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Category: Nursing

  • Antipsychotics and management of neurocognitive disorder wit…

    674 Unit 8 Assignment Antipsychotics Course Outcomes practiced in this unit: -Construct a consistent approach to the assessment, evaluation, and management of mental health disorders and conditions for adult/geriatric patients, and patients across the lifespan, presenting in the acute and/or primary care setting. – Design age-appropriate mental health and physical health maintenance screening plans for adult/geriatric patients, and patients across the lifespan, for psychiatric mental health disorders. Case Study 8: Mrs. Julie presents with mood symptoms and is at risk for suicide Your writing assignment should: follow the conventions of Standard English (correct grammar, punctuation, etc.); be well ordered, logical, and unified, as well as original and insightful; display superior content, organization, style, and mechanics; and; use APA formatting and citation style. Assignment Directions Case Study Scenario: You are a PMHNP working on an inpatient geriatric psychiatry unit. Your new admission today is Mr. Dennis., a 72-year-old single male resident from an assisted living facility. He was brought to the emergency department with physical aggression and bizarre behaviors. Mr. Dennis. has no known premorbid psychiatric history. Two years ago, he was diagnosed with a mild neurocognitive disorder, major depressive disorder, and generalized anxiety disorder. He is unmarried with no children and lived independently in an apartment until 6 months ago. His recent symptoms of depression and anxiety were attributed to his transition to retirement from teaching at age 65. He had worked as a high school mathematics teacher for 3 decades and was highly active in his local church. Following his retirement, his cognitive decline progressed, and he subsequently began to experience progressive Parkinsonian symptoms, including mild intention tremor, cogwheeling rigidity, and bradykinesia. Recurrent falls and functional decline led to his eventual admission to the assisted living facility, as he required assistance with bathing, dressing, cooking, and medication management. He was seen by the facilitys physician and referred to a neurology service to evaluate his Parkinsonian symptoms. Assisted living staff members report that he appears intermittently confused and disoriented and endorses visual hallucinations of insects and children in his room. He was initially insightful regarding these perceptual disturbances and easily reassured by staff. He was often seen in his room contentedly interacting with hallucinatory figures. Over the past month, he has expressed concerns that someone in the facility wants to harm him and that nothing is real. With no apparent trigger, he has repeatedly become increasingly volatile and physically aggressive toward co-residents. At other times he appears entirely lucid and engages appropriately with staff and co-residents. His sleep is erratic, and he has been observed thrashing his legs in his bed on nightly rounds. He is eating well, has normal bowel and bladder function, and denies any pain. There are no intercurrent medical illnesses and no infectious symptoms noted. There is no known family psychiatric history. Past medical history is significant for dyslipidemia treated with a statin. He otherwise does not have any vascular risk factors. There is no history of traumatic brain injury. He is a non-smoker and a nondrinker with no illicit drug use. His current medications include atorvastatin 40 mg po daily and risperidone 0.5 mg po qhs, which the facilitys physician recently started for psychosis. There are no known drug allergies. On physical examination in the emergency department, Mr. Dennis. presented as afebrile with normal vital signs, and worsening Parkinsonian symptoms were noted. The emergency physician noted that he appeared perplexed and endorsed visual hallucinations of small animals running around the ward. Mental status examination revealed a casually dressed and mildly disheveled older male who seemed his stated age. He presented as confused but was able to tolerate a short interview. The speech was of normal rate, rhythm, and volume. The mood was described as not bad, and the affect was slightly blunted. Thoughts were disorganized, and perceptions revealed prominent visual hallucinations. He denied suicidality and homicidal. Insight and judgment were impaired due to confusion. Brief cognitive testing showed a MoCA of 21 out of 30, with deficits in visuospatial and executive function. Laboratory investigations showed dehydration and mild leukocytosis, with urine culture positive for E. coli bacteriuria. He was started on intravenous fluids and an antibiotic. Use the SOAP note template to complete the documentation with the information provided. Formulate appropriate diagnoses and design a treatment plan. Explain what further information you will explore to aid in accurate diagnosis. What treatment management is recommended for this patient, including pharmacological management? Discuss any need for referral. Discuss evidence-based treatment approaches for a client with neurocognitive disorder. Rubric Demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner Develops content and theories well Links content to the paper requirements and practical experience Includes relevant material that fulfills all objectives of the paper Uses scholarly resources that were not provided in the course materials Completes all instruction requirements Objective data is complete and consistently presented in an organized manner Assessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to the client. Diagnostics are complete and appropriate to the client. Provides critical analysis in an accurate, clear, concise, and complete presentation of the required content Synthesizes information from scholarly resources Provides new information or insight related to the context of the assignment with both supportive and alternative information or viewpoints Completes all instruction requirements Assessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to client. Diagnostics are complete and appropriate to client. Offers a multidisciplinary approach via scholarly resources Applies practice that is accurate and plausible Supports practice with additional scholarly resources Answers all questions posed within the assignment in a well-developed manner with citations for validation Completes all instruction requirements Provides well-organized content with a clear and complex purpose statement and content argument Provides concise writing with a logical flow of ideas Plan includes all relevant measures 95% to 100% Pharmacologic Nonpharmacologic Education Referral Follow-up Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability Meets the assignment length requirements Case incorporates three evidence-based practice articles from the past 5 years. Name: Pt. Encounter Number: Date: Age: Sex: SUBJECTIVE CC: Reason given by the patient for seeking medical care in quotes HPI: Describe the course of the patients illness, including when it began, character of symptoms, location where the symptoms began, aggravating or alleviating factors, pertinent positives and negatives, other related diseases, past illnesses, and surgeries or past diagnostic testing related to the present illness. Medications: (List with reason for med ) Allergies: (List with reaction) Medication Intolerances: Past Medical History: Chronic Illnesses/Major traumas Hospitalizations/Surgeries Have you ever been told that you have diabetes, HTN, peptic ulcer disease, asthma, lung disease, heart disease, cancer, TB, thyroid problems, kidney problems, or psychiatric diagnosis? Family History Does your mother, father, or siblings have any medical or psychiatric illnesses? Is anyone diagnosed with: lung disease, heart disease, HTN, cancer, TB, DM, or kidney disease? Social History Education level, occupational history, current living situation/partner/marital status, substance use/abuse, ETOH, tobacco, and marijuana. Safety status ROS Student to ask each of these questions to the patient: Have you had any….. General Weight change, fatigue, fever, chills, night sweats, and energy level Cardiovascular Chest pain, palpitations, PND, orthopnea, and edema Skin Delayed healing, rashes, bruising, bleeding or skin discolorations, and any changes in lesions or moles Respiratory Cough, wheezing, hemoptysis, dyspnea, pneumonia hx, and TB Eyes Corrective lenses, blurring, and visual changes of any kind Gastrointestinal Abdominal pain, N/V/D, constipation, hepatitis, hemorrhoids, eating disorders, ulcers, and black, tarry stools Ears Ear pain, hearing loss, ringing in ears, and discharge Genitourinary/Gynecological Urgency, frequency burning, change in color of urine. Contraception, sexual activity, STDs Female: last pap, breast, mammo, menstrual complaints, vaginal discharge, pregnancy hx Male: prostate, PSA, urinary complaints Nose/Mouth/Throat Sinus problems, dysphagia, nose bleeds or discharge, dental disease, hoarseness, and throat pain Musculoskeletal Back pain, joint swelling, stiffness or pain, fracture hx, and osteoporosis Breast SBE, lumps, bumps, or changes Neurological Syncope, seizures, transient paralysis, weakness, paresthesias, and black-out spells Heme/Lymph/Endo HIV status, bruising, blood transfusion hx, night sweats, swollen glands, increase thirst, increase hunger, and cold or heat intolerance Psychiatric Depression, anxiety, sleeping difficulties, suicidal ideation/attempts, and previous dx OBJECTIVE Weight BMI Temp BP Height Pulse Resp General Appearance Healthy-appearing adult female in no acute distress. Alert and oriented; answers questions appropriately. Slightly somber affect at first and then brighter later. Skin Skin is brown, warm, dry, clean, and intact. No rashes or lesions noted. HEENT Head is normocephalic, atraumatic, and without lesions; hair evenly distributed. Eyes: PERRLA. EOMs intact. No conjunctival or scleral injection. Ears: Canals patent. Bilateral TMs pearly gray with positive light reflex; landmarks easily visualized. Nose: Nasal mucosa pink; normal turbinates. No septal deviation. Neck: Supple. Full ROM; no cervical lymphadenopathy; no occipital nodes. No thyromegaly or nodules. Oral mucosa, pink and moist. Pharynx is nonerythematous and without exudate. Teeth are in good repair. Cardiovascular S1, S2 with regular rate and rhythm. No extra sounds, clicks, rubs, or murmurs. Capillary refills two seconds. Pulses 3+ throughout. No edema. Respiratory Symmetric chest wall. Respirations regular and easy; lungs clear to auscultation bilaterally. Gastrointestinal Abdomen obese; BS active in all the four quadrants. Abdomen soft, nontender. No hepatosplenomegaly. Breast Breast is free from masses or tenderness, no discharge, no dimpling, wrinkling, or discoloration of the skin. Genitourinary Bladder is nondistended; no CVA tenderness. External genitalia reveals coarse pubic hair in normal distribution; skin color is consistent with general pigmentation. No vulvar lesions noted. Well estrogenized. A small speculum was inserted; vaginal walls are pink and well rugated; no lesions noted. Cervix is pink and nulliparous. Scant clear to cloudy drainage present. On bimanual exam, cervix is firm. No CMT. Uterus is antevert and positioned behind a slightly distended bladder; no fullness, masses, or tenderness. No adnexal masses or tenderness. Ovaries are nonpalpable. (Male: Both testes are palpable, no masses or lesions, no hernia, and no uretheral discharge.) (Rectal as appropriate: No evidence of hemorrhoids, fissures, bleeding, or massesMales: Prostrate is smooth, nontender, and free from nodules, is of normal size, and sphincter tone is firm). Musculoskeletal Full ROM seen in all four extremities as the patient moved about the exam room. Neurological Speech clear. Good tone. Posture erect. Balance stable; gait normal. Psychiatric Alert and oriented. Dressed in clean slacks, shirt, and coat. Maintains eye contact. Speech is soft, though clear and of normal rate and cadence; answers questions appropriately. Lab Tests Urinalysispoint of care test done today in the office- results positive for nitrites and blood, negative for leukocytes. Urine culture collected in officepending results, sent to lab Wet prep collected in officepending results, sent to lab Assessment o Include at least three differential diagnoses Provide rationale for each differential diagnosis o Final diagnosis Pathophysiology of primary and rationale for choosing as final Plan o Medications o Non-pharmacological recommendations o Diagnostic tests o Patient education o Culture considerations o Health promotion o Referrals o Follow up

  • Hallmark Assignment: Final PowerPoint Presentation

    This assignment entails the development of a narrated (voiceover) PowerPoint Presentation (PPP) on cardiovascular health problems among older adults Under the notes section of each slide, please write your narration. Plan to talk for about 10-15 minutes, which may translate to 9 – 12 slides (NOT including reference and title slides). When including in-text citations, use only stated facts like dates or figures. Provide a list of References in APA format. Visit the for additional information.

    • .A zero will be given for all Hallmark assignments submitted late.

    Submission Parameters:

    Please use the following criteria to develop your PPP:

    • Introductory slide with at least 2 presentation objectives (1 slide)
    • Provide an overview of health conditions among older adults (i.e. Hyperlipidemia, Hypertension, COPD, etc.) (1-2 slides)
    • Provide an overview of the cardiovascular system in older adults (2-3 slides)
    • Discuss factors that contribute to the changes in the myocardium and show an image of the changes (2-3 slides) (Provide a reference of the image(s)).
    • Discuss two age-associated changes in arterial structure and function and subsequent cardiac conditions (i.e. electrocardiogram changes, left ventricular changes, heart failure and myocardial infarction, conduction and beta-adrenergic changes, etc.) (2-3 slides)
    • Summary and concluding statements (1 slide)
    • List of References in APA format
    • For an accurate similarity report, please submit a Word document with an exact copy of your presentation speakers notes. This document will not be used for grading purposes.

    In regards to APA format, please use the following as a guide:

    • Use references throughout the PowerPoint Presentation
    • Apply appropriate spelling, grammar, and organization throughout the presentation
    • Include a reference list at the end of the presentation
    • Attempt to use primary sources only. That said, you may cite reliable electronic sources (i.e. NCSBN, AANP).

  • Prepare a Powerpoint Presentation

    Topic: Stress, Anxiety, and Coping

    Prepare a Powerpoint Presentation for 45-50 minutes long, use other teaching methods than just a verbal presentation. Be creative and incorporate games, posters, and activities, including facilitation of group discussions.

    The following issues must be addressed:

  • Definition of topic content.
  • Current nursing research evidence and evidence-based practice.
  • Appropriate nursing care and interventions.
  • Application of knowledge of the subject matter to the care of patients and families in the clinical setting or community venue.
  • Summarization of topics.

    • Please prepare the following required documents:

  • A copy of detail outline and objectives
  • Provide minimum of THREE scholarly resources articles from within the last 5 years written in APA format. (Prepare evaluation of article summary, requirements attached in the docx file)
  • A copy of the main article you used for information (full text)
  • A reference page in APA format with a list of the references that are used for your presentation.
  • A self-evaluation of how you thought it went (Addresses strengths and needed improvement. Identifies direction for new learning)

    • Requirements: 40-50 minutes presentation

  • Clinical Priority Problems Analysis

    Clinical Priority Problems Analysis Patient Overview The patient is a 77-year-old female admitted on 2/14/26 with worsening shortness of breath and productive cough. She has a history of chronic hypoxic respiratory failure secondary to COPD and requires continuous oxygen therapy at 4L nasal cannula at baseline. Her past medical history includes hypertension, hyperlipidemia, Type 2 diabetes mellitus, renal artery stenosis, chronic anemia, IBS-C, anxiety, depression, and prior stroke. During hospitalization, she has demonstrated wheezing, increased sputum production, elevated blood glucose (284), elevated BUN (49), chronic anemia (Hgb 10.2), and low diastolic blood pressure (116/46). She is being treated for acute COPD exacerbation likely triggered by respiratory infection. Priority Problem #1: Impaired Gas Exchange Problem Statement The patient is experiencing impaired gas exchange related to COPD exacerbation and airway inflammation, placing her at risk for acute-on-chronic respiratory failure. Supporting Evidence Subjective: Reports shortness of breath Reports chest discomfort when coughing Objective: Productive cough Wheezing on auscultation O2 dependent (4L nasal cannula baseline) Admitted for acute COPD exacerbation Advanced age (77) History of hypoxic respiratory failure Underlying Pathophysiology COPD causes chronic airway inflammation, mucus hypersecretion, and alveolar destruction, leading to ventilation-perfusion mismatch. Infection increases bronchial inflammation and mucus production, worsening airflow obstruction and impairing oxygen exchange. In elderly patients with reduced pulmonary reserve, this may rapidly progress to acute-on-chronic respiratory failure. Nursing Interventions & Rationales Assess respiratory rate, lung sounds, work of breathing, and oxygen saturation every 24 hours. Rationale: Early detection of respiratory deterioration prevents progression to respiratory failure. Maintain oxygen therapy at prescribed rate and titrate to maintain SpO2 8892% (COPD goal). Rationale: Controlled oxygen prevents hypoxemia while reducing risk of CO2 retention. Administer bronchodilators (albuterol) and corticosteroids as ordered. Rationale: Bronchodilators relieve bronchospasm; steroids reduce airway inflammation. Position patient in high Fowlers. Rationale: Maximizes lung expansion and decreases work of breathing. Encourage use of incentive spirometer every hour while awake. Rationale: Promotes alveolar expansion and prevents atelectasis. Collaborate with respiratory therapy for nebulizer treatments. Rationale: Enhances secretion mobilization and airway patency. Expected Outcomes SpO2 maintained between 8892% within 24 hours Decreased wheezing within 48 hours Reports decreased shortness of breath No progression to respiratory failure during hospitalization Priority Problem #2: Ineffective Airway Clearance Problem Statement The patient demonstrates ineffective airway clearance related to increased mucus production and bronchial inflammation. Supporting Evidence Subjective: Reports productive cough Reports chest discomfort with coughing Objective: Audible wheezing Productive sputum COPD exacerbation diagnosis Underlying Pathophysiology COPD exacerbation increases mucus secretion and airway narrowing. Thickened secretions obstruct airflow, impair gas exchange, and increase infection risk. Nursing Interventions & Rationales Encourage coughing and deep breathing exercises every 2 hours. Administer guaifenesin as ordered. Encourage oral fluids if not contraindicated. Provide chest physiotherapy if ordered. Monitor sputum color, amount, and consistency. Suction airway if patient unable to clear secretions independently. Rationale: These interventions promote mucus mobilization and prevent airway obstruction. Expected Outcomes Improved sputum clearance within 48 hours Breath sounds improved Decreased coughing discomfort Priority Problem #3: Hyperglycemia Problem Statement The patient is experiencing hyperglycemia related to stress response and corticosteroid therapy in the setting of Type 2 diabetes mellitus. Supporting Evidence Subjective: History of Type 2 diabetes Objective: Glucose 284 Receiving prednisone Acute illness Underlying Pathophysiology Steroids increase gluconeogenesis and decrease insulin sensitivity. Stress hormones further elevate blood glucose, increasing infection risk and delaying recovery. Nursing Interventions Monitor blood glucose before meals and at bedtime. Administer insulin lispro per sliding scale. Educate patient on hyperglycemia symptoms. Monitor for hypoglycemia after insulin administration. Coordinate insulin timing with meals. Monitor for signs of infection. Expected Outcomes Blood glucose maintained between 140180 during hospitalization No episodes of severe hypoglycemia Demonstrates understanding of glucose monitoring before discharge Priority Problem #4: Risk for Bleeding Problem Statement The patient is at increased risk for bleeding related to dual antiplatelet therapy and chronic anemia. Supporting Evidence Subjective: Denies active bleeding Objective: On aspirin and clopidogrel Hgb 10.2 Hct 30.8 Age 77 Underlying Pathophysiology Antiplatelet medications inhibit platelet aggregation, increasing bleeding risk. Chronic anemia decreases physiologic reserve if bleeding occurs. Nursing Interventions Monitor Hgb/Hct daily. Assess for bruising, hematuria, melena. Implement bleeding precautions. Avoid IM injections. Monitor vital signs for signs of hemorrhage. Educate patient on bleeding symptoms. Expected Outcomes No evidence of active bleeding Hgb/Hct remain stable Patient verbalizes understanding of bleeding precautions before discharge Clinical Priority Problems Analysis Clinical Priority Problems Analysis Criteria Ratings Points Patient Overview — Brief summary of the patients demographics, admitting diagnosis, and relevant history (PMH and hospital course) is present. 5.1 to 10 pts — Few components of the background information are missing. 0.1 to 5 pts — The patient overview is grossly incomplete or the assignment is submitted late. 0 to 0 pts /10 pts Nursing Priority Problem Statement — 4 Priority nursing problems are identified and rationale for why the problem is a priority is present. 7.6 to 15 pts — 2-3 Priority nursing problems are identified and rationale for why the problem is a priority is present. 0.1 to 7.5 pts — Nursing problems selected are not relevant to the patient, or the assignment is submitted late. 0 to 0 pts /15 pts Supporting Subjective and Objective Evidence — There are at least 3-4 pieces of data that support the prioty problem identified including subjective AND objective data. 10.1 to 20 pts — There are less than 3 pieces of subjective and objective data that support the prioty problem identified. Data is subjective or objective, not both. 0.1 to 10 pts — Supportive data is minimal or not relevant to the priority problem identified, or the assignment is submitted late. 0 to 0 pts /20 pts Underlying Pathophysiology — An evidence based exploration of pathophysiology is present with linkage between the patient’s presentation, assessment findings, and the disease process. 10.1 to 20 pts — An evidence based exploration of pathophysiology is present, however, some links are missing or major factors are omitted. 0.1 to 10 pts — There is limited evidence of understanding of the patient’s pathophysiology causing current issues or the assignment is submitted late. 0 to 0 pts /20 pts Nursing Interventions — Contains at least 5-6 relevant nursing interventions for each patient problem identified with rationales. Interventions including actual actions and not just monitoring and assessing. 10.1 to 20 pts — Contains at least 3-4 relevant nursing interventions for each patient problem identified. Rationales are minimal or incomplete. 0.1 to 10 pts — There are less than 2 nursing interventions per patient problem; or the assignment is submitted late. 0 to 0 pts /20 pts Expected outcomes — Expected evidence based outcomes of previosuly identified nursing interventions are described in detail with an appropriate timeframe for follow up. 7.6 to 15 pts — Expected evidence based outcomes of previosuly identified nursing interventions are briefly described with an appropriate timeframe for follow up. 0.1 to 7.5 pts — Expected outcomes are not appropriately identified, or the assignment is submitted late. 0 to 0 pts /15 pts

  • Professional Communication: Call to Action Letter

    i sent a example A paper and papers corresponding to the assessment with rubric

    Attached Files (PDF/DOCX): develooping an advocacy plan.docx, Revised Final final.docx, Call to Action Letter Student Example.pdf

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

  • Advanced Nursing Inquiry and Evidence Based Practice

    please discuss how the dissemination of research findings can impact nursing practice, particularly you as a professional.

    Please include 400 words

    Requirements: 400

  • Fall Risk in Hospitalized Patients

    PowerPoint Presentation: Dear Class, You will create a PowerPoint presentation based on the topic that you select. THE TOPIC I CHOOSE IS )Fall Risk in Hospitalized Patients) This PowerPoint will be due on Week 14. Please make sure to follow the requirements. Click HERE for assignment dropbox. PowerPoint Presentation: 8-10 slides on Powerpoint Topic (Cover Page and Reference Page EXCLUDED) Topics will be chosen by the student from the list on this page (CLICK HERE) Must use 2-3 scholarly articles within the last 5 years 2-3 in-text APA Citations (Use Citationmachine.net) Turn In It score MUST be less than 25% Slides must include Etiology, Nursing Interventions, Patient Education, Treatment (if applicable). Diagnostic/Labs (if applicable) Medications/Side Effects You will present the topic via recording in English. You can record a voice-over on the Power Point application. Watch this video to learn how to create a voice-over PowerPoint I am available to provide guidance on how to do this. Please Follow instruction by clicking on the Grading Rubric below NUR1000 Grading Rubric.doc

  • Essay

    make a very meaningful essay that will get me into the program

  • Education for Delegation

    Assignment Instructions Competency Determine appropriate responses when integrating situated cognition into clinical reasoning. Scenario You started a new position as a clinical nurse educator in a medical-surgical unit. The nurse manager has noticed nurses on the medical-surgical unit find delegation challenging and asked you to create education regarding when and how to delegate tasks to practical nurses and unlicensed assistive personnel. Instructions Create a PowerPoint with notes that does the following: Describe the delegation process, including tasks delegated and team members assigned these tasks, supported with examples and evidence from credible sources. Analyze two preferred communication methods for the delegation, including examples, rationales and evidence from credible sources. Appraise common challenges with delegation, including supporting examples, rationales and evidence from credible sources.

  • Envisioning the Future of Nursing: Aligning Vision with Cont…

    Supplemental Materials & Resources

    Nogueira da Silva, R., & Ferreira, M. (2021). Nursing and society: Evolution of Nursing and of capitalism in the 200 years of Florence Nightingale. Rev Lat Am Enfermagem, 29. doi: 10.1590/1518-8345.4482.3425

    Noviyanti, L.W., Ahsan, A., & Sudartya, T.S. (2021). Exploring the relationship between nurses communication satisfaction and patient safety culture. J Public Health Res, 10(2). doi: 10.4081/jphr.2021.2225


    Greene-Moton, E., & Minkler, M. (2020). Cultural competence or cultural humility? Moving beyond the debate. Health Promotion Practice, 21(1), 142-145. doi:10.1177/1524839919884912

    Deering, M. (2024). Cultural competence in nursing. NurseJournal.

    Texas A&M International University. (2023). How culture impacts care: What nurses need to know.

    erven, M., Kratochvlov, I., Hellerov, V., & Tthov, V. (2022). Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011-2021. Front Psychol, 13. doi: 10.3389/fpsyg.2022.936181.

    American Association of Critical-Care Nurses. (n.d.). True collaboration.

    Assignment:

    After studying , discuss the following:

    As you contemplate the future of nursing, consider how current trends and emerging challenges shape your vision for the profession. Reflect on how your vision aligns with contemporary healthcare realities and everyday practice experiences.

    • Share your vision for the future of nursing, considering factors such as technological advancements, shifting healthcare policies, evolving patient needs, and emerging healthcare delivery models. Discuss how your vision reflects the changing landscape of healthcare and addresses the challenges and opportunities facing the nursing profession today.
    • Explore the connections between your vision for the future of nursing and the recommendations outlined in contemporary reports, such as the Institute of Medicine (IOM) report or other relevant publications. Analyze how your vision aligns with or diverges from these recommendations, and consider the implications for nursing practice, education, and leadership.
    • Identify two action steps you plan to take to promote your vision for the future of nursing in your everyday life and work. These action steps should be tangible and achievable, contributing to the advancement of nursing practice, advocacy, or professional development.

    Submission Instructions:

    • *Be sure you have first submitted your initial discussion post to this modules Initial Post Screening before proceeding to post to the discussion board.
    • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Sources should be current (published within last five years).

    Requirements: 500 words