Bright Academic Experts

Category: Nursing

  • Unit 8

    One of the more common problems is urinary incontinence. In women, menopause, previous childbirth, pelvic floor dysfunction, aging, and other health factors can cause or contribute to bladder control problems. In men, prostate problems and other associated factors in aging may cause urinary incontinence. Treatment depends on the type of urinary incontinence diagnosed. Various etiologies can impact urinary incontinence, such as:

    • urinary retention
    • bladder infection (urinary tract infection UTI) in adults
    • bladder control problems and nerve disease
    • cystocele (prolapsed bladder)
    • Bowel control problems (fecal incontinence)
    • diabetes, sexual, and urologic problems
    • Choose two of the above disorders that can cause urinary incontinence, and develop a PowerPoint Presentation including speaker notes that:
    • Describe the symptoms and the clinical manifestations seen with urinary incontinence.
    • Use evidence-based references to explain how you would diagnose and manage these disorders and the symptoms.
    • Address both nonpharmacological and pharmacological considerations for management, including appropriate referrals to other healthcare professionals.
    • Address the functional, social, and sexual impact of urinary incontinence.

    Two topics are

    Urinary retention and bladder infection (UTI in adults)

  • discussion

    1. ApplicationofCourseKnowledge: Answer all questions/criteria with explanations and detail.
      • Reflect on your learning experience. Which concepts stood out to you and made an impact? How do you envision using the concepts learned in this course in your future nursing practice as a masters prepared nurse?
      • Describe how course learning activities and assignments will help you achieve Program Outcome 5: Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary Nursing).
      • Describe how course learning activities and assignments will help you achieve ONE of the subcompetencies listed below that are related to the AACN Essentials Competency 10.3: Develop Capacity for Leadership:
        • 10.3j Provide leadership to advance the nursing profession
        • 10.3k Influence intentional change guided by leadership principles and theories.
        • 10.3l Evaluate the outcomes of intentional change
        • 10.m Evaluate strategies/methods for peer review
        • 10.3n Participate in the evaluation of other members of the care team
        • 10.3o Demonstrate leadership skills in times of uncertainty and crisis
        • 10.3p Advocate for the promotion of social justice and eradication of structural racism and systematic inequity in nursing and society
        • 10.3q Advocate for the nursing profession in a manner that is consistent, positive, relevant, accurate, and distinctive

    Requirements: 300 words

  • What does it mean to you to be a competent

    What does it mean to you to be a competent professional? How will you assess your competence? How will you maintain your competence? Review what the codes of ethics have to say about competence and incorporate this into your response.

  • Reflective course debrief

    Write a 750-1,000-word essay reflecting on the following from the perspective of a learner and a future advanced registered nurse:

    1. Explain how your level of information literacy has evolved since the beginning of this course. Include how your awareness has changed regarding the information you share in your personal life and in your professional role. Why is it important that you establish credibility in both your personal and professional life when it comes to sharing accurate information?
    2. Reflect on your assignments. To what degree were you able to effectively identify scholarly and peer-reviewed sources to provide support for your assignments? How can the information in the GCU Library help you become better with identifying unbiased and credible sources?
    3. In reviewing your assignments, how well were you able to use LopesWrite to help evaluate your similarity score and make changes? How can you better utilize this tool to become a better and more ethical writer?
    4. APA style will be required for all assignments, unless otherwise indicated. To what degree were you able to apply APA style correctly to assignments in this course? How did the APA template assist in formatting the papers?
    5. How will you maintain an ethical practice while serving diverse populations? Consider the values of integrity, altruism, compassion, advocacy, autonomy, and social justice.
    6. How will you encourage the use of evidence-based practice in your institution?

    You are required to cite five scholarly resources to complete this assignment. Three of the five sources must be from peer-reviewed journals published within the last 5 years and must be appropriate for the assignment criteria and nursing content.

  • Annotated Bibliography

    Please use the articles provided to create annotated bibliographies. Summarize the main points of the article : purpose, methods, results, strengths and weaknesses. I have also attached the table format the information should be presented in.

    The bibliography is discussing my DNP topic. I will attach the background information to my project as well.

    My Project Background Information Below

    Title : Enhancing Medical Assistant Triage Confidence Through Implementation of the Emergency Severity Index (ESI) in a Walk-In Family Practice Setting

    Background/Problem:

    In a private walk-in family practice clinic, the absence of a standardized triage process leads to variability in patient prioritization and reduced staff confidence in triage decision-making, which may impact workflow efficiency and patient safety. The unstandardized triage process utilized by nursing staff (MAs) has resulted in an average under-triage rate of 25% for patients presenting with non-obvious, high-acuity complaints over the last quarter. Baseline information gathered through staff feedback and workflow observations indicates that personnel frequently report uncertainty when prioritizing patients, particularly when multiple patients present simultaneously or when symptoms are unclear.

    PICO(T) Question:

    In Medical Assistants (MA) responsible for initial patient triage in a private walk-in family practice clinic (P), will the implementation of a standardized triage tool (ESI-Emergency Severity Index) (I) compared to the current triage process (C) impact MA self-confidence in triage decision-making (O) within a 12-week implementation period (T)?

    Purpose/Aim:

    The purpose of this quality improvement project is to evaluate whether implementation of a standardized triage tool, the Emergency Severity Index (ESI), improves Medical Assistant self-confidence in triage decision-making compared to the current triage process in a private walk-in family practice clinic over a 12-week implementation period.

    Evidence Summary:

    Current evidence supports the use of standardized triage tools and competency-based education to improve clinical decision-making, consistency, and staff confidence in triage environments. Standardized triage frameworks such as the Emergency Severity Index (ESI) provide structured criteria that reduce variability in patient prioritization and support safer clinical judgment. In addition, studies have demonstrated that competency-based education, including case-based learning and simulation, significantly improves perceived competency and self-efficacy among healthcare personnel responsible for triage (Kavakli et al., 2024). National practice guidance also recommends structured triage education and standardized tools as essential components of safe and effective triage systems (Emergency Nurses Association [ENA], 2023).

    Methods:

    Using a Plan-Do-Study-Act (PDSA) quality improvement framework, a standardized triage tool and competency-based education program will be implemented for licensed and unlicensed personnel responsible for triage at a private walk-in family practice clinic. Data will be collected through pre- and post-intervention self-efficacy surveys and staff feedback. The aim of this quality improvement project is to improve MA self-confidence in triage decision-making by at least 20%, as measured by a pre- and post-intervention self-confidence survey (The Triage Decision-Making Survey- TDMI), within a 12-week implementation period in a private walk-in family practice clinic.

    Attached Files (PDF/DOCX): SAMPLE Annotated Bibliography _ 021725.docx, From creative self efficacy to clinical decision making confidence.pdf, Triage decision making levels and affective factors of nurses working in cardiovascular ED and ICU.pdf, Validation of the Persian Triage Decision Making Inventory.pdf, Investigation of triage knowledge of nurses.pdf, Influence of work stress clinical decision making ability and teamwork on triage comptency among ER nurses in korea.pdf, How clinical reasoning and desicion making competences influence the provision of empathetic care among nursing students.pdf, Clinical decision making Cognitive biases and heuristics in triage decisions in the emergency department.pdf, Scoping review of nurse triage in primary care.pdf, Adapting a novel emergency triage tool to a resource limited hospital in nepal.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Discussion Genetic Expert

    The purpose of this assignment is for you to explore the genetic transmission resulting in the pathophysiology of a specific disease/disorder of interest to you–becoming the expert clinician, if you will. The purpose of the infographic you will create is to teach others, such as other health care providers, families, and patients, across different care settings. Late submissions will have 10% off per day.

    Part 1: Initial Post

    Select one genetic disorder of your choice and create a one-page infographic that clearly and creatively explains key information about the disorder. You may use any design software you like (e.g., PowerPoint, Piktochart, Adobe Express, Canva) to make a 1-page.

    By Wednesday at 11:59 pm, post your infographic as a new thread by selecting the blue “reply” button. You won’t be able to see additional posts until you make your initial post. Your initial post accounts for 85% of your grade in this discussion.

    Requirements

    • Use at least three credible, outside resources (not assigned course readings). Acceptable sources include peer-reviewed journal articles, reputable scientific websites, or other scholarly materials.
    • Your infographic should briefly cover the following: Name and description of the disease/disorder, Incidence (how often it occurs), Prevalence (how common it is in a population), Gene locus (which gene/chromosome is affected), Mode of transmission (e.g., autosomal dominant, recessive, sex-linked), How normal physiology is altered (what changes in the body when someone has this disorder), and How the disease/disorder is diagnosed.
    • Arrange information logically, grouping similar content together. Ensure your infographic is easy to follow and flows well from start to finish.
    • Make it visually appealing and creative; use headings, icons, and visuals, and follow
    • .
    • Include correct APA citations for all your sources, either directly on the infographic or in a small reference box at the bottom. Double-check that any links to websites or resources work properly.

    PLease pick a genetic disorder different from the example I give

    Attached Files (PDF/DOCX): Genetic Infographic Example.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • visual study guide week 8

    Intensive Care Management of Multisystem Problems

    Submission Type

    Sketch Note or Visual Study Guide

    Purpose

    In MSNA 630, we will continue to generate Visual Study Guides or Sketch Notes that use images, graphics, tables, and concept maps to memorably organize this week’s concepts. As with MSNA 610 and MSNA 620, compiling these study guides in one place will provide an essential reference when you complete MSNA 630C and prepare for your certification exam.

    Details

    • Step 1: Begin this assignment by writing a one-sentence attestation stating you have reviewed this week’s content and cases at the top of this week’s Sketchnote. This step is a significant part of the assignment grade.
    • Step 2: Generate a Sketch Note or Visual Study Guide to capture the essential information and clinical pearls for the focused objectives below. Use a combination of words, images, diagrams, and anything else to help you remember these concepts.
      • Focused Objectives:
        • Substance Use Disorders
          • Develop evidence-based interventions for the treatment of substance use disorders.
          • Design comprehensive treatment plans incorporating pharmacological, behavioral, and psychosocial approaches.
          • Assess the effectiveness of these interventions in promoting recovery and reducing relapse rates.
        • Substance Withdrawal
          • Evaluate evidence-based interventions for managing substance withdrawal.
          • Design comprehensive treatment plans incorporating pharmacological, behavioral, and psychosocial approaches.
          • Assess the effectiveness of these interventions in alleviating withdrawal symptoms and promoting long-term recovery.
        • Poisoning and Drug Toxicities/Overdose
          • Determine the prescribing frequency of opioid analgesics based on pharmacodynamics and pharmacokinetics.
          • Relate drug mechanism of action to therapeutic effects and potential side effects.
          • State relative and absolute contraindications to administration of opioids.
          • Determine drug side effects and actions needed to mitigate side effects.
          • Outline a plan to monitor drug therapeutic effects and for potential side effects.
          • Apply appropriate prescribing practices to patient cases.
          • Consider the cost of prescribing drugs.
          • List legal implications for prescribing controlled substances and opioid analgesics.
        • Social Determinants of Health to Improve Outcomes
          • Evaluate the effect of social determinants of health on substance use disorders.
          • Examine how factors such as socioeconomic status, access to healthcare, education, and social support influence the prevalence and outcomes of substance use disorder.
          • Develop strategies to address these determinants to improve prevention and treatment efforts.
    • Step 3: Scan, save, and submit the visual study guide you created. Note: Canvas uploads are limited to Word docs, jPegs, and PDFs, allowing only one submission per assignment. If your study guide has multiple pages, submit them simultaneously to prevent file replacement.
    • Step 4: Put this study guide in a notebook or folder to reference when preparing for quizzes, exams, and future clinical courses.

    Pro Tips:

    1. Select the Right Tools: Use tools that suit your preference, such as colored pens and notebooks for hand-drawn notes or digital apps like Lucidspark for electronic visual notes. Handheld tablets with screen protectors and styluses such as iPads and Apple pens will simulate the feel of writing and allow you to import and resize tables, images, and diagrams into your notes. These are helpful but are not required.
    2. Incorporate Visual Elements: Add diagrams, flowcharts, and symbols to represent complex concepts. For example, Venn diagrams can compare ideas, and flowcharts can break down processes. Color-coding different categories can also enhance organization and recall.
    3. Organize Information Hierarchically: Experiment with layouts prioritizing the key points through varied text sizes, spacing, or symbols to create a clear information hierarchy.
    4. Review and Share Notes: Regularly revisit your visual notes to reinforce learning and collaborate with peers by sharing notes for diverse perspectives and insights.

    See the rubric for specific grading criteria.

    Rubric

    MSNA 630 Visual Study Guide Rubric

    MSNA 630 Visual Study Guide Rubric
    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeAttestation

    5 ptsProficientCompletes and confirms by deadline0 ptsUnsatisfactoryNo attestation given

    5 pts

    This criterion is linked to a Learning OutcomeCompleteness

    10 to >9.0 ptsProficientAll pages of the assignment were uploaded, and all weekly guide topics and StatPearls article notes were included. Entries included detailed visual elements and comprehensive, descriptive answers and explanations.9 to >7.0 ptsAcceptableAll pages of the assignment were uploaded, and most weekly guide topics and StatPearls article notes were included. Entries included many visual elements and comprehensive, descriptive answers and explanations.

    7 to >0.0 ptsSatisfactoryMost pages of the assignment were uploaded, and some weekly guide topics and StatPearls article notes were included. Entries included some visual elements and descriptive answers and explanations.0 ptsUnsatisfactoryThe visual study guides were 50% or more unfinished or missing altogether.

    10 pts

    Total Points: 15

    Requirements: 1 page

  • Technology and Patient Outcomes

    The essay should be 2 pages double spaced times new roman 12pt , a Title page and a reference page. Total of 4 pages.

  • Anxiety

    There is no question that there has been an increase in the diagnosis of anxiety and related disorders among children and teens. The question is why are we seeing these increased rates? There is no absolutely certain reason, but some recent information points to social media use as a potential factor. Jonathan Haidt discusses his theories in the book “The Anxious Generation” Instructions for Initial Post: After reading the book “The Anxious Generation”, create an initial post in response to ONE of the following questions. NOTE! The initial post is due by WEDNESDAY (due to this being the last week of the course). 1. How can school nurses support students experiencing anxiety related to excessive screen time and social media use, especially during school hours? 2. In what ways can school nurses collaborate with educators and parents to encourage healthier sleep habits among students, considering Haidts argument about the impact of smartphones on adolescent sleep? 3. Haidt emphasizes the need for increased real-world social interaction and unstructured play. What role can school nurses play in promoting physical activity, outdoor time, or social engagement to reduce anxiety in students? 4. What are the potential mental and physical health benefits of implementing a school-wide cell phone ban, based on the thoughts presented in The Anxious Generation, and how can school nurses contribute to making such a policy successful and supportive rather than punitive?

  • reflection – HEAP 4000

    Purpose

    Reflective inquiry is a fundamental component of professional nursing practice that promotes self-awareness, identification of knowledge gaps, and ongoing professional development. This assignment provides students with the opportunity to critically reflect on their learning experiences throughout the Health Care Policy course and evaluate their growth as BSN-prepared nurses.

    Assignment Description

    Students will complete one comprehensive reflective paper at the conclusion of the course that examines their overall learning journey in Health Care Policy. This reflection should integrate course concepts, personal achievements, and professional development, rather than focusing on individual weekly assignments or activities.

    Reflection Guidelines

    The final reflection should thoughtfully address the following areas:

    • Your overall learning journey and experience throughout the Health Care Policy course
    • Key knowledge, skills, and competencies gained related to health care policy, policymaking processes, and policy analysis
    • How the course contributed to your development as a BSN-prepared professional nurse, particularly in areas such as advocacy, leadership, and policy awareness
    • Identification of areas for continued growth and remaining learning needs related to health care policy

    One specific, concrete example demonstrating how you successfully achieved a course objective (e.g., policy analysis, legislative process understanding, or application of policy to nursing practice)

    Format and Submission Requirements

    • Submit one written reflection covering the entire course
    • Length: 12 pages, double-spaced (unless otherwise specified by faculty)
    • Written in first person to support reflective inquiry
    • Clear, professional academic writing
    • APA 7 format required
    • week 1:
    • Perspectives for Public Health Policy Analysis
    • Elements and History of the U.S. Political Structure
    • week 2:
    • The U.S. Political Structure
    • The Political Process
    • week 3:
    • The American Maze
    • Political Culture
    • week 4:
    • Beginning Your Public Health Policy Analysis
    • Health Policy Analysis Foundations
    • week 5:
    • Health Data and Analytical Methods
    • Policy Background Section
    • week 6:
    • Statement of Policy Issue
    • Stakeholder Analysis
    • week 7:
    • Criteria for Success
    • Review of Policy Options
    • week 8 :
    • Recommendation and Strategies

      Requirements: correct