ANNOTATED BIBLIOGRAPHY
Instructions
So annotated bibliography (works cited) that contains as a brief description of the work and a rational justification for why you used it. The statement has to be between 100 - 150 words.
Essay 1 citation
Herold, Benjamin. "Jobs at all levels now require digital literacy. Here’s proof." Education Week 38.6 (2018).
Essay 2 citation
Heider, Kelly, DeAnna Laverick, and Bethany Bennett. "Digital textbooks: The next paradigm shift in
Higher education?" AACE Journal 17.2 (2009): 103-112.
Essay 3 citation
Betsch, Cornelia, et al. "On the benefits of explaining herd immunity in vaccine advocacy." Nature human behavior 1.3 (2017): 1-6.
Example of citation and Annotation
Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
Preparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4636 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.
2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.
3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.
4. Examine legislative and regulatory processes relevant to the provision of health care.
5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.
6. Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.
7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.
8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.
9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.
10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.
11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.
12. Advocate for consumers and the nursing profession.
13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.
14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.
15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.
16. Use behavioral change techniques to promote health and manage illness.
17. Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.
18. Use information and communication technologies in preventive care.
19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.
20. Assess the health, healthcare, and emergency preparedness needs of a defined population.
21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.
22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.
23. Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.
24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.
25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25).
Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
Course Description
This course focuses on the nursing skills for managing the care of diverse communities, groups, and populations in a multicultural environment. The course involves the analysis of current knowledge and practice to illness prevention, health promotion, health restoration, community education, and empowerment.
· The students will be able to recognize the different level of prevention and apply them in the community setting (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
· This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII); QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.
· The students will be able to educate the communities about the different
ways to prevent illness and promote health (ACCN Essential I, II, IV, V,VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).
· The student will understand the different tools available to put in place
and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).
· Analyze antecedent knowledge in assessing psychosocial, developmental, cultural, and spiritual adaptive dimensions that impact individuals, families, and communities as a client who is experiencing potential and actual environmental stressors.
· Apply the nursing process to assist the individuals, families, and communities as a client in adapting to potential and actual environmental stressors in health promotion, maintenance, restoration, rehabilitation and/or assist the client to face death with dignity.
· Apply selected nursing theories and theories from other disciplines as a base for nursing practice in the care of the individuals, families, and communities as the client experiencing potential and actual environmental stressors.
Utilize research findings to formulate nursing approaches and decisions to potential and actual environmental stressors that impact on individuals, families, and communities as a client
· Discussing practices to promote environmental health, promoting environmental health activities in the acute care setting/community. Collaborate with clients and other health professionals in an interdependent or independent role in the context of direct care provider, teacher-learner, client advocate, change agent, leader, and research consumer.
· Utilize knowledge of social, economic, political, legal forces and ethical considerations impacting on the care of individuals, families, and communities as client experiencing environmental stressors.
· Describe current issues related to nursing practice, health care, and the environment locate professional sources of information to identify current ethical issues in nursing practice, health care, and the environment.
Directions and Grading Criteria
|
Category |
Points |
% |
Description |
|
(Introduction – see note under requirement #4 above) |
8 |
8 |
Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
|
You Decide Reflection |
80 |
80 |
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies: (a) “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends. (b) Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors. (c) Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services. (d) Examine legislative and regulatory processes relevant to the provision of health care. (e) Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice. (f) Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice. (g) Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice. (h) Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery. (i) Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations. (j) Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas. (k) Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy. (l) Advocate for consumers and the nursing profession. (m) Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations. (n) Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems. (o) Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. (p) Use behavioral change techniques to promote health and manage illness. (q) Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan. (r) Use information and communication technologies in preventive care. (s) Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions. (t) Assess the health, healthcare, and emergency preparedness needs of a defined population. (u) Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations. (v) Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death. (w) Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity. (x) Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities. (y) Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25). |
|
Conclusion |
4 |
4 |
An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice. |
|
Clarity of writing |
6 |
6 |
Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
|
APA format |
2 |
2 |
All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. |
|
Total: |
100 |
100 |
A quality essay will meet or exceed all of the above requirements. |
Grading Rubric
|
Assignment Criteria |
Meets Criteria |
Partially Meets Criteria |
Does Not Meet Criteria |
|
(Introduction – see note under requirement #4 above)
(8 pts) |
Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.
7 – 8 points |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.
5 – 6 points |
Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.
0 – 4 points |
|
You Decide Reflection
(80 pts) |
Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.
70 – 80 points |
Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.
59 – 69 points |
Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.
0 – 58 points |
|
Conclusion
(4 pts) |
Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.
3 – 4 points |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.
2 points |
Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.
0 – 1 point |
|
Clarity of writing
(6 pts) |
Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.
5 – 6 points |
Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.
3 – 4 points |
Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.
0 – 2 points |
|
APA format
(2 pts) |
APA format correct with no more than 1-2 minor errors.
2 points |
3-5 errors in APA format and/or 1-2 citations are missing.
1 point |
APA formatting contains multiple errors and/or several citations are missing.
0 points |
|
Total Points Possible = 100 points |
|
NUR4636 Course Reflection Guidelines.docx 04/17/2020 |
3 |
Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
Preparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system.
9. Value the ideal of lifelong learning to support excellence in nursing practice.” (p. 12).
Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
Course Description
This course examines the crisis state, what it is, when it occurs and how the nurse can aid the individual, family or group in crisis. Crisis theory and techniques, recognition and intervention in crisis events.
Applicability to all areas of nursing and helping the profession.
*This course will use a variety of learning experiences to attain the course objectives, including but not limited to lecture, online discussion, case study, assessment strategies, group and or individual exercises, team and individual presentation, and learning games.
Upon Completion of this course, the student will be able to:
The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
• The student will be able to approach and safely manage patient/families in crisis.
• Focuses on crisis intervention in the context of nursing practice. Areas addressed to theories of crisis.
• Characteristics and classification of crisis.
• Common maturational and situational crisis.
• Stages in various types of crisis.
• Physiological, psychological, and psychosocial responses to crisis.
• Traditional and innovative crisis intervention methods; and national resources for intervention.
• Crisis theory and techniques; recognition and intervention in crisis events, applicable to all areas of nursing and all helping professions.
Directions and Grading Criteria
|
Category |
Points |
% |
Description |
|
(Introduction – see note under requirement #4 above) |
8 |
8 |
Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
|
You Decide Reflection |
80 |
80 |
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies: (a) “Integrate theories and concepts from liberal education into nursing practice. (b) Synthesize theories and concepts from liberal education to build an understanding of the human experience. (c) Use skills of inquiry, analysis, and information literacy to address practice issues. (d) Use written, verbal, nonverbal, and emerging technology methods to communicate effectively. (e) Apply knowledge of social and cultural factors to the care of diverse populations. (f) Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen. (g) Integrate the knowledge and methods of a variety of disciplines to inform decision making. (h) Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system. (i) Value the ideal of lifelong learning to support excellence in nursing practice.” (p. 12). |
|
Conclusion |
4 |
4 |
An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice. |
|
Clarity of writing |
6 |
6 |
Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
|
APA format |
2 |
2 |
All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. |
|
Total: |
100 |
100 |
A quality essay will meet or exceed all of the above requirements. |
Grading Rubric
|
Assignment Criteria |
Meets Criteria |
Partially Meets Criteria |
Does Not Meet Criteria |
|
(Introduction – see note under requirement #4 above)
(8 pts) |
Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.
7 – 8 points |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.
5 – 6 points |
Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.
0 – 4 points |
|
You Decide Reflection
(80 pts) |
Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.
70 – 80 points |
Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.
59 – 69 points |
Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.
0 – 58 points |
|
Conclusion
(4 pts) |
Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.
3 – 4 points |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.
2 points |
Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.
0 – 1 point |
|
Clarity of writing
(6 pts) |
Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.
5 – 6 points |
Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.
3 – 4 points |
Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.
0 – 2 points |
|
APA format
(2 pts) |
APA format correct with no more than 1-2 minor errors.
2 points |
3-5 errors in APA format and/or 1-2 citations are missing.
1 point |
APA formatting contains multiple errors and/or several citations are missing.
0 points |
|
Total Points Possible = 100 points |
|
NUR4516 Course Reflection Guidelines.docx 08/21/19 |
4 |
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self- assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3178 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Apply leadership concepts, skills, and decision making in the provision of high-
quality complementary and alternative healthcare, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
3. Demonstrate an awareness of complex organizational systems.
4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of
the healthcare team.
6. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions and describe the process of changing current practice.
7. Promote factors that create a culture of safety and caring.
8. Promote achievement of safe and quality outcomes of care for diverse populations.
9. Apply quality improvement processes to effectively implement patient safety initiatives and monitor performance measures, including nurse-sensitive indicators in the microsystem of care.
10. Use improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of health care.
11. Employ principles of quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or systemwide practice improvements that will improve the quality of healthcare delivery.
12. Participate in the development and implementation of imaginative and creative strategies to enable systems to change.
13. Compare/contrast the roles and perspectives of the nursing profession with other care professionals on the healthcare team (i.e., scope of discipline, education and licensure requirements).
14. Use inter and intraprofessional communication and collaborative skills to deliver evidence-based, patient centered care.
15. Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships.
16. Contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes.
17. Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams.
18. Advocate for high quality and safe patient care as a member of the interprofessional team.” (AACN, 2008, pp.14,22).
Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
Course Description
Students will learn holistic aspects of care while evaluating complementary and alternative healthcare in diverse populations across the lifespan and around the globe. The course addresses different complementary and alternative treatment practices through evidencebased research.
This course will use a variety of learning modalities to attain the course objectives, including but not limited to lecture, online discussion, case study, assessment strategies, group and or individual exercises, team and individual presentation, and learning games.
• Define complementary, alternative and integrative practices as identified by current health paradigms.
• Discuss history and evolution of complementary and alternative medicine.
• Given case studies, describe the extent to which complementary and alternative health practices are encouraged and used among multiple cultures.
• Relate concepts into clinical practice.
• Analyze research studies regarding the efficacy of selected complementary and alternative practices and use critical thinking to design further studies.
• Incorporate integrative medicine which embodies conventional and complementary and alternative medicine, making use of the best available evidence of all three approaches to healing within patient's personal plan of care.
DIRECTIONS AND GRADING CRITERIA
|
Category |
Points |
% |
Description |
|
(Introduction – see note under requirement #4 above) |
8 |
8 |
Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
|
You Decide Reflection |
80 |
80 |
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies: (a) “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings. (b) Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team. |
( NUR3178 )
( NUR3178 Course Reflection Guidelines.docx ) ( 08/21/19 ) ( 2 )
|
|
|
|
(c) Demonstrate an awareness of complex organizational systems. (d) Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values. (e) Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team. (f) Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions and describe the process of changing current practice. (g) Promote factors that create a culture of safety and caring. (h) Promote achievement of safe and quality outcomes of care for diverse populations. (i) Apply quality improvement processes to effectively implement patient safety initiatives and monitor performance measures, including nurse-sensitive indicators in the microsystem of care. (j) Use improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of health care. (k) Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (l) Compare/contrast the roles and perspectives of the nursing profession with other care professionals on the healthcare team (i.e., scope of discipline, education and licensure requirements). (m) Use inter and intraprofessional communication and collaborative skills to deliver evidence-based, patient centered care. (n) Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships. (o) Contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes. (p) Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams. (q) Advocate for high quality and safe patient care as a member of the interprofessional team.” (AACN, 2008, pp.14,22). |
|
Conclusion |
4 |
4 |
An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice. |
|
Clarity of writing |
6 |
6 |
Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
|
APA format |
2 |
2 |
All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. |
|
Total: |
100 |
100 |
A quality essay will meet or exceed all of the above requirements. |
GRADING RUBRIC
|
Assignment Criteria |
Meets Criteria |
Partially Meets Criteria |
Does Not Meet Criteria |
|
(Introduction – see note under requirement #4 above) |
Short introduction of selected BSN sub- competencies (AACN, 2008) pertinent to scholarship for evidence- based practice. Rationale is well presented, and purpose fully developed. |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. |
Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area. |
|
(8 pts) |
7 – 8 points |
5 – 6 points |
0 – 4 points |
|
You Decide Reflection |
Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples. |
Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples. |
Little or very general self- assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub- competencies (AACN, 2008) or reflection not supported with examples. |
|
(80 pts) |
70 – 80 points |
59 – 69 points |
0 – 58 points |
|
Conclusion |
Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed. |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. |
Little understanding of pertinent BSN sub- competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area. |
|
|
|
2 points |
|
|
(4 pts) |
3 – 4 points |
|
0 – 1 point |
|
Clarity of writing |
Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. |
Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts. |
Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts. |
|
(6 pts) |
5 – 6 points |
3 – 4 points |
0 – 2 points |
|
APA format |
APA format correct with no more than 1-2 minor errors. |
3-5 errors in APA format and/or 1-2 citations are missing. |
APA formatting contains multiple errors and/or several citations are missing. |
|
(2 pts) |
2 points |
1 point |
0 points |
( Total Points Possible = 100 points )
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self- assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
3. Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management,
and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings.
4. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
5. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.
6. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
7. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
8. Implement evidence-based nursing interventions as appropriate for
managing the acute and chronic care of patients and promoting health across the lifespan.
9. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
10. Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
11. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
12. Create a safe care environment that results in high quality patient outcomes.
13. Revise the plan of care based on an ongoing evaluation of patient outcomes.
14. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
15. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload
16. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.
17. Develop a beginning understanding of complementary and alternative modalities and their role in health care.
18. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
19. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
20. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
21. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
22. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).
Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
Course Description
This course provides the skills for evaluation, interventions and managing care of diverse older adults/families in a multicultural global environment.
*This course will use a variety of learning modalities to attain the course objectives, including but not limited to lecture, online discussion, case study, assessment strategies, group and or individual exercises, team and individual presentation, and learning games.
Upon completion of this course, student should be able to:
1. Recognize biological and psychological theories of aging (AACN Essential I; QSEN). 2. Identify physiological process of aging and nursing care interventions appropriate for the increasingly diverse population of elders (AACN Essential I, II; QSEN).
3. Examine various gerontological nursing roles and requirements across the health-wellness continuum (AACN Essential I, II, III, IV, V, VI; QSEN).
4. Understand common problems that occur with aging and use evidence-based interventions for assessment, prevention and treatment (AACN Essential I, II, III, VI; QSEN).
5. Identify and apply evidence-based interventions to improve outcomes for older adults in different healthcare settings, including quality improvement and cultural change (AACN Essential II, III, IV, V, VI; QSEN).
6. Discuss the use of assistive technologies to promote self-care, safety, and independence (AACN Essential II, IV, V; QSEN).
7. Educate and implement plan of care for older adult that targets prevention and health promotion for the optimal level of quality of life (AACN Essential I, II, III, IV, V, VI; QSEN).
• Describe and develop comprehensive and focused assessments (physical, psychosocial, developmental, spiritual, socioeconomic, and environmental) of health and illness parameters of diverse older adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of genetics and genomics, pathophysiology, pharmacology, clinical management, and ethical issues for older adults/families in multicultural communities.
• Develop decision making skills, including the nursing process and problem- solving processes, to deliver evidence-based family-centered care in the health promotion, maintenance, and restoration, disease and injury prevention, and rehabilitation of health for older adults/families, using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories, and theories from other disciplines on aging that support the identification of clinical problems, prioritization of activities, implementation of nursing skills, and quality outcomes in the care of older adults/families.
• Consider collaborative practice and patient education in managing pharmacotherapeutics safely for older adults (e.g., prescription drugs interacting with other drugs, over-the-counter agents, complementary/alternative therapies, lifestyles and health practices, dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to develop plans of care for older adults/families that take into account determinants of health, genetics and genomics, family functioning, patient preferences, available resources, and the range of activities that contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, including planning, care management, and ensuring the caregivers knowledge of care requirements to promote safe care.
• Demonstrate an understanding of professionalism and professional values of nursing, including standards of moral, ethical, and legal conduct to protect older adult patients/clients
DIRECTIONS AND GRADING CRITERIA
|
Category |
Points |
% |
Description |
|
(Introduction – see note under requirement #4 above) |
8 |
8 |
Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
( NUR4286 )
( NUR4286 Course Reflection Guidelines.docx ) ( 08/21/19 ) ( 1 )
|
You Decide Reflection |
80 |
80 |
Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies: (a) “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. (b) Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology. (c) Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings. (d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. (e) Deliver compassionate, patient centered, evidence- based care that respects patient and family preferences. (f) Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences. (g) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. (h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. (i) Monitor client outcomes to evaluate the effectiveness of psychobiological interventions. (j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care. (k) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems. (l) Create a safe care environment that results in high quality patient outcomes. (m) Revise the plan of care based on an ongoing evaluation of patient outcomes. |
|
|
|
|
(n) Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team. (o) Develop a beginning understanding of complementary and alternative modalities and their role in health care. (p) Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care. (q) Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes. (r) Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients (s) Engage in caring and healing techniques that promote a therapeutic nurse patient relationship. (t) Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32). |
|
Conclusion |
4 |
4 |
An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice. |
|
Clarity of writing |
6 |
6 |
Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
|
APA format |
2 |
2 |
All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: 1. Document setup 2. Title and reference pages 3. Citations in the text and references. |
|
Total: |
100 |
100 |
A quality essay will meet or exceed all of the above requirements. |
GRADING RUBRIC
|
Assignment Criteria |
Meets Criteria |
Partially Meets Criteria |
Does Not Meet Criteria |
|
(Introduction – |
Short introduction of |
Basic understanding |
Little or very general |
|
see note under |
selected BSN sub- |
and/or limited use of |
introduction of selected |
|
requirement #4 |
competencies (AACN, |
original explanation and/or |
BSN sub-competencies |
|
above) |
2008) pertinent to |
inappropriate emphasis on |
(AACN, 2008). Little to no |
|
|
scholarship for evidence- |
an area. |
original explanation; |
|
|
based practice. Rationale |
|
|
|
(8 pts) |
is well presented, and purpose fully developed.
7 – 8 points |
5 – 6 points |
inappropriate emphasis on an area.
0 – 4 points |
|
You Decide Reflection |
Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples. |
Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples. |
Little or very general self- assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub- competencies (AACN, 2008) or reflection not supported with examples. |
|
(80 pts) |
70 – 80 points |
59 – 69 points |
0 – 58 points |
|
Conclusion |
Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed. |
Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area. |
Little understanding of pertinent BSN sub- competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area. |
|
|
|
2 points |
|
|
(4 pts) |
3 – 4 points |
|
0 – 1 point |
|
Clarity of writing |
Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. |
Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts. |
Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts. |
|
(6 pts) |
5 – 6 points |
3 – 4 points |
0 – 2 points |
|
APA format |
APA format correct with no more than 1-2 minor errors. |
3-5 errors in APA format and/or 1-2 citations are missing. |
APA formatting contains multiple errors and/or several citations are missing. |
|
(2 pts) |
2 points |
1 point |
0 points |
|
Total Points Possible = 100 points |
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