Category: Nursing

Describe the role and explore how a DNP or MSN-prepared nurse contributes to it, including a formal SWOT analysis.

Part 1 Guidelines

What to Include:

1. Role Description

• Clearly define the specific DNP role you are analyzing.
• Explain why you selected this role and its relevance to your professional goals.

1. Role Gaps & Justification

• Identify any current gaps or unmet needs that justify the creation or advancement of this role.

1. MSN vs. DNP Role Differentiation

• Discuss the difference between an MSN-prepared and a DNP-prepared nurse in this role.
• Emphasize competencies, leadership capacity, and impact.

1. SWOT Analysis

• Conduct a formal SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis related to the role.
• Use scholarly sources to support your findings.
• Required reading: Schadewald (2024), pp. 320321.

Med-Surg III Complete Problem-Based Care Plan using the completed SBAR

Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you to identify opportunities for improvement in your clinical skills, while also recognizing your strengths and successes.

Use this Journal to reflect on your clinical strengths and opportunities for improvement, the progress you made, and what insights you will carry forward into your next practicum.

• Refer to the Population-Focused Nurse Practitioner Competencies found in the Week 1 Learning Resources, and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.
• Refer to your Clinical Skills Self-Assessment Form you submitted in Week 1, and consider your strengths and opportunities for improvement.
• Refer to your Patient Log in Meditrek, and consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.
• Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.
• Reflect on the three (3) most challenging patients you encountered during the practicum experience. What was most challenging about each?
• What did you learn from this experience?
• What resources were available?
• What evidence-based practice did you use for the patients?
• What would you do differently?
• How are you managing patient flow and volume?
• How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

• Reflect on how you might improve your skills and knowledge, and communicate those efforts to your Preceptor.
• Answer the questions: How am I doing? What is missing?

study Guide completion, see attached

Please rewrite in own words

Please follow the grading rubric

create a concept map with references

concept : gas exchange

Age: 68 years

Sex: Male

Height/Weight: 510 (178 cm), 185 lb (84 kg)

Allergies: NKDA

Code Status: Full code

68-year-old male with a 20-year history of Chronic Obstructive Pulmonary Disease (COPD), diagnosed 10 years ago. He has a 45-pack-year smoking history, having smoked 11.5 packs per day since his early 20s; he quit smoking 3 years ago after a hospitalization for a COPD exacerbation.

His medical history includes:

• COPD (chronic bronchitispredominant)
• Hypertension
• Hyperlipidemia

He worked as a construction foreman for over 35 years, with frequent exposure to dust and chemical fumes. He reports chronic productive cough, especially in the mornings, and baseline dyspnea on exertion. At home, he uses 2 L/min oxygen via nasal cannula at night and PRN with activity.

He presents to the emergency department with worsening shortness of breath, increased sputum production, and fatigue over the past 3 days. He reports the sputum is thicker and yellow-green. He states, I cant catch my breath even just walking to the bathroom.

Assessment Findings

Vital Signs

• Temperature: 99.1F (37.3C)
• Heart Rate: 104 bpm
• Blood Pressure: 148/86 mmHg
• Respiratory Rate: 26 breaths/min
• SpO2:
• 86% on room air
• 90% on 2 L/min O2 via nasal cannula

Physical Assessment

• Patient appears anxious, sitting in tripod position
• Use of accessory muscles noted
• Barrel chest present
• Lung sounds:
• Diminished breath sounds bilaterally
• Expiratory wheezes in upper lobes
• Coarse crackles in lower lobes
• Cough: Frequent, productive with thick yellow sputum
• Skin: Warm, slightly diaphoretic; mild cyanosis around lips
• Mental status: Alert and oriented 4 but reports headache and fatigue

Diagnostic Data

Arterial Blood Gas (on 2 L O2)

• pH: 7.32
• PaCO2: 58 mmHg
• PaO2: 62 mmHg
• HCO3: 30 mEq/L
• SaO2: 90%

Indicates respiratory acidosis with metabolic compensation, consistent with chronic CO2 retention and impaired gas exchange.

Complete Blood Count (CBC)

• WBC: 13.8 103/L
• Hemoglobin: 17.9 g/dL
• Hematocrit: 54%

Elevated Hgb/Hct consistent with secondary polycythemia due to chronic hypoxia.

Chest X-Ray Findings

• Hyperinflated lungs
• Flattened diaphragms
• Increased bronchial markings
• No acute infiltrates

Nursing Diagnosis

Impaired Gas Exchange related to alveolar-capillary membrane changes and airflow obstruction secondary to COPD, as evidenced by hypoxemia, hypercapnia, dyspnea, abnormal ABGs, and decreased oxygen saturation.

Key Nursing Concerns

• Inadequate oxygenation
• CO2 retention
• Risk for respiratory failure
• Anxiety related to dyspnea
• Risk for infection

Common Nursing Interventions (Brief Overview)

• Monitor SpO2 and ABGs closely
• Maintain low-flow oxygen as ordered (avoid over-oxygenation)
• Position in high-Fowlers or tripod
• Encourage pursed-lip breathing
• Administer bronchodilators, corticosteroids, and antibiotics as prescribed
• Promote effective coughing and secretion clearance
• Assess for changes in mental status (early sign of CO2 retention)

Treatment of anemia

The Research Process: Theoretical Frameworks

Choosing a theoretical framework is not a specific step in the research process, but theory guides the entire research process. As part of the literature review, the reader should review the theoretical framework that was used in other research studies and identify how the tenets of the theory aligned with the study that was conducted.

When choosing the theory that will guide a project remember the tenets of the theory must align with the planned evidence-based change in practice or intervention. The evidence-based change or intervention is used as a solution to address the problem that has been identified.

You may choose a nursing, leadership, informatics, or educational theorist, remember chose the theory whose tenets align best with the projects planned evidence-based change in practice or intervention. In the text field, please write which team member contributed to which section. Use the rubric to make sure you complete all components of this assignment.

In the first two assignments, you identified and defined a problem at your organization or in your community and conducted a review of the literature. In this activity you will be asked to discuss the evidence-based change in practice or intervention you plan to use to address the identified problem. For this activity you will discuss at least two potential theories, the tenets of each theory, the alignment of the theory with the evidence-based change or intervention, and the rationale for choosing the one theory you will use to guide your project plan. Using a minimum of 8 slides, create a PowerPoint presentation with the following information about your topic. Be creative and use visuals. Each team member must record in audio or video on one of the slides.

• Use assignment 1 and 2 to develop your “background and purpose”
• Include your chosen evidence-based change in practice or intervention to address the identified problem – “Methods”
• Include key findings from your literature review – this will help you identify the gap and the problem
• Explain you research problem
• Create your purpose, aims and objectives
• Create your research question and hypothesis
• Discuss one theory that can be used to guide your project (e.g. PDSA, IOWA model, STETLER, DMAIC six sigma)
• Identify any ethical considerations.

Suggested reading:

• Chapter 2: Evolution of Research in Building Evidence-Based Nursing Practice (pp. 31-41)
• Chapter 5: Research problem and purpose
• Chapter 7: Review of Relevant Literature
• Chapter 8: Frameworks (pp. 171-189)

Additional Instructions:

1. No more than 7 bullet points per slide and 7 words per bullet point.

2. All submissions should have a title page and reference slide.

2. Utilize a minimum of five scholarly resources.

3. Adhere to grammar, spelling and punctuation criteria.

4. Adhere to APA compliance guidelines.

*Please note you are not being asked to actually implement this study.

refer to slide 9 in my own words

Suicide Prevention Written Reflection

Instructions: In a 2-3 page Word document saved as lastname_first intial SPReflection respond to the following three questions:

1. Describe three elements for best practice related to suicide interventions.

2. Describe any changes in your values or feelings as a result of your learning activities related to suicide prevention.

3. What additional knowledge do you need as you develop your nursing practice regarding suicide prevention?

Include at least one (1) APA reference and utilize APA for citations.

Evaluation Criteria

Clearly responds to all three questions

Incorporates pertinent and detailed information with specific examples.

Focused and succinct while providing depth and breadth that demonstrates deep learning

Free from distracting grammar, spelling, and punctuation mistakes

APA references and citations

Can you use Canva and create the medicine wheel