Bright Academic Experts

Category: Nursing

  • Legal Topics in Advanced Practice Nursing

    Please submit it as a Word document. use Apa citations and references

    Legal Topics in Advanced Practice Nursing

    Please watch the three short videos on this activity page. After you have watched, please use the text box to reflect on the three most pertinent pieces of information that you plan to apply to your practice. Please follow the rubrics

    Prescribing medications to Family and friends

    Prescribing controlled substances responsibly

    Pitfalls in practice avoiding disciplinary action as a nurse practitioner

  • MEDICAL REPORT

    Purpose

    Assignment 2 allows learners to further develop their medical terminology language skills as they apply their knowledge in a mock health setting. Learners interact with the language both in the context of writing the medical report (part one) and in providing the oral summary of their report via a YouTube video (part two). Also, this assignment gives students the ability to interact with medical terminology in a way that would be applicable to a health professions setting.

    Instructions

    To complete the assignment, follow the directions for Part One and Part Two. Post the written report (Part One) as well as the link to the YouTube video summary (Part Two) in the assignment text box. Then, submit your assignment.

    Part One

    1. Imagine that you work at a medical facility as a specialist or you work at an emergency room/urgent care clinic and have a patient coming in with related problems. You at least have the title of medical doctor (MD).
    2. In part one, you are going to create a medical report for a patient who comes in with a problem related to one of the body systems that requires surgery and has been covered so far in the course
    3. Providing the required information below, use at least 10 medical terms in your medical report
    4. Make sure to include the following elements in your medical report:

    Name and Location of Medical Facility

    Medical Consultation: (Type)

    Name of Medical Provider: (This would be you)

    The following information about the fictitious patient:

    • Age
    • Patient ID #
    • Date of Birth
    • Sex (Gender)
    • Known Allergies
    • Symptoms (As described by patient)

    Objective Information Obtained During the Appointment (Physical Exam)

    • Patients Vital Signs
    • Temperature
    • Pulse
    • Blood Pressure
    • Height
    • Weight
    • General Appearance
    • Heart rate and sounds
    • Lungs
    • Abdominals
    • Muscles

    Additional Information You Ordered/Obtained

    • Clinical impression
    • Exams
    • Findings

    Treatment Plan You Suggested

    • Preoperative Diagnosis
    • Procedure

    Description of Procedure

    • Final Diagnosis/Recommendation

    Part Two:

    1. Create a YouTube video of yourself (as the doctor who treated the patient) summarizing the medical report for another doctor who is taking over the case. (The doctor may be taking over the case for any reason you choose. For example, your rotation could have ended, you could be going on vacation, and/or you could be too overloaded and need to refer the patient to someone else.)
    2. You do not have to read the medical report word for word.
    • However, provide a summary making sure that you pronounce the 10 key medical terms in your report.
    • Also, make sure that you briefly highlight anything that would be extremely important to communicate to another medical professional before you stop treating the patient.
    • Make sure that you provide your final recommendations for the patient’s treatment.
    • This summary should be brief (5 minutes or less) as doctors are usually busy; however, you should still communicate the critical information reflected in the report.

    Assignment Checklist

    1. To complete the assignment, follow the directions for Part One and Part Two.
    2. Post both the written report (Part One) as well as the link to the YouTube video summary (Part Two) in your submission.

  • VIDEO REFLECTION 3

    Video Reflection 3 & Comments

    Success =

    1. Post Video Reflection in the Discussion Board

    2. Comment to 2 peers by replying to their posts in the same Discussion Board

    Step 1

    Pick one of the videos (and corresponding material) from the options below.

    Video Option 1:

    Choose just one of the 7 videos taken from this link to the TED Playlist –> The Logic of Loving Yourself

    Step 2.

    In the , post a new thread and answer the following questions:

    What specific parts of the video could you connect with or relate to? How?

    Was there anything surprising you learned in the video? What was it and why?

    How does this video relate to our course textbook/material?

    How can you apply what you learned?

    Click Publish

    Step 3.

    Comment to at least 2 of your peers by clicking reply at the bottom of what they wrote in the

    In 2-5 sentences, share what most stood out to you in their post. Note something in addition to what they mentioned that stood out to you if you watched the same video. If you watched a different video, comment about what you learned from their post and how you, too, can relate or connect with the message presented.

    Be sure to click Publish. INITIAL POST IS DUE ON THURSDAY, March 19th AND RESPONSES DUE BY SUNDAY, March 22nd.

    The Due date will be listed as the 19th, but responses will be due by Sunday, the 22nd. You’re post may be stated as Late, but don’t be concerned, there won’t be any points deducted.

  • Activity for Fundamental of Nursing

    Instructions attached in the document

  • Nursing Question

    Case studies are a useful way for you to apply your knowledge of pharmacokinetics and pharmacodynamic aspects of pharmacology to specific patient cases and health histories.

    For this Assignment, you evaluate drug treatment plans for patients with various disorders and justify drug therapy plans based on patient history and diagnosis.

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    To Prepare:

    • Review the case study posted in Announcements by your Instructor for this Assignment
    • Review the information provided and answer questions posed in the case study
    • When recommending a medication, write out a complete prescription for the medication
    • Whenever possible, use clinical practice guidelines in developing your answers when possible
    • Include at least three references to support your answer and cite them in APA format.

    BY DAY 7 OF WEEK 4

    Submit the Assignment.

    SUBMISSION INFORMATION

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

    1. To submit your completed assignment, save your Assignment as WK4Assgn_LastName_Firstinitial
    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review.

    Rubric

    NURS_6521_Week4_Assignment_Rubric

    NURS_6521_Week4_Assignment_Rubric
    Criteria Ratings Pts

    This criterion is linked to a Learning OutcomeScenario 1: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15 to >11.0 ptsExcellentMedication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.11 to >7.0 ptsGoodMedication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7 to >3.0 ptsFairMedication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.3 to >0 ptsPoorMedication selected is inappropriate or would not be provided based on patient unique characteristics.

    15 pts

    This criterion is linked to a Learning OutcomeScenario 1: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3 ptsCompleteWritten medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.0 ptsPoorThe prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 1: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4 ptsExcellentReferences for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.3 ptsGoodReferences for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2 ptsFairReferences for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.0 ptsPoorNo references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many ( 5) APA format errors.

    4 pts

    This criterion is linked to a Learning OutcomeScenario 1: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.2 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.

    1 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.0 ptsPoorContains many ( 5) grammar, spelling, and punctuation errors that interfere with the readers understanding.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 2: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15 to >11.0 ptsExcellentMedication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.11 to >7.0 ptsGoodMedication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7 to >3.0 ptsFairMedication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.3 to >0 ptsPoorMedication selected is inappropriate or would not be provided based on patient unique characteristics.

    15 pts

    This criterion is linked to a Learning OutcomeScenario 2: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3 ptsCompleteWritten medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.0 ptsPoorThe prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 2: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4 ptsExcellentReferences for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.3 ptsGoodReferences for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2 ptsFairReferences for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.0 ptsPoorNo references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many ( 5) APA format errors.

    4 pts

    This criterion is linked to a Learning OutcomeScenario 2: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.2 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.

    1 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.0 ptsPoorContains many ( 5) grammar, spelling, and punctuation errors that interfere with the readers understanding.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 3: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15 to >11.0 ptsExcellentMedication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.11 to >7.0 ptsGoodMedication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7 to >3.0 ptsFairMedication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.3 to >0 ptsPoorMedication selected is inappropriate or would not be provided based on patient unique characteristics.

    15 pts

    This criterion is linked to a Learning OutcomeScenario 3: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3 ptsCompleteWritten medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.0 ptsPoorThe prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 3: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4 ptsExcellentReferences for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.3 ptsGoodReferences for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2 ptsFairReferences for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.0 ptsPoorNo references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many ( 5) APA format errors.

    4 pts

    This criterion is linked to a Learning OutcomeScenario 3: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.2 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.

    1 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.0 ptsPoorContains many ( 5) grammar, spelling, and punctuation errors that interfere with the readers understanding.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 4: Appropriate medication is prescribed or changed. Rationale provided and includes current literature to support decision. All aspects of the patient history are considered in making the medication selection.

    15 to >11.0 ptsExcellentMedication selected is appropriate and considers all of the unique patient characteristics. Rationale for selection is clear, complete, and appropriate.11 to >7.0 ptsGoodMedication selected might be appropriate but conflicts with the unique patient characteristics. Rationale for selection is clear but lacks discussion about potential prescribing issues.

    7 to >3.0 ptsFairMedication selected is not appropriate for this patient unique characteristics. Rationale provided is not correct or is flawed in applying the medication to this patient.3 to >0 ptsPoorMedication selected is inappropriate or would not be provided based on patient unique characteristics.

    15 pts

    This criterion is linked to a Learning OutcomeScenario 4: Written medication orders include all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.

    3 ptsCompleteWritten medication orders includes all 5 aspects required for a valid order. The order is complete, accurate, and appropriate.0 ptsPoorThe prescription is incomplete. Aspects of a complete order are missing. The order is either incomplete, inaccurate, or inappropriate.

    3 pts

    This criterion is linked to a Learning OutcomeScenario 4: References for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable.

    4 ptsExcellentReferences for the scenario are within past 5 years and include the appropriate clinical practice guideline if applicable. Correct APA format is used.3 ptsGoodReferences for the scenario are within past 5 years but do not include the appropriate clinical practice guideline if applicable. Contains a few (1 or 2) APA format errors.

    2 ptsFairReferences for the scenario are not from within the past 5 years or do not reflect the content of this scenario and do not include the appropriate clinical practice guideline if applicable. Contains several (3 or 4) APA format errors.0 ptsPoorNo references are included. References do not reflect the content of this scenario. Appropriate clinical practice guideline is not include. Contains many ( 5) APA format errors.

    4 pts

    This criterion is linked to a Learning OutcomeScenario 4: Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation

    3 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.2 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.

    1 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.0 ptsPoorContains many ( 5) grammar, spelling, and punctuation errors that interfere with the readers understanding.

    3 pts

    Total Points: 100

  • Nursing Question

    compose a 3- to 4-page case analysis (in addition to a title page, abstract, and reference list page) written in APA Style citing at least 3 references with one non-Internet reference. The following should be covered in the paper:

    • Title Page: Case Title, Full Name, Section, Date, Instructor, and Campus
    • Abstract: Summarize the case o One non-indented paragraph on a separate page. This will be page 2.
    • Introduction: The physiological importance of the liver, pancreas, and kidneys for the proper functioning of the human body
    • Body: Response to the prompts: Organize your analysis with headings that thoroughly answer the prompts (e.g., Abnormal Glucose Levels for question 1).
      • Explain each prompt in depth with physiological concepts and provide sufficient evidence from the literature for each prompt. o Include normal physiological ranges (if it applies).
      • Maintain the order of questions when answering.
    • Conclusion: Summarize the paper in a paragraph.

    Support your opinions with evidence from your readings and research. Review the rubric for complete grading criteria.

    Case: End-Stage Kidney Disease

    Cynthia, a 53-year-old female presented to the emergency room due to feeling constantly tired, hungry, thirsty, and with frequent urination. Her past medical history is significant for cirrhosis and end-stage kidney disease. Physical examination had revealed yellowish discoloration to the skin, multiple bruises, bilateral edema, and weakness lasting more than three weeks. Laboratory tests were ordered (results provided below) after which she was prescribed metformin and informed to contact a doctor if she starts experiencing nausea, vomiting, fast breathing, and/or lethargy, as metformin has been known to cause metabolic acidosis.

    Complete Blood Count (CBC)
    Sodium 126 mEq/L
    Glucose 220 mg/dl
    Calcium 7.1 mg/dl
    Red blood cell count 3.9 million cells/ul
    Iron 40 mcg/dL
    Albumin 2.5 g/dl
    Vitals
    Blood pressure 86/56 mmHg
    Hormone Panel
    Renin Low
    ADH Elevated
    Aldosterone Low
    Vitamins
    Vit D Low
    Vit K Low
    Vit E Low
    Vit A Low
    Urine and Stool Sample
    Stool color Gray
    Stool content Increase fat content
    Urine color Clear
    Glucose Present

    Answer the following questions regarding Cynthias case:

    1. What hormone is not functioning properly causing Cynthias glucose levels to be abnormal? Furthermore, explain in depth how this hormone regulates blood glucose levels.
    2. What other hormone(s) are responsible for maintaining normal glucose levels? Explain in depth how they work.
    3. Explain why Cynthia is presenting with excessive thirst (polydipsia), tiredness and hunger (polyphagia), and frequent urination (polyuria).
    4. Explain why Cynthia is experiencing hypotension. How does the body and its various organ systems bring the blood pressure back towards homeostasis?
    5. What do you expect Cynthias heart rate and end-diastolic volume (EDV) to be (elevated, normal, or low) and justify your expectation with cardiovascular formulas such as cardiac output (CO) and stroke volume (SV).
    6. What is the importance of iron in the body and the consequence of it being 40 mcg/dL?
    7. Explain in detail what gluconeogenesis is and where in the body it occurs? Knowing that gluconeogenesis helps maintain blood glucose level, what is the effect of metformin on the management of diabetes mellitus type 2?
    8. Looking at Cynthias albumin levels, what effect does it have on her (a) blood osmolarity (b) glomerular filtration rate (GFR) and (c) urine volume?
    9. Explain how glucose is normally reabsorbed by the kidneys? What is happening in Cynthias kidneys resulting in glucosuria and what effect does glucosuria have on her blood pressure?
    10. If Cynthia ends up developing metabolic acidosis, what would the levels of her pH, CO2, and HCO3 be in the blood? Furthermore, how would the body compensate and address both renal and respiratory compensation (optional: show the compensation via a flow chart)?

  • Two tasks

    Task 1

    NR360 Information Systems in Healthcare

    We Can, But Dare We? Guidelines

    2023 Chamberlain University. All Rights Reserved.

    NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

    Purpose

    The purpose of this assignment is to investigate informatics in healthcare and to apply professional, ethical, and legal

    principles to its appropriate use in healthcare technology.

    Course outcomes: This assignment enables the student to meet the following course outcomes:

    CO 4: Investigate safeguards and decisionmaking support tools embedded in patient care technologies and information

    systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

    CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security,

    regulatory requirements, confidentiality, and clients right to privacy. (PO 6)

    CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

    Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this

    assignment.

    Total points possible: 200 points

    Preparing the assignment

    Your faculty member will provide a scenario for you to address in your paper. Choose an ending to the scenario, and

    construct your paper based on those reflections. Choose one of the following outcomes for the end of the scenario:

    1. A HIPAA violation occurs, and client data is exposed to the media.

    2. A medication error has harmed a client.

    3. A technology downtime that impacts patient care occurs, and an error is made.

    4. A ransomware attack has occurred, and the organization must contemplate paying the ransom or lose access

    to patient data.

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    Include the following sections:

    a. Introduction – 20 points/10%

  • Presents a clearly designed thesis statement or argument.
  • Provides a clear and concise overview of the content.
  • Offers a compelling argument to elicit the readers attention and generate interest.

    • b. HIPAA, Legal, and Regulatory Discussion – 20 points/10%

  • Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.
  • Review healthcare regulations as they relate to the impact of technology on nursing care.
  • Describe legal guidelines on appropriate use of technology.

    • c. Scenario Ending and Recommendations – 50 points/25%

  • Presents the selected or assigned scenario ending as the focus of the assignment.
  • Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.
  • Recommends actions to mitigate the injury sustained in the selected scenario ending.
  • Supports recommendations with evidence from recent scholarly publications.

    • d. Advantages and Disadvantages – 50 points/25%

  • Presents at least two advantages of using the specified technology in healthcare.
  • Presents at least two risks of using the specified technology in healthcare.
  • Describes professional and ethical principles guiding the appropriate use of technology in healthcare.
  • Support advantages and risks with evidence from recent scholarly publications.

    • e. Conclusion and Reflections – 40 points/20%

  • Summarizes the selected or assigned scenarios ending including the recommendations.

    • NR360 Information Systems in Healthcare

    We Can, But Dare We? Guidelines

    2023 Chamberlain University. All Rights Reserved.

    NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 2

  • Establishes a clear link between the discussion and the thesis statement or argument.
  • Discusses thoughtful insights and implications based on the outcomes.
  • Describes how new insights will impact future behavior as a healthcare professional.

    • f. APA Style and Organization – 20 points/10%

  • References are submitted with assignment.
  • Uses current APA format and is free of errors.
  • Grammar and mechanics are free of errors.
  • Paper is 4-5 pages, excluding title and reference pages.
  • At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

    • For writing assistance, visit the Writing Center.

    Please note that your instructor may provide you with additional assessments in any form to determine that you fully

    understand the concepts learned in the review module.

    Task 2

    Post:

    The purpose of this discussion is to deepen your ability to critically evaluate qualitative and quantitative research designs, two distinct yet complementary approaches that underpin nursing knowledge development. As a masters-prepared nurse, your capacity to discern methodological rigor directly impacts how effectively you integrate evidence into theory-driven practice.

    Discussion

    Nursing research relies on both qualitative and quantitative methodologies to generate and validate knowledge. While quantitative research seeks to measure and test relationships, qualitative research explores meaning and experience, each offering unique insights that inform theory and practice.

    In your initial post:

    1. Select one qualitative and one quantitative nursing research study (preferably published within the last five years).
    2. Critically appraise each studys design, addressing aspects such as:
      • Research purpose and alignment with design
      • Sampling strategy and adequacy
      • Data collection and analysis methods
      • Rigor, trustworthiness (qualitative), or validity/reliability (quantitative)
      • Ethical considerations
    3. Compare and contrast the two approaches in terms of how they contribute to nursing theory, evidence-based practice, and patient outcomes.
    4. Reflect on how understanding both designs strengthens your ability to evaluate and apply research findings in your advanced nursing role (e.g., practitioner, educator, or leader).

    Submission Instructions:

    • Your initial post should be at least 550 words, formatted and cited in current APA style 7th edition with support from at least 2 academic sources.

  • Nursing Question

    NR360 Information Systems in Healthcare

    We Can, But Dare We? Guidelines

    2023 Chamberlain University. All Rights Reserved.

    NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 1

    Purpose

    The purpose of this assignment is to investigate informatics in healthcare and to apply professional, ethical, and legal

    principles to its appropriate use in healthcare technology.

    Course outcomes: This assignment enables the student to meet the following course outcomes:

    CO 4: Investigate safeguards and decisionmaking support tools embedded in patient care technologies and information

    systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

    CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security,

    regulatory requirements, confidentiality, and clients right to privacy. (PO 6)

    CO 8: Discuss the value of best evidence as a driving force to institute change in the delivery of nursing care. (PO 8)

    Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this

    assignment.

    Total points possible: 200 points

    Preparing the assignment

    Your faculty member will provide a scenario for you to address in your paper. Choose an ending to the scenario, and

    construct your paper based on those reflections. Choose one of the following outcomes for the end of the scenario:

    1. A HIPAA violation occurs, and client data is exposed to the media.

    2. A medication error has harmed a client.

    3. A technology downtime that impacts patient care occurs, and an error is made.

    4. A ransomware attack has occurred, and the organization must contemplate paying the ransom or lose access

    to patient data.

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    Include the following sections:

    a. Introduction – 20 points/10%

    Presents a clearly designed thesis statement or argument.

    Provides a clear and concise overview of the content.

    Offers a compelling argument to elicit the readers attention and generate interest.

    b. HIPAA, Legal, and Regulatory Discussion – 20 points/10%

    Identify client privacy and HIPPAA standards as they relate to the impact of technology on nursing care.

    Review healthcare regulations as they relate to the impact of technology on nursing care.

    Describe legal guidelines on appropriate use of technology.

    c. Scenario Ending and Recommendations – 50 points/25%

    Presents the selected or assigned scenario ending as the focus of the assignment.

    Evaluates the actions taken by healthcare providers selected or assigned scenario evolves.

    Recommends actions to mitigate the injury sustained in the selected scenario ending.

    Supports recommendations with evidence from recent scholarly publications.

    d. Advantages and Disadvantages – 50 points/25%

    Presents at least two advantages of using the specified technology in healthcare.

    Presents at least two risks of using the specified technology in healthcare.

    Describes professional and ethical principles guiding the appropriate use of technology in healthcare.

    Support advantages and risks with evidence from recent scholarly publications.

    e. Conclusion and Reflections – 40 points/20%

    Summarizes the selected or assigned scenarios ending including the recommendations.

    NR360 Information Systems in Healthcare

    We Can, But Dare We? Guidelines

    2023 Chamberlain University. All Rights Reserved.

    NR360_ RUA_We_Can_But_Dare_We_Guidelines_SEP23 2

    Establishes a clear link between the discussion and the thesis statement or argument.

    Discusses thoughtful insights and implications based on the outcomes.

    Describes how new insights will impact future behavior as a healthcare professional.

    f. APA Style and Organization – 20 points/10%

    References are submitted with assignment.

    Uses current APA format and is free of errors.

    Grammar and mechanics are free of errors.

    Paper is 4-5 pages, excluding title and reference pages.

    At least three (3) scholarly, primary sources from the last 5 years, excluding the textbook, are provided.

    For writing assistance, visit the Writing Center.

    Please note that your instructor may provide you with additional assessments in any form to determine that you fully

    understand the concepts learned in the review module.

  • Week 1 Comment 2 EBP

    Orems Self-Care Deficit Theory

    One nursing theory that has strongly influenced my practice, especially working with patients with chronic conditions, is Orems Self-Care Deficit Nursing Theory. This theory focuses on the idea that patients are capable of taking care of themselves, but nursing becomes necessary when they are unable to meet those needs independently. In my experience working on a cardiac telemetry and oncology floor this theory highly relevant because many of our patients require long-term management, and their outcomes depend heavily on how well they manage their care after leaving the hospital.

    Application of Theory in Nursing Practice

    Orems theory continues to guide both research and advanced nursing practice. According to Yip (2021), applying this theory support patient autonomy and allows nurses to provide more individualized, patient-centered care. This is especially evident during discharge planning, where education about medications, diet, and follow-up care is essential. It is not only about providing instructions but also ensuring that patients feel confident managing their condition at home. Additionally, Tanaka (2022) explains that Orems theory also considers social and environment factors that influence a patients ability to perform self-care. This is important because not all patients have the same level of support, resources, or health literacy.

    Research Supporting the Theory

    Current literature continues to demonstrate the relevance of Orems theory. Yip (2021) highlights how the theory is actively used in advanced nursing practice to guide care planning and improve patient outcomes by focusing on self-care needs. This shows that the theory is not only but also practical and applicable in clinical settings. Furthermore, Tanaka (2022) provides deeper analysis of the theorys philosophical and sociological foundations, explaining how it is supported by an understanding of human behavior and social influences. These perspectives strengthen the theory and make it more applicable to diverse patient population.

    Evidence-Based Practice in the Clinical Setting

    Evidence-based practice (EBP) is where this theory becomes visible in daily patient care. For example, when caring for patients with heart failure or other chronic conditions, a strong emphasis is placed on patient education, including medication management, dietary changes, and symptom monitoring. These interventions are based on evidence-based guidelines but also reflect Orems theory by promoting patient independence. Nurse assesses each patients ability to perform self-care and adjust education based on individual needs. Some patients are more independent, while others require additional support, making the nurses role essential in bridging that gap.

    Reflection on Advanced Nursing Practice

    Understanding the relationship among theory, research, and EBP enhances nursing practice by deepening understanding of patient care. Instead of focusing only completing tasks, attention is given to the reasoning behind interventions. Theory provides the foundation, while research support and validates that foundation. EBP then allows for the practical application of both, leading to more confident clinical decision-making and improved patient-centered care.

    Conclusion

    As nursing roles continue to advance, especially at the nurse practitioner level, integrating theory, research, and EBP becomes even more important. Advanced practice nurses are expected to apply evidence-based guidelines while understanding the theoretical framework that underpin them. This also support leadership, patient education, and involvement initiatives. Overall, the connection among theory, research, and EBP is critical to delivering safe, effective, and individualized care that improves patient outcomes

    Reference

    Tanaka M. (2022). Orem’s nursing self-care deficit theory: A theoretical analysis focusing on its philosophical and sociological foundation. Nursing forum, 57(3), 480485.

    Yip J. Y. C. (2021). Theory-Based Advanced Nursing Practice: A Practice Update on the Application of Orem’s Self-Care Deficit Nursing Theory. SAGE open nursing, 7, 23779608211011993.

  • Week 1 Comment 1 EBP

    Integrating the Triad: The Synergy of Theory, Research, and EBP in Advanced Nursing (Perioperative Focus)

    Selected theory.
    For perioperative and ambulatory surgical nursing, Kolcabas Comfort Theory (a middlerange theory) is particularly influential. Kolcaba conceptualizes comfort as the immediate experience of being strengthened when needs for relief, ease, and transcendence are met across physical, psychospiritual, sociocultural, and environmental contextsforming a 12cell taxonomic structure that guides assessment and intervention design. This holistic framing is wellsuited to surgical settings, where anxiety, pain, sleep disruption, and unfamiliar environments converge to challenge patient comfort and recovery.

    How Comfort Theory has guided recent research.
    Over the past five years, the theory has catalyzed a substantial body of empirical work. A comprehensive scoping review (n=359 papers; searches through January 2024) mapped seven categories of Comfort Theory application (e.g., intervention trials, instrument use derived from the theory) and identified frequent, theoryinformed interventions music therapy, structured coaching, and environmental modificationsmost often in hospital contexts and oncology populations, but broadly applicable to surgical care.

    More specifically, randomized controlled trials (RCTs) have tested Comfort Theorybased protocols in perioperative and criticalcare settings:

    • PeriAnesthesia RCT (children undergoing circumcision). Comfortoriented nursing care grounded in Kolcabas theory significantly reduced perioperative fear and anxiety compared with routine care across multiple time points up to day 10 postop, demonstrating the theorys measurable psychospiritual impact in procedural contexts.
    • ICU RCT (adults). An RCT reported improved comfort, satisfaction, and sleep quality among intensive care patients receiving Comfort Theorybased care relative to standard carelinking theoryguided interventions to outcomes directly relevant to postoperative recovery and patient experience.

    These trials validate and refine Kolcabas propositions: that systematically addressing multidimensional comfort needs produces beneficial psychological and physiological outcomes, and that measurement tools (e.g., the General Comfort Questionnaire, comfort behavior checklists) can operationalize the theorys constructs for rigorous evaluation.

    EBP operationalization in the clinical setting (example).
    Evidencebased practice translates theoretical principles into standardized, reproducible care bundles. In an outpatient perioperative context (your arena), Comfort Theory can be operationalized through a perioperative comfort & anxietyreduction bundle, targeting the theorys four contexts:

    1. Physicalrelief: multimodal analgesia; preemptive antiemetics; warming measures; and sleep hygiene protocols to protect circadian rhythm postanesthesia.
    2. Psychospiritualease: music therapy during preop waiting and early recovery (consistently evaluated in Comfort Theory studies), guided imagery, and brief coaching that sets realistic expectations and fosters transcendence amid procedural stress.
    3. Environmentalease: noisereduction strategies (e.g., minimizing overhead paging; softclose doors) and dimmable lighting to mitigate sensory overload; structured quiet times to support sleep consolidation.
    4. Socioculturalease/transcendence: family presence where policy permits, culturally tailored teaching materials, and shared decisionmaking that respects patient values.

    These components align with perioperative EBP guidance from professional bodies (e.g., AORN), which emphasize implementing evidencebased standards to improve outcomes in ambulatory surgery and ensure safe, efficient perioperative care pathways.

    They also directly address perioperative anxiety, a prevalent phenomenon affecting up to ~30% of surgical patients and associated with worse pain control, safety, and satisfactionunderscoring the clinical imperative for theoryinformed, evidencebased interventions.

    Concrete application example (outpatient ASC):
    As an OPS RN in preop, you might implement a Comfort Theorydriven preop coaching & music protocol:

    • Assessment: document comfort needs using a brief tool derived from Kolcabas taxonomy (e.g., items that screen physical discomfort, psychospiritual distress, environmental irritants, sociocultural concerns).
    • Intervention: provide 1015 minutes of patientselected music via headphones; deliver a scripted, empathic coaching message (addressing relief, ease, transcendence) that normalizes anxiety, clarifies intraop steps, and identifies coping strategies; ensure environmental comfort (warm blankets, lower noise, dim lights).
    • Evaluation: track outcomes with the General Comfort Questionnaire and a validated anxiety scale pre/post; include patient satisfaction and firstnight sleep quality (e.g., RichardCampbell Sleep Questionnaire) for postop followup.

    This bundle operationalizes the theorys multidimensional comfort and leverages the RCTlevel evidence around music/coaching and sleep/environmental controls, while dovetailing with perioperative standards and workflow.

    Critical reflection for the advanced nurse role.
    Understanding the dynamic interplay among theory, research, and EBP elevates practice and leadership:

    • As a clinician, theory sharpens assessments beyond pain scoresprompting you to notice psychospiritual distress or environmental triggers that research shows are modifiable and meaningful. RCTs and scoping reviews then give you the confidence to adopt and sustain interventions (e.g., music therapy, structured coaching), knowing they improve outcomes that matter to your patients (comfort, anxiety, sleep, satisfaction).
    • As a leader/educator, theory provides a shared language for staff training and quality improvement; research provides metrics and designs (e.g., pre/post measures), and EBP offers the implementation scaffolding (guidelines, checklists, audit & feedback) needed to scale change across teams and ensure fidelity.
    • As a scholar, engaging with both conceptual frameworks and emerging empirical findings positions you to identify gaps (e.g., adult outpatient perioperative populations understudied in some Comfort Theory applications) and to design pragmatic trials or QI projects that move the science forward while improving local outcomes.

    In short, when theory (Comfort), research (RCTs and syntheses), and EBP (guidelines and care bundles) continuously inform one another, perioperative nurses can produce measurable gains in patient experience, safety, and recoveryexactly the transformation advanced nurse scholars are poised to lead.

    References (APA 7th)

    Bello, C. M., Eisler, P., & Heidegger, T. (2025). Perioperative anxiety: Current status and future perspectives. Journal of Clinical Medicine, 14(5), 1422.

    Lin, Y., Zhou, Y., Chen, C., Yan, C., & Gu, J. (2024). Application of Kolcabas Comfort Theory in healthcare promoting adults comfort: A scoping review. BMJ Open, 14(10), e077810.