Nursing

Assignment – Types of Hazards in Nursing
Assignment – Types of Hazards in Nursing
Module 10 Written Assignment – Types of Hazards in Nursing
Scoring Rubric:
Criteria
Points
Answer the following in 1-2 pages:
Discuss and define each of the three hazards
Give examples of each hazard
Explain and give specific examples to when, where, why, and how nurses may potentially be exposed to these hazards
Give examples in which the patient may be exposed to these hazards
5
In 3-4 pages (including your title page and your reference page), address the following grading criteria:
Discuss and define each of the three nursing hazards (physical, chemical and biological) covered in your reading.
Give a specific example for each hazard how nurses may potentially be exposed to that hazard
Give examples in which the patient may be exposed to these hazards.
Explain how these potential exposures can be reduced or eliminated.
Write your paper in APA format (title page, body, reference page).
Use APA formatting for in-text citations and references.
Be aware of your grammar and use of writing mechanics (typos, paragraphs, font, etc.).
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.

Assignment: Interpersonal Judgment
Assignment: Interpersonal Judgment
Assignment: Interpersonal Judgment
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Barry R. Schlenker,1 Michael F. Weigold,1 and
Kristine A. Schlenker2
1University of Florida 2Penn State University
ABSTRACT Principled and expedient ideologies affect self-regulation and guide people along divergent ethical paths. A more principled ide- ology, indicative of higher claimed integrity, involves a greater personal commitment to ethical beliefs, standards, and self-schemas that facilitate positive social activities and help resist the temptation of illicit activities. Two studies showed that differences in reported integrity are related to people’s preferences for and judgments of others. Those higher in integ- rity spontaneously described their heroes as more principled, honest, spiritual, and benevolently oriented toward others (Study 1). In addition, integrity was related to people’s evaluations of characters who made ethical or unethical career decisions (Study 2). The judgments of those higher in integrity were greatly influenced by whether or not the decision was ethical but were largely unaffected by the consequences (career success or failure), whereas those lower in integrity were less influenced by whether the decision was ethical and more influenced by the career consequences.
Ethical dilemmas pit principles against expediency. Doing the right thing is a basis for acts of heroism and laudable accomplishment but often involves personal sacrifice. Doing the expedient thing is a basis
for acts of self-indulgence and opportunism but often at a cost to others. How people resolve the tension between principles and
expediency tests an individual’s character and a society’s ability to function effectively. Each path has a certain appeal—the principled
Correspondence concerning this article may be addressed to Barry R. Schlenker,
Department of Psychology, University of Florida, Gainesville, FL 32611. E-mail:
[email protected].
Journal of Personality 76:2, April 2008 r 2008, Copyright the Authors Journal compilation r 2008, Blackwell Publishing, Inc. DOI: 10.1111/j.1467-6494.2007.00488.x
path for its integrity and the expedient path for its profits. Informa-
tive glimpses may be gained into the values, aspirations, and ideol- ogies of individuals and societies by examining whom they admire
and regard as a hero and what criteria they use to praise and con- demn others. The present studies examined individual differences in
whom people regard as their heroes, why they regard them as heroes, and how they judge others based on how those others resolve
conflicts between principles and expediency.
Principled and Expedient Ideologies: Commitment to Integrity
An ethical ideology is an integrated system of beliefs, values,
standards, and self-definitions that define an individual’s orientation toward matters of right and wrong or good and evil (Schlenker,
2007). It provides a moral schema for evaluating events and a moral identity that describes one’s ethical character. Principled ideologies
contain the ideas that ethical principles have a trans-situational quality, these principles should be followed regardless of personal
consequences or self-serving justifications, and integrity is inherently valuable and a defining quality of one’s identity. In contrast, expe-
dient ideologies involve the ideas that moral principles can be flexible, that it is important to take advantage of profitable opportunities and foolish to fail to do so, and that what might seem to be deviations
from principles can usually be justified. Schlenker (2007) proposed that personal commitment to a
principled ideology determines the strength of the relationship be- tween ethical principles and behavior. Personal commitment links the
self-system to the ethical principles, producing an accompanying sense of obligation to perform consistently with those principles and
a sense of responsibility for relevant actions (Schlenker, 2007; see also Schlenker, 1997; Schlenker, Pontari, & Christopher, 2001). There is then greater difficulty explaining inconsistent conduct and less per-
ceived flexibility to pursue unprincipled alternatives. This analysis is consistent with arguments, from several theoretical perspectives, that
people’s moral self-conceptions guide conduct across a range of sit- uations (Aquino & Reed, 2002; Blasi, 1980, 1983; Narvaez, Lapsley,
Hagele, & Lasky, 2005; Peterson & Seligman, 2004). Individual differences in reports of principled commitment can
be assessed with the Integrity Scale (Schlenker, 2007). Principled ideologies characterize people who regard themselves as having high
324 Schlenker, Weigold, & Schlenker
integrity. The first dictionary meaning of integrity is the ‘‘steadfast
adherence to a strict moral or ethical code’’ (American Heritage Dictionary, 2000), and synonyms include being honest, upright, and
incorruptible. The 18-item scale (see Appendix) focuses on the strength of people’s claims of being principled (as opposed to expe-
dient), and items assess the inherent value of principled conduct, the steadfast commitment to principles despite costs or temptations, and
the unwillingness to rationalize violations of principles. Although some items include references to truthfulness, lying, and cheating,
which are inherent to definitions of integrity, participants are left to define principles and right versus wrong for themselves.
Higher scores reflect stronger endorsement of a principled
ideology and the claim that one is a principled person with integri- ty, whereas lower scores reflect a more expedient orientation. Peo-
ple’s ethical ideologies may or may not coincide with their behavior, of course, so it is an empirical question whether those who express a
commitment to principles actually behave in a principled fashion. The scale demonstrates acceptable internal-consistency reliability
(Cronbach’s a ranged from .84 to .90 across 6 samples) and test- retest reliability (r5 .82 over 2–5 weeks; Schlenker, 2007). Confir- matory factor analyses supported the view that a single latent integ-
rity dimension, which appears to reflect the principled-expedient continuum, along with measurement effects from direct- and reverse-
scored items, underlies responses ( Johnson & Schlenker, 2007). So- cial desirability bias, which is a substantial problem with measures of
overt integrity (i.e., honesty testing) used in business (Sackett & Wanek, 1996), is small and accounts for under 3% of the common
variance (rs ranged from .05 to .17 in 5 samples; Schlenker, 2007). Given the conceptual rationale for the scale, integrity scores
should be related to respondents’ moral identities and their pro- social versus antisocial orientations toward others, and research shows that they are. In the personality realm, integrity scores are
positively related to scores on measures of the purpose and meaning in life, authenticity, empathy, trust, and self-esteem and negatively re-
lated to scores on Machiavellianism, self-monitoring, cynicism, nar- cissism, alienation, and the tendency to rationalize antisocial and
illegal conduct. Integrity scores are unrelated to measures of dogma- tism and the need for closure, indicating that the scale is not simply
assessing closed-mindedness (Schlenker, 2007). Further, integrity predicts reported helping and volunteering even after controlling for
What Makes a Hero? 325
empathy, as well as antisocial behavior, including lying, cheating,
stealing, and other undesirable behaviors (Schlenker, 2007). People’s levels of integrity are accurately perceived by their
friends, as evidenced by significant correlations between respon- dents’ own integrity scores and their friends’ appraisals of their in-
tegrity (Miller & Schlenker, 2007). Higher scorers also prefer to interact with others to see them as being high in integrity, whereas
those who score lower equally prefer evaluations of being principled or expedient (Miller & Schlenker, 2007). It is worth noting that vir- tually no one claims to be unprincipled. Instead, those who score
lower express more of a balance between principles and expediency, whereas those who score higher express a stronger commitment to
principles and greater aversion to expediency (e.g., compromising principles for profit).
Prior research has not examined how integrity is related to social judgment, particularly to admiration for others. The present studies
addressed evaluative social judgments.
Integrity and Heroes
Why Study Heroes?
Heroes can play important roles in people’s lives. Like any signifi- cant audience or reference group, heroes provide reference points for
goals, standards, and ways to behave. People’s perceptions of their heroes’ values, standards, and behavioral tendencies are integrated
into cognitive schemas, and these serve as mental templates for de- sirable ways to act in various social situations. As such, heroes
function as exemplars or models for desirable conduct as imagined judges of conduct and as social comparison targets. Although com-
paring oneself to heroes can produce a contrast effect and negative self-evaluations, it can also serve as inspiration to motivate self- improvement, produce the glow of basking in their accomplish-

Discussion: Patient Protection HLT 314
Discussion: Patient Protection HLT 314
Discussion: Patient Protection HLT 314
View the “Patient Protection and Affordable Care Act” video:
(http://lc.gcumedia.com/zwebassets/courseMaterialPages/nur508_healthcare-reform-video-series-v1.1.php)
This video was developed just as the Patient Protection and Affordable Care Act (commonly referred to as ACA) was due to be implemented. Now that the ACA is operational, contrast the information from the video with actual outcomes and provide your assessment of whether or not the stated goals of the ACA are being met for direct patient care. Support your position using sources inclusive of peer-reviewed literature as well as governmental statistics (state or national) or other nonpartisan resources.
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.

Assignment: Career Planning
Assignment: Career Planning
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PURPOSE Having a clear vision for the future, setting reasonable goals, and developing strategies for meeting those goals are important steps in ensuring control of one’s professional future. This assignment provides the student with the opportunity to demonstrate a commitment to ongoing personal and professional development through the creation of a one?year and five?year professional career plan in nursing.
REQUIREMENTS In this assignment, the student will be producing a 4?5 page essay that includes the following components:
• Transition into the Professional Nursing Role: Identify actions to be considered in the transition from student to BSN graduate nurse including:
o Identify the state in which the student is seeking employment.
o Detail a minimum of three (3) criteria set forth by the Board of Nursing for obtaining an RN license in that state.
o Conduct a new BSN graduate job search in a 30 mile radius of where the student lives or plans to relocate.
§ Provide the details of what is required to submit an application for hire for the top two choices of employment.
• Holistic Life Balance: Provide a description of the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.
• Stressors and Challenges: Identify known stressors and anticipated challenges as well as plans for managing each of them within the first year and at five years.
• Lifelong Learning: Determine a plan for lifelong learning and educational development anticipated within the first year and at five years.
o This plan can include, but is not limited to, specialty certification, advanced nursing education, and the pursuit of formal education outside of the nursing discipline.
• Professional Contributions: Summarize plans for contributing to at least one professional nursing community as well as the student’s general community in the healthcare professional role within the first year and at five years

Assignment: Challenge to Juvenile Justice
Assignment: Challenge to Juvenile Justice
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the for guidance on how your discussion will be evaluated.
Special Populations – A Challenge to Juvenile Justice
Chapter 9 of the text addresses special populations of juveniles that pose significant problems to the juvenile justices system. Assume you were writing a proposal to a city or state administrator to address one of the special populations identified in our text (e.g., early starters, juvenile gangs, or juvenile sex offenders) and explain why juveniles in the this category must be treated outside the normal juvenile delinquency programs. What are the benefits to this program in addressing the special population? What is the measure of effectiveness for these programs? Why will this program be effective countering the problem addressed?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7 and continue to support your arguments with examples from the required material(s) and/or other scholarly resources.
Considering the goals of juvenile justice system and our desire to return juveniles to the community as productive members of society, support an alternative approach to the one held by your classmates. Assume you were writing a proposal to a city or state administrator competing with the proposal of your classmate. Highlight the benefits of your alternative program to address this challenging special population. Keep in mind that, due to limited funds, only one program will be selected for implementation.

Assignment: Improving Patient Care through EBP
Assignment: Improving Patient Care through EBP
Approx 150-180 words APA format with references and in-text citations response to the discussion below.
The term “Evidence-Based Practice” (EBP) was fairly new when I was entering nursing school in 1999.
Although it made sense that nursing practice was based on academic research and findings, many nurses have passed down traditions simply based on the notion that “it has always been done this way”. I can remember this new term, and the exciting thought that nursing would be more valued and respected with a greater emphasis on practice based in facts and best outcomes. I became an RN in 2004, and I have worked in the psychiatric field for the majority of my career. The American Psychiatric Nurses Association (APNA) was my chosen healthcare organization website. This can be found at https://www.apna.org/i4a/pages/index.cfm?pageid=1 . Although I was already somewhat familiar with what the website had to offer, I gained a greater understanding and admiration for this site as I dug a little deeper.
The Institute of Medicine’s Roundtable on Evidence-Based Medicine put an emphasis on three major areas: a learning healthcare system, generating evidence to support effective healthcare strategies, and improving public awareness regarding the importance of EBP in healthcare (Melnyk, & Fineout-Overholt, 2018). The APNA website contributes to the IOM’s goal of improving public awareness related to EBP. This is evident in the numerous resources on the website from academic journals, continuing education (conferences and CEU’S), standards of practice updates, and also the ability to find information about academic programs and scholarships. The Journal of the American Psychiatric Nursing Association is a peer-reviewed journal which publishes original research, practice-focused articles, editorials, and interviews. One tab entitled “Reports & Surveys” shares the latest national reports and surveys covering topics related to the future of nursing and nurses’ health.
Although the website is not entirely based in EBP (some tabs are related to the organization and membership) it is clear that its goal is to promote the understanding of psychiatric nursing through the recent solid research. One item available for free via ebook to members (and for sale to non-members) is “Psychiatric-Mental Health Nursing: Scope and Standards of Practice”. This spells out important aspects of psychiatric-mental health nursing- the who, what, when, where, and how of practice- at various levels and in multiple settings. The latest edition was published with the input and expertise of psychiatric nurses from the APNA and the International Society of Psychiatric-Mental Health Nurses (ISPN). Goals established prior to the easy access of the internet are able to be met not only through scholarly articles, but with new styles of sharing information and with a culture of networking to filter out the most relevant, and timely information.
Crabtree, 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
https://www.apna.org/i4a/pages/index.cfm?pageid=1
Laureate Education (Producer). (2018). Introduction to Evidence-Based Practice and Research [Video file]. Baltimore, MD: Author.
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
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.
Assignment: Improving Patient Care through EBP

Informatics in Professional Nursing Case
Informatics in Professional Nursing Case
Week 6: Use of Informatics in Professional Nursing 4141 unread replies.7575 replies. How do you use informatics and technology in your nursing practice? How do you see that use changing in the future? What ethical issues have arisen or might arise from use of technology and informatics in professional nursing?
Nursing is increasingly becoming as “high tech” as it is a “high touch” profession. Today’s nurses have more technology at their disposal than any nurses ever before, and as one might expect, it’s considerably improving patient care.
One area where nurses are putting technology to use is in informatics. Officially known as the study of information, in the world of health care, health informatics is the management of health information. Using electronic medical records, devices that collect health information electronically, and other electronic information standards, are responsible for managing, interpreting, and communicating the data that comes in and out of health care facilities, all with one primary purpose: Improving the quality of patient care.
But how does that happen, specifically? How are nurses using informatics as a way to improve the care they — and their colleagues — provide to patients? As it turns out, there are several key ways that informatics is part of that effort.
Improved Documentation
Documentation has long been considered an important part of the nursing profession, but it’s more vital than ever to the delivery of quality care. While the theory and practice of nursing, the standards of nursing practice, legal and ethical considerations, and other points that are taught in all influence the practice of nursing, it’s information, and specifically, electronic documentation, that is having the greatest influence on modern nursing.

Assignment: Priority-nursing Interventions
Assignment: Priority-nursing Interventions
Identify priority-nursing interventions in the case of postoperative complications for a patient und
Identify priority-nursing interventions in the case of postoperative complications for a patient undergoing an esophagogastrostomy. How do these interventions align with postoperative care given to other surgical patients?
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.

Observing And Interacting With People
Observing And Interacting With People
***I have attached this file with all of the questions briefly answered and attached is the topic for which to be written on.***
Group Influence
This assignment will give you experience observing and interacting with people outside of the classroom.?It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.
Note: Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptable events for the purpose of this assignment.
Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Observe a group discussing a topic of interest, such as a focus group, a community public assembly, a department meeting at your workplace, or local support group.
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Study how the group members interact and influence one another.
Analyze how the group behaviors and communication patterns influence social facilitation.
Integrate your findings with evidence-based literature from journal articles, the course text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
How were the people arranged in the physical environment (layout of room and seating arrangement)?
What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
What are the group’s purpose, mission, and goals?
What is the duration of the group (short- or long-term)? Explain.
Did the group structure its discussion around an agenda, program, or rules of order?
Describe the structure of the group. How is the group organized?
Who are the primary facilitators of the group?
What subject or issues did the group members examine during the meeting?
What types of information did members exchange in their group?
What were the group’s norms, roles, status hierarchy, or communication patterns?
What communication patterns illustrated if the group was unified or fragmented? Explain.
Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?
Was there any indication that members might be vulnerable to groupthink? Why or why not?
In your opinion, how did the collective group behaviors influence individual attitudes and the group’s effectiveness? Provide your overall analysis.
Write a 1,050- to 1,400-word paper incorporating your analysis with evidence to substantiate your conclusion.
Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence.
Integrate your findings with literature from the text, peer-reviewed journal articles, and other scholarly sources.
Format your paper according to APA guidelines.

Discussion: Theoretical Orientation
Discussion: Theoretical Orientation
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Paula is a 43-year-old HIV-positive Latina woman originally from Colombia. She is bilingual, fluent in both Spanish and English. Paula lives alone in an apartment in Queens, NY. She is divorced and has one son, Miguel, who is 20 years old. Paula maintains a relationship with her son and her ex-husband, David (46). Paula raised Miguel until he was 8 years old, at which time she was forced to relinquish custody due to her medical condition. Paula is severely socially isolated as she has limited contact with her family in Colombia and lacks a peer network of any kind in her neighborhood. Paula identifies as Catholic, but she does not consider religion to be a big part of her life. Paula came from a moderately well-to-do family. She reports suffering physical and emotional abuse at the hands of both her parents, who are alive and reside in Colombia with Paula’s two siblings. Paula completed high school in Colombia, but ran away when she was 17 years old because she could no longer tolerate the abuse at home. Paula became an intravenous drug user (IVDU), particularly of cocaine and heroin. David, who was originally from New York City, was one of Paula’s “drug buddies.” The two eloped, and Paula followed David to the United States. Paula continued to use drugs in the United States for several years; however, she stopped when she got pregnant with Miguel. David continued to use drugs, which led to the failure of their marriage. Once she stopped using drugs, Paula attended the Fashion Institute of Technology (FIT) in New York City. Upon completing her BA, Paula worked for a clothing designer, but realized her true passion was painting. She has a collection of more than 100 drawings and paintings, many of which track the course of her personal and emotional journey. Paula held a full-time job for a number of years before her health prevented her from working. She is now unemployed and receives Supplemental Security Insurance (SSI) and Medicaid. Paula was diagnosed with bipolar disorder. She experiences rapid cycles of mania and depression when not prop­erly medicated, and she also has a tendency toward paranoia. Paula has a history of not complying with her psychi­atric medication treatment because she does not like the way it makes her feel. She often discontinues it without telling her psychiatrist. Paula has had multiple psychiatric hospitalizations but has remained out of the hospital for at least five years. Paula accepts her bipolar diagnosis, but demonstrates limited insight into the relationship between her symptoms and her medication. Paula was diagnosed HIV positive in 1987. Paula acquired AIDS several years later when she was diagnosed with a severe brain infection and a T-cell count less than 200. Paula’s brain infection left her completely paralyzed on the right side. She lost function of her right arm and hand, as well as the ability to walk. After a long stay in an acute care hospital in New York City, Paula was transferred to a skilled nursing facility (SNF) where she thought she would die. It is at this time that Paula gave up custody of her son. However, Paula’s condition improved gradually. After being in the SNF for more than a year, Paula regained the ability to walk, although she does so with a severe limp. She also regained some function in her right arm. Her right hand (her dominant hand) remains semiparalyzed and limp. Over the course of several years, Paula taught herself to paint with her left hand and was able to return to her beloved art. In 1996, when highly active antiretroviral therapy (HAART) became available, Paula began treatment. She responded well to HAART and her HIV/AIDS was well controlled. In addition to her HIV/AIDS disease, Paula is diagnosed with hepatitis C (Hep C). While this condition was controlled, it has reached a point where Paula’s doctor is recommending she begin treatment. Paula also has signifi­cant circulatory problems, which cause her severe pain in her lower extremities. She uses prescribed narcotic pain medication to control her symptoms. Paula’s circulatory problems have also led to chronic ulcers on her feet that will not heal. Treatment for her foot ulcers demands frequent visits to a wound care clinic. Paula’s pain paired with the foot ulcers make it difficult for her to ambulate and leave her home. As with her psychiatric medication, Paula has a tendency not to comply with her medical treatment. She often disregards instructions from her doctors and resorts to holistic treatments like treating her ulcers with chamomile tea. Working with Paula can be very frustrating because she is often doing very well medically and psychiatrically. Then, out of the blue, she stops her treatment and deteriorates quickly. I met Paula as a social worker employed at an outpatient comprehensive care clinic located in an acute care hospital in New York City. The clinic functions as an interdisciplinary operation and follows a continuity of care model. As a result, clinic patients are followed by their physician and social worker on an outpatient basis and on an inpatient basis when admitted to the hospital. Thus, social workers interact not only with doctors from the clinic, but also with doctors from all services throughout the hospital. 23
SESSIONS: CASE HISTORIES • THE CORTEZ FAMILY After working with Paula for almost six months, she called to inform me that she was pregnant. Her news was shocking because she did not have a boyfriend and never spoke of dating. Paula explained that she met a man at a flower shop, they spoke several times, he visited her at her apartment, and they had sex. Paula thought he was a “stand up guy,” but recently everything had changed. Paula began to suspect that he was using drugs because he had started to become controlling and demanding. He showed up at her apartment at all times of the night demanding to be let in. He c alled her relentlessly, and when she did not pick up the phone, he left her mean and threatening messages. Paula was fearful for her safety. Given Paula’s complex medical profile and her psychiatric diagnosis, her doctor, psychiatrist, and I were concerned about Paula maintaining the pregnancy. We not only feared for Paula’s and the baby’s health, but also for how Paula would manage caring for a baby. Paula also struggled with what she should do about her pregnancy. She seriously considered having an abortion. However, her Catholic roots paired with seeing an ultrasound of the baby reinforced her desire to go through with the pregnancy. The primary focus of treatment quickly became dealing with Paula’s relationship with the baby’s father. During sessions with her psychiatrist and me, Paula reported feeling fearful for her safety. The father’s relentless phone calls and voicemails rattled Paula. She became scared, slept poorly, and her paranoia increased significantly. During a particular session, Paula reported that she had started smoking to cope with the stress she was feeling. She also stated that she had stopped her psychiatric medication and was not always taking her HAART. When we explored the dangers of Paula’s actions, both to herself and the baby, she indicated that she knew what she was doing was harmful but she did not care. After completing a suicide assessment, I was convinced that Paula was decompen­sating quickly and at risk of harming herself and/or her baby. I consulted with her psychiatrist, and Paula was invol­untarily admitted to the psychiatric unit of the hospital. Paula was extremely angry at me for the admission. She blamed me for “locking her up” and not helping her. Paula remained on the unit for 2 weeks. During this stay she restarted her medications and was stabilized. I tried to visit Paula on the unit, but the first two times I showed up she refused to see me. Eventually, Paula did agree to see me. She was still angry, but she was able to see that I had acted with her best interest in mind, and we were able to repair our relationship. As Paula prepared for discharge, she spoke more about the father and the stress that had driven her to the admission in the first place. Paula agreed that despite her fears she had to do something about the situation. I helped Paula develop a safety plan, educated her about filing for a restraining order, and referred her to the AIDS Law Project, a not-for-profit organization that helps individuals with HIV handle legal issues. With my support and that of her lawyer, Paula filed a police report and successfully got the restraining order. Once the order was served, the phone calls and visits stopped, and Paula regained a sense of control over her life. From a medical perspective, Paula’s pregnancy was considered “high risk” due to her complicated medical situ­ation. Throughout her pregnancy, Paula remained on HAART, pain, and psychiatric medication, and treatment for her Hep C was postponed. During the pregnancy the ulcers on Paula’s feet worsened and she developed a severe bone infection, ostemeylitis, in two of her toes. Without treatment the infection was extremely dangerous to both Paula and her baby. Paula was admitted to a medical unit in the hospital where she started a 2-week course of intra­venous (IV) antibiotics. Unfortunately, the antibiotics did not work, and Paula had to have portions of two of her toes amputated with limited anesthesia due to the pregnancy, extending her hospital stay to nearly a month. The condition of Paula’s feet heightened my concern and the treatment team’s concerns about Paula’s ability to care for her baby. There were multiple factors to consider. In the immediate term, Paula was barely able to walk and was therefore unable to do anything to prepare for the baby’s arrival (e.g., gather supplies, take parenting class, etc.). In the medium term, we needed to address how Paula was going to care for the baby day-to-day, and we needed to think about how she would care for the baby at home given her physical limitations (i.e., limited ability to ambulate and limited use of her right hand) and her current medical status. In addition, we had to consider what she would do with the baby if she required another hospitalization. In the long term, we needed to think about permanency planning for the baby or for what would happen to the baby if Paula died. While Paula recognized the importance of all of these issues, her anxiety level was much lower than mine and that of her treatment team. Perhaps she did not see the whole picture as we did, or perhaps she was in denial. She repeatedly told me, “I know, I know. I’m just going to do it. I raised my son and I am going to take care of this baby too.” We really did not have an answer for her limited emotional response, we just needed to meet her where she was and move on. One of the things that amazed me most about Paula was that she had a great ability to rally people around her. Nurses, doctors, social workers: we all wanted to help her even when she tried to push us away. The Cortez Family David Cortez: father, 46 Paula Cortez: mother, 43 Miguel Cortez: son, 20 24
SESSIONS: CASE HISTORIES • THE CORTEZ FAMILY While Paula was in the hospital unit, we were able to talk about the baby’s care and permanency planning. Through these discus­sions, Paula’s social isolation became more and more evident. Paula had not told her parents in Colombia that she was having a baby. She feared their disapproval and she stated, “I can’t stand to hear my mother’s negativity.” Miguel and David were aware of the preg­nancy, but they each had their own lives. David was remarried with children, and Miguel was working and in school full-time. The idea of burdening him with her needs was something Paula would not consider. There was no one else in Paula’s life. Therefore, we were forced to look at options outside of Paula’s limited social network. After a month in the hospital, Paula went home with a surgical boot, instructions to limit bearing weight on her foot, and a list of referrals from me. Paula and I agreed to check in every other day by telephone. My intention was to monitor how she was feeling, as well as her progress with the referrals I had given her. I also wanted to provide her with support and encouragement that she was not getting from anywhere else. On many occasions, I hung up the phone frustrated with Paula because of her procrastination and lack of follow-through. But ultimately she completed what she needed to for the baby’s arrival. Paula successfully applied for WIC, the federal Supplemental Nutrition Program for Women, Infants, and Children, and was also able to secure a crib and other baby essentials. Paula delivered a healthy baby girl. The baby was born HIV negative and received the appropriate HAART treat­ment after birth. The baby spent a week in the neonatal intensive care unit, as she had to detox from the effects of the pain medication Paula took throughout her pregnancy. Given Paula’s low income, health, and Medicaid status, Paula was able to apply for and receive 24/7 in-home child care assistance through New York’s public assistance program. Depending on Paula’s health and her need for help, this arrangement can be modified as deemed appro­priate. Miguel did take a part in caring for his half sister, but his assistance was limited. Ultimately, Paula completed the appropriate permanency planning paperwork with the assistance of the organization The Family Center. She named Miguel the baby’s guardian should something happen to her.
The problem-solving model was first laid out by . Her seminal 1957 book, Social Casework: A Problem-Solving Process, described the problem-solving model and the . Since then, other scholars and practitioners have expanded the problem-solving model and problem-solving therapy. At the heart of problem-solving model and problem-solving therapy is helping clients identify the problem and the goal, generating options, evaluating the options, and then implementing the plan.
Because models are blueprints and are not necessarily , it is common to use a model and then identify a to drive the conceptualization of the client’s problem, assessment, and interventions. Take, for example, the article by Westefeld and Heckman-Stone (2003). Note how the authors use a problem-solving model as the blueprint in identifying the steps when working with clients who have experienced sexual assault. On top of the problem-solving model, the authors employed crisis theory, as this theory applies to the trauma of going through sexual assault. Observe how, starting on page 229, the authors incorporated crisis theory to their problem-solving model.
In this Final Case Assignment, using the same case study that you chose in Week 2, you will use the problem-solving model AND a from the host of different theoretical orientations you have used for the case study.
You will prepare a PowerPoint presentation consisting of 11 to 12 slides, and you will use the Personal Capture function of Kaltura to record both audio and video of yourself presenting your PowerPoint presentation.
To prepare:
Review and focus on the case study that you chose in Week 2.
Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook.
In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638
Identify the theoretical orientation you have selected to use.
Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage.
Discuss the problem definition and formulation based on the theoretical orientation you have selected.
Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing.
Describe how you would implement the solution. Remember to keep the theoretical orientation in mind.
Describe the extent to which the client is able to mobilize the solutions for change.
Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.
Evaluate how well the problem-solving model can be used for short-term treatment of this client.
Evaluate one merit and one limitation of using the problem-solving model for this case.