years (SD ? 1.38). Of the total sample, 45.8% were male and 54.2% were female. The sample was primarily (87.5%) White/Caucasian, with 5.8% Black/African American, 1.7% Hispanic/Latino/Latina, 0.80% Native American/American Indian, and 4.2% biracial. The sample did not differ significantly from the This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 94 KNOX, CAREY, KIM, AND MARCINIAK larger population of 13- to 17-year-olds admitted to the inpatient unit (i.e., those who did not participate in the study) with respect to age, gender, and race (p > .05). Reason for admission to the hospital was reported by the attending psychiatrist (Wun Jung Kim) upon admission. Of the total sample, 80.7% demonstrated suicidal ideation or self-harmful behavior, 38.0% reported homicidal ideation and/or aggressive behavior, and 54.6% were described as having impaired reality testing, severe mental illness, or other reasons. Many participants had more than one reason for admission. Primary and secondary Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM–IV; American Psychiatric Association, 1994) diagnoses were reported by the attending psychiatrist (Wun Jung Kim) upon discharge. The majority, 85%, had some form of mood disorder (e.g., major depressive disorder, dysthymic disorder, bipolar disorder) or adjustment disorder with mood disturbance; 17.5% had an anxiety disorder (e.g., obsessive–compulsive disorder, generalized anxiety disorder); 17.5% had a behavior disorder (attention-deficit/hyperactivity disorder, conduct disorder, oppositional defiant disorder); 8.3% had some form of substance abuse or dependence; 4.2% had an eating disorder (e.g., anorexia nervosa, bulimia nervosa); 1.7% had a developmental disorder (autistic disorder, mental retardation); 1.7% had an adjustment disorder without mood symptoms. A full range of socioeconomic status was represented in the sample. Because data were not available for a large proportion (36%) of fathers or male caretakers (in many cases because they were not in the home), this data was dropped from the analysis. The mean socioeconomic index score (Stevens & Featherman, 1981), based on mothers’ occupations, was 31.46 (e.g., sales clerk; SD ? 17.49). Parent occupation scores ranged from textile workers (11.44) to engineers (75.27). Participants—Phase 2 Participants and their caretakers were contacted 1 year following their participation in Phase 1 of the study. In sum, 55 participants and 52 parents/ caretakers completed Phase 2 measures. The Phase 2 adolescent participant sample was 61.8% female and 38.2% male. Similar to the Phase 1 sample, the Phase 2 sample was primarily (85.5%) White/Caucasian, with 5.5% Black/African American, 1.8% Hispanic/ Latino/Latina, and 7.3% biracial. The mean age was 15.93 years (SD ? 1.35). The mean socioeconomic index score, based on mothers’ occupations, was 30.53 (e.g., sales clerk; SD ? 17.52). Parent occu- pation scores ranged from textile workers (11.44) to college professors (79.43). Design and Procedure At their initial appointments or admissions, participants were provided informed consent forms and were asked to provide informed assent for their participation in the study; caregivers were also asked to provide informed consent. This project was approved by the Institutional Review Board of the Medical College of Ohio. Adolescent participants completed the Buss–Durkee Hostility Inventory (BDHI; Boone & Flint, 1988), and the Adolescent Aggressive Incidents Interview—Child Version (AAII–C; Brown, Goodwin, Ballenger, Goyer, & Major, 1979; Knox et al., 2000). They were also administered the Diagnostic Interview for Children and Adolescents (4th ed.; DICA–IV; Reich, Welner, & Herjanic, 1997). The BDHI is a self-report measure of aggressive behavior. Scores on this measure have been found to distinguish between aggressive and nonaggressive groups in home and institutional settings and to correlate with adolescents’ scores on the Conflict Tactics Scale (Boone & Flint, 1988). Higher scores on the measure reflect higher levels of hostility and aggressive behavior. Alpha coefficients have been reported as .88 for aggression toward friends and .92 for aggression toward strangers (Boone & Flint, 1988). Internal consistency alpha coefficients for an adolescent inpatient sample were .91 for aggression toward friends and .94 for aggression toward strangers (Knox et al., 2000). Another recent study (Brent et al., 1993) reported internal consistency of .98 for the Assault subscale with a sample of inpatient adolescents. In the present study, Cronbach’s alpha coefficients were .96 for the total scale, .94 for the Aggression Toward Friends subscale, and .95 for the Aggression Toward Strangers subscale. The AAII is an adaptation of the Brown–Goodwin Assessment for Lifetime History of Aggression (Brown et al., 1979), which was adapted to assess aggressive behavior in adolescents. Adolescents are asked to report how often aggressive behavior and associated consequences occur in the home and outside the home, using a 5-point Likert scale ranging from 0 (never) to 4 (Many times). The adapted scale has nine items. The three-item Home subscale measures aggressive behavior and associated consequences in the home (e.g., “How many times have you lost your temper at home and hurt other people?”). The two-item School/Community subscale addresses aggression at school (e.g., “How many times have you been given detentions at school for This document is copyrighted by the American Psychological Association or one of its allied publishers. Assignment: Psychiatric Hospitals counseling This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. TREATMENT AND CHANGES IN AGGRESSIVE BEHAVIOR fighting or threatening other students, or yelling, threatening, or swearing at teachers?”). The threeitem Community/Work subscale measures aggression in the workplace (e.g., “How many times have you been fired from a job after losing your temper or having verbal or physical fights?”). The four-item Community/Legal subscale measures aggression in the community (e.g., “How many times have you been warned or arrested by police for intentionally destroying someone else’s property, being involved in physical fights, or threatening to or actually using a weapon against someone?”). Higher scores on this measure indicate more aggressive behavior with associated consequences. Internal consistency of the measure has been reported to be high (Cronbachs ? ? .96) in a study using an adolescent inpatient sample (Brent et al., 1993). In a more recent study, Cronbach’s alpha for the adapted adolescent version were .77 for the total scale, .64 for the three-item Home subscale, and .76 for the six-item School/Community subscale (Knox et al., 2000). In the present study, Alpha coefficients were .75 for the total scale, 0.62 for the three-item Home subscale, .73 for the two-item School/ Community subscale, and .77 for the Community/ Legal subscale. The relatively low alpha coefficients may be related to the very low number of items per subscale. Further, the validity of the measure is supported by high correlations with other measures of aggressive behavior in youth (Knox et al., 2000). The DICA–IV is a well-established, validated structured diagnostic interview. Diagnoses are based on DSM–IV criteria. The DICA–IV has been found to demonstrate high correspondence (81.5% agreement) with clinician diagnoses for psychiatric inpatients, aged 7 to 27 years (Welner, Reich, Herjanic, & Jung, 1987). Adolescents’ primary caregivers were interviewed separately and were asked to complete the Adolescent Aggressive Incidents Interview—Parent Version (AAII–P; Brown et al., 1979; Knox et al., 2000), Child Behavior Checklist—Parent Form (Achenbach, 1991), and a brief demographic questionnaire. The AAII–P is an identical scale to the AAII adolescent self-report version (i.e., AAII–C), but evaluates parents’ report of adolescent’s aggressive behavior. In a recent study, alpha coefficients for the adapted parent-report version were .75 for the total scale, .77 for the Home subscale, and 0.67 for the School/Community subscale (Knox et al., 2000). In the present study, alpha coefficients were .78 for the total scale, .66 for the three-item Home subscale, .83 for the two-item School subscale, and .58 for the Community/Legal subscale. 95 The Child Behavior Checklist—Aggressive Scale was used to measure parent-reported aggression in adolescents. The scale is very well established and has been reported to have high test–retest reliability, internal consistency, and discriminant validity (Achenbach, 1991). Each adolescent participant received $10 for completion of the study measures. Caregivers who completed study measures also received $10 for completion of the measures. Participants and their caretakers were recontacted for participation in the second phase of the project 1 year after their participation in Phase 1 of the study. For Phase 2, adolescent participants were asked to complete the BDHI and AAII. They also completed a revised version of the Youth Client Satisfaction Questionnaire, which assessed satisfaction with mental health treatment received in the interim between Phase 1 and Phase 2. The scale demonstrates good (Cronbachs ? ? .90) internal consistency and 3- to 4-week test–retest reliability (r ? .92). Scores have been found to correlate with parent-reported behavior changes, benefits of treatment, GAF scores, and therapist-rated improvement (Shapiro et al., 1997). … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Healthcare Emergency Management Presentation ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Healthcare Emergency Management Presentation THE ASSIGNMENT: Complete a PowerPoint Presentation of 17-20 slides for an overview of the keys to a successful healthcare emergency management program. What does it mean to be successful in healthcare emergency management? Include examples of successful programs and why they’re successful. Discussion: Healthcare Emergency Management Presentation To clarify, you are to research a successful hospital or healthcare system emergency management program In U.S. Why is a particular hospital successful? Additionally, I want you to tell me what YOU think it means to have a successful emergency management program. Imagine yourself and Emergency Preparedness Manager for a hospital. How do you quantify success in your program? Tips for a good PowerPoint presentation: Slides should have no more than 4-6 lines of text per slide, and 1-3 ideas per slide max. Text should be in bullet format, not paragraph/prose format. Information should be conveyed in a concise but comprehensible manner. Do not write too much, as this creates a crowded slide which is visually overwhelming. Your meaning will get lost in the slide and your audience will lose interest. Do not write too little as this makes it difficult to understand your intended meaning. You may receive a lower grade because it will not be clear that you understood the concepts. Use photos and diagrams thoughtfully to supplement and advance your presentations, not just as meaningless filler. Each presentation should have a title slide, an objectives slide and one or more reference slides. The title slide should contain the title of your presentation, your full name, the date and the course name. The objectives slide should outline the main bullet points that your presentation will cover. These should be analogous to lessons you expect your intended target audience to learn from your presentations. Your target audience has a basic disaster management background equivalent to your own. You do not need to include background material such as the history of ICS in your presentation. I attached the primary book. book_healthcare_emergency_manag Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Christ College NUR 320 Use of Informatics Technology in Nursing Practice Bibliography ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Christ College NUR 320 Use of Informatics Technology in Nursing Practice Bibliography NUR 320 – Annotated Bibliography The Annotated Bibliography is a list of research articles published within the past seven (7) years from professional health care journals that includes the complete article information formatted in APA style with a summary paragraph following each entry. The purpose of the Annotated Bibliography is for the student to demonstrate the ability to summarize current research to support the use of informatics technology to improve patient safety, care quality, or care efficiency in nursing practice. B. Instructions: 1. Search for and find two (2) current research articles that support the use of informatics technology to improve patient safety, care quality, or care efficiency. The articles should be quantitative or qualitative research articles. Editorials are not considered research articles. Informatics technology includes electronic health records, telehealth, mobile health, monitoring, and other electronic communication devices. 2. Construct an Annotated Bibliography by summarizing, in your own words, the contents of each selected article utilizing current APA writing style and format. a. Create a MS Word Document. b. Include a title page. The title is ‘NUR 320 Annotated Bibliography’ c. List your sources alphabetically and according to APA format (similar to a reference page listing) d. Following each source using a hanging indented margin, write a minimum 200 word, double-spaced summary paragraph immediately following the entry on the same line, in your own words. The summary should tell the reader how the research supports the use of informatics technology to improve patient safety, care quality, or care efficiency in nursing practice. e. Do not copy the abstract within the article 3. Do not include a references page. Christ College NUR 320 Use of Informatics Technology in Nursing Practice Bibliography 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

Final Project Milestone Two: Second Draft of Final Project ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Final Project Milestone Two: Second Draft of Final Project Learning Objectives By the end of this module, you will meet these learning objectives: Final Project Milestone Two: Second Draft of Final Project Analyze data that informs decision-making process Identify threats to reduce invalid research Module at a Glance This is the recommended plan for completing the reading assignments and activities within the module. Additional information can be found in the module Reading and Resources section and in the task list. Continue making notes about items to be included in your final project. Complete the assigned textbook reading. Review the Milestone Two Guidelines and Rubric document before completing the second draft of your final project. Review the Criminal Justice Research Guide if you have questions regarding research. Review the APA Style guide if you have questions regarding APA citation. Review the APA Literature Guide if you have questions regarding literature research. Reading and Resources REQUIRED RESOURCES Textbook : The Practice of Research in Criminology and Criminal Justice , Chapter 3 Are you able to identify protections that are set in place for human subjects involved in research experiments? What are the ethical guidelines criminal justice professionals use within the field to promote transparency and protect the validity of the results? ADDITIONAL SUPPORT (OPTIONAL) Websites: SNHU Library Guides Review these resources as necessary: Criminal Justice Research Guide APA Style Guide APA Literature Guide Module Six focused on various data collection methods and the effect those methods have on our decisions. In Module Seven, you will review research ethics and methods to ensure research validity. Once data is collected using one of the methods described in Module Six, a criminal justice professional analyzes the data, which ultimately produces the findings. Whether those findings are valid depends heavily on reducing threats. Some threats to valid research are outlined below. Researcher bias is apparent when researchers directly influence the sample to produce the findings they find favorable. Improper sampling occurs when the sample is not actually representative of the larger population. Dishonesty can occur within the research experiment. Skewed measurement techniques are techniques that measure a sample inaccurately. Improper disclosure is dishonesty in the researcher-subject relationship, which could result in the subjects being (physiologically or physically) harmed. Extraneous and temporal effects are effects that weigh heavily on the results of research but are oddities and not the norm. The threats above may be unconscious acts that can be avoided by using the proper sampling and data collection methods discussed in these modules. InstructionsFor this milestone, you will prepare your final project’s second draft, which will include the Proposal and Communication Plan sections. Your instructor will provide feedback that will be incorporated into your final project, which you will submit in Module Nine. Complete the assigned textbook reading before submitting this milestone. Final Project Milestone Two: Second Draft of Final Project cj_675_milestone_two_guidelines_and_rubric.pdf Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Grand Canyon University NUR 674 Personal Model of Leadership Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Grand Canyon University NUR 674 Personal Model of Leadership Discussion As a nurse leader, it is important to understand a variety of leadership models and styles. This will help you adapt to different settings and apply strategies to support and inspire others. It may also be necessary to apply models in different professional settings to satisfy certification requirements. Write a 1,000-1,250 word paper about your personal model of leadership, including the following: Grand Canyon University NUR 674 Personal Model of Leadership Discussion How might your personal model of leadership be applied in your professional setting? Compare your personal leadership model to servant leadership, transformational leadership, and at least one other model of leadership. Describe your personal worldview, including the religious, spiritual, and cultural elements that you think most influence your personal philosophy of practice and attitude towards leadership. Describe how your professional leadership behaviors can inspire others. Use a minimum of three peer-reviewed resources (published within the last 5 years) as evidence to support your views. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. attachment_1 Course Code NUR-674 Class Code NUR-674-O501 Criteria Content Percentage 70.0% Personal Model of Leadership 15.0% Application in Professional Setting (C: 6.3) 15.0% Leadership Model Comparison 15.0% Personal Worldview 15.0% Inspiration (C: 6.7) 10.0% Organization and Effectiveness 20.0% Thesis Development and Purpose 7.0% Argument Logic and Construction 8.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Format 10.0% Paper Format (Use of appropriate style for the major and assignment) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Benchmark – Personal Worldview and Model of Leadership Paper 1: Unsatisfactory (0.00%) A description of the personal model of leadership is not present. A description of how the personal model of leadership will be applied in the professional setting is not present. A comparison of the personal leadership style to at least one other leadership style is not present. A description of how the personal worldview will influence the personal philosophy of practice and attitude towards leadership is not present. A description of how the personal leadership behaviors can inspire others is not present. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Template is not used appropriately or documentation format is rarely followed correctly. Sources are not documented. Total Points 105.0 2: Less Than Satisfactory (80.00%) A description of the personal model of leadership is incomplete or incorrect. A description of how the personal model of leadership will be applied in the professional setting is incomplete or incorrect. A comparison of the personal leadership style to at least one other leadership style is incomplete or incorrect. A description of how the personal worldview will influence the personal philosophy of practice and attitude towards leadership is incomplete or incorrect. A description of how the personal leadership behaviors can inspire others is incomplete or incorrect. Thesis is insufficiently developed or vague. Purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Grand Canyon University NUR 674 Personal Model of Leadership Discussion Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. 3: Satisfactory (88.00%) A description of the personal model of leadership is included but lacks supporting details. A description of how the personal model of leadership will be applied in the professional setting is included but lacks supporting details. A comparison of the personal leadership style to at least one other leadership style is included but lacks supporting details. A description of how the personal worldview will influence the personal philosophy of practice and attitude towards leadership is included but lacks supporting details. A description of how the personal leadership behaviors can inspire others is included but lacks supporting details. Thesis is apparent and appropriate to purpose. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Template is used, and formatting is correct, although some minor errors may be present. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. 4: Good (92.00%) A description of the personal model of leadership is complete and includes supporting details. A description of how the personal model of leadership will be applied in the professional setting is complete and includes supporting details. A comparison of the personal leadership style to at least one other leadership style is complete and includes supporting details. A description of how the personal worldview will influence the personal philosophy of practice and attitude towards leadership is complete and includes supporting details. A description of how the personal leadership behaviors can inspire others is complete and includes supporting details. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. Grand Canyon University NUR 674 Personal Model of Leadership Discussion The writer uses a variety of effective sentence structures and figures of speech. Template is fully used; There are virtually no errors in formatting style. Sources are documented, as appropriate to assignment and style, and format is mostly correct. 5: Excellent (100.00%) A description of the personal model of leadership is extremely thorough and includes substantial supporting details. A description of how the personal model of leadership will be applied in the professional setting is extremely thorough and includes substantial supporting details. A comparison of the personal leadership style to at least one other leadership style is extremely thorough and includes substantial supporting details. A description of how the personal worldview will influence the personal philosophy of practice and attitude towards leadership is extremely thorough and includes substantial supporting details. A description of how the personal leadership behaviors can inspire others is extremely thorough and includes substantial supporting details. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Comments Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Strayer HSA515 WeeK9 Organization & Management of a Health Care Facility Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Strayer HSA515 WeeK9 Organization & Management of a Health Care Facility Paper Your duties at We Care Hospital require you to interface with many different professionals, including physicians, nurses, and allied professionals in various areas of health care. The facility also has a new information technology management center, which handles all patient medical records. The Health Information Technology for Economic and Clinical Health (HITECH) Act was enacted as part of the American Recovery and Reinvestment Act of 2009. The Act called for an unprecedented federal investment in Health Information Technology (IT). Doctors and hospitals would receive incentive payments through the Medicare programs and Medicaid to advance the delivery of high-quality healthcare. It was predicted that a decade later the Act would reduce federal spending on health services by tens of billions of dollars by increasing efficiency. Review the American Journal of Managed Care article, Congressional Intent for the HITECH Act. Strayer HSA515 WeeK9 Organization & Management of a Health Care Facility Paper It has been a decade since the HITECH Act was enacted and you are researching the impact of the Act. You must ensure that the HITECH Act of 2009 and the HIPAA Act guidelines are being met. You must track legal issues within the hospital and provide detailed monthly reports on the general functionality of the health administration department as it relates to breaches in patient record security and the impact of the Electronic Health Record (EHR). Review the Harvard Business Review article, The Critical Skills For Leading Major Change in America’s Health System. Note: You may create and / or make all necessary assumptions needed for the completion of this assignment. Write a six to eight (6-8) page paper in which you: 1.Provide a detailed summary of your hospital’s organizational structure. Include a tabulated description of the levels of professionals within the organization. Describe the duties of each major head within the organization. 2.Provide an explanation of the HITECH Act and how it impacts We Care Hospital. Provide any case laws that identify HIPAA violations as a result of the computer technology using patient records. 3.Outline a detailed feasibility plan for protecting patient records. Provide a rationale for the chosen plan and explain the main reasons why the plan in question would be suitable for use. 4.Justify the use of information technology to increase patient services. Provide a summative table of some pros and cons of using information technology in an era of networking and security breaches. 5.Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and similar websites do not quality as academic resources. Your assignment must follow these formatting requirements: •Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. •Include a cover page containing the title of the assignment, the student’s name, the course title, the professor’s name, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: •Evaluate the implications of the law on the health care system. •Evaluate the implications of the nursing staff on the health care system. •Describe the importance of medical records in relationship to the law. •Describe consent and informed consent in relationship to the health care system. •Identify the principles and legalities of ethical issues within the health care system. •Identify a plan that addresses legal and ethical issues in a health care policy. Click here to view the grading rubric for this assignment. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Health Care Innovations & Emerging Technology ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Health Care Innovations & Emerging Technology Emerging Technology Brief New health care innovations offer the advanced registered nurse an opportunity to apply emerging technologies in practice to improve quality and patient outcomes. For this assignment, research an emerging health care technology that you think has the potential to overcome current or emerging barriers to care. GCU NUR 514 Week 6 Health Care Innovations & Emerging Technology Paper Write a 500-word brief that provides an overview of the technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology. Discuss how this technology could improve access to care and promote patient safety and quality. Discussion: Health Care Innovations & Emerging Technology Refer to the Topic 6 materials for samples and resources to help you construct your brief. You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. week_6___rubric_print_format.xlsx Course Code Class Code Assignment Title Total Points NUR-514 NUR-514-O502 Emerging Technology Brief 125.0 Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Emerging Technology Brief 100.0% The Emerging Technology, Its Purpose, and How it Would Function in a Health Care Setting, Including Any Ethical or Legal Issues That Would Accompany the Incorporation of the Technology 35.0% A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is not included. A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is present, but it lacks detail or is incomplete. A discussion of the emerging technology, its purpose, and how it would function in a health care setting, including any ethical or legal issues that would accompany the incorporation of the technology, is present. How This Technology Improves Access to Care and Promotes Patient Safety and Quality 30.0% A discussion of how this technology improves access to care and promotes patient safety and quality is not included. A discussion of how this technology improves access to care and promotes patient safety and quality is present, but it lacks detail or is incomplete. A discussion of how this technology improves access to care and promotes patient safety and quality is present. Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Presentation 10.0% The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Assignment: Demonstration of Proficiency Population Outcomes ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Demonstration of Proficiency Population Outcomes Instructions For this assessment, your ePortfolio will focus on showcasing your growth and accomplishments in the context of the following course competencies: Assignment: Demonstration of Proficiency Population Outcomes • Competency 1: Lead people and processes to improve patient, systems, and population outcomes. • Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care. • Competency 6: Collaborate interprofessionally to improve patient and population outcomes. • Competency 8: Integrate professional standards and values into practice. For each competency, complete the following in your ePortfolio: • Create an area in your ePortfolio for the competency and label it with the course competency number or the competency language. • Select the two artifacts (assessments) that you feel best showcase your accomplishments or growth relative to the competency and place them in the corresponding ePortfolio area. • For each competency, write 2–3 paragraphs detailing the ways in the artifacts illustrate your accomplishments or growth in the competency so reviewers can easily understand your achievements and strengths. Place this in the corresponding ePortfolio area with your chosen artifacts. For the Competency 8 section of your ePortfolio, include a professional resume that highlights your professional standards and values. Consult the resources in the Capella University Career Center, such as the Capella Career Center: Resume Rubric. Please study the scoring guide carefully so you will know what is needed for a distinguished score: • Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of leading people and processes to improve patient, systems, and population outcomes. • Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of leading people and processes to improve patient, systems, and population outcomes. • Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of transforming processes to improve quality, enhance patient safety, and reduce the cost of care • Explain how at least two chosen artifacts illustrate personal growth and achievements in interprofessional collaboration to improve patient and population outcomes. • Explain how at last two chosen artifacts and a professional resume illustrate personal growth and achievements in the area of integrating professional standards and values into practice. • Communicate ePortfolio in a clear and well-organized manner, using correct grammar and spelling. competency_1_artifact_1_.pdf comptency_1_artifact_2_.pdf assessment_5_guidelines.pdf scoring_guide.pdf competency_3_artif Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

FNU NUR4827 Triaxial of action: Policy Politics and Nursing ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON FNU NUR4827 Triaxial of action: Policy Politics and Nursing I don’t understand this Nursing question and need help to study. Read Chapter on Davis Plus : Discussion of Triaxial of action: Policy, Politics, and Nursing. APA Format 1- What is Policy? 2- Explain each of them: Public policy— Private policy— Health policy— Social policy— Organizational policy? 3- Who was F lorence Nightingale, and what was her contribution to the Nursing Field? 4- Who was Lillian Wald? 5- Who was Margaret Sanger, and in what way she helped to the developments of Nursing Field? 6_ what is (ICN), and what they do? 7- What is s (NLCA) and they do? Jeanne Blum, RN, is a nurse on a LDRPunit. Recently, the policy and procedures-manual for Jeanne’s unit included the premature rupturing of membranes of a laboring patient as a practice acceptable for nurses to perform. Jeanne and some of her coworkers shared their concern over lunch about this new responsibility. They felt uncomfortable with the possibility of cord prolapse and otherpotential medical complications resulting from this practice. Jeanne gathered data from her state and manyothers states and noted that her hospital was not in compliance with her professional organization-practice standards. Jeanne shared this information withher coworkers. She volunteered to contact the state board of nursing on their behalf to request a declaratory statement on the nurse’s role in the initiation of premature rupturing of uterine membranes. Her state board’s clinical practice committee reviewed her request for a declaratory statement and gathered information from other states. A formal declaratory statement was drafted by the board and made it available on its Web site. A letter from the board was sent to Jeanne’s institution, informing it of the declaratory statement, which stated that the task nurses were requested to perform was beyond their scope of practice based on the Nurse Practice Act. 8-Which stage of the policy model does this scenario represent? bonuschapter01.pdf bonuschapter02.pdf Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10