Demonstrate reflection, self-analysis, self-care, and lifelong learning into nursing practice

Demonstrate reflection, self-analysis, self-care, and lifelong learning into nursing practice
Assignment: Chronic Disease Individual Scholarly Paper – Part I (7 possible points) and Part II (30 possible points)

Curricular Concepts: Ethics, Holistic Nursing Process, Quality & Safety, Care Coordination, Evidence-based Practice, Comfort, Family Dynamics, Spirituality, Cognitive Function, Coping/Stress/Adaptation, Grief & Loss, Functional Ability, Genetics, Nutrition, Environment, Culture, Individual Behaviors, Social & Economic Factors
Macro Concept: Chronic and Palliative Care
Micro Concepts: Physiological and Psychosocial Integrity; Lifespan Growth and Development
Exemplar: Each student will select a concept and exemplar

Purpose: Students will research a chronic and degenerative disease and evidence-based research and interventions on the selected exemplar. The student will learn the nursing role in assessing, diagnosing, implementing treatments, and managing illness. The focus will be on safety initiatives, interdisciplinary collaboration, trends in health care, disparities, cultural considerations, health promotion across the life span, resources, social justice, and ethical nursing practice pertaining to health care for individuals with a chronic condition.

PSLOs: 1A, 1F, 1H, 1K, 2D, 2E, 2G, 2I, 3A, 3B, 3D, 3E, 3F, 3G, 3H, 3I, 3J, 3K, 5I, 6E, 6F, 6G, 6H, 6I, 7B

Demonstrate reflection, self-analysis, self-care, and lifelong learning into nursing practice (ELO 1, 3).
Apply leadership skills to enhance quality nursing care and improve health outcomes (ELO 2, 4).
Utilize best available evidence and informatics to guide decision making (ELO 2, 4).
Adapt communication strategies to effectively respond to a variety of health care situations.
Incorporate ethical practice and research within the nursing discipline and

organizational environments (ELO 1, 2, 3).

Practice holistic, evidence-based nursing care including diverse and underserved individuals, families, and communities (ELO 1, 2, 3, 4).

Competencies and Course Outcomes: 1, 2, 3, 4, 5, 6, 7, 8

Incorporate the knowledge and methods of a variety of disciplines to inform decision-making in the care of the chronically ill client (ELO 2, 4).
Promote achievement of safe and quality outcomes of care for individuals and families experiencing chronic illness and end of life issues (ELO 2, 3, 4).
Utilize evidence, clinical judgment, inter-professional perspectives, and client preferences in planning, implementing, and evaluating outcomes of care (ELO 1, 2, 3, 4).
Recognize the role of information technology in improving client care outcomes and creating a safe care environment (ELO 2).
Discuss trends in healthcare as they relate to issues of access, equity, affordability, and social justice (ELO 2, 3).
Provide quality and safe client care as a member of the inter-professional team (ELO 2, 4).
Utilize clinical judgment and decision making skills while providing care to promote optimal health, for clients experiencing chronic illness (ELO 2, 4).
Explore one’s own beliefs and values as they relate to caring for clients experiencing chronic illness and end of life issues (ELO 1, 3, 4).

Objectives:

Define selected exemplar and concept along with pertinent socio-cultural,

family/caregiver, lifespan, nutritional, safety, quality, psychosocial, and stigma concerns as well as nursing implications.

Identify applicable Quality Safety Education for Nursing (QSEN) topics and National Patient Safety Goals (NPSG).
Identify comorbidities, pharmacotherapeutics and treatments, including complementary or alternative modalities, as well as their nursing implications.
Explore effects of age, gender, culture, ethnicity, spirituality/religion, communication barriers, socio-economic status, and education on clients with the selected condition.
Review current research to identify pertinent healthcare trends and nursing

implications.

Transfer understanding of pathophysiological and pharmacotherapeutics to

assess client and plan safe, quality, holistic nursing care.

Write an individual, scholarly, APA paper on related topics.

Assignments and Activities: (*= Previously assigned)
Suggested Readings:

Hinkle’s Med Surg (14th ed.) Pgs. 139-163* (Chronic Illness & Disability)

Taylor’s Fundamentals (9th ed.) Pgs. 51-52* (Chronic Illness)
Pg. 313 (QSEN)

Suggested Resources:

Guide to development of an annotated bibliography:
http://guides.library.cornell.edu/c.php?g=32342&p=203789

To identify National Patient Safety Goals go to: http://www.jointcommission.org/standards_information/npsgs.aspx.

Directions for Part I:

Write the pathophysiology portion of your scholarly paper using proper citations (Refer to directions for Part II below). This will allow instructors to give feedback on your writing style and APA.
Conduct library research (CINAHL) to find resources for your paper including the required nursing article: see items 2b, 2c, and 2d below. Include a resource for the QSEN and NPSG portion of your paper as well as information on current applicable research. To do this search NHCC library nursing subscriptions under the NHCC home page/Student Resources/Library/Search Subscription Resources/Nursing/ CINAHL with Full Text or the American Journal of Nursing
Create a double-spaced annotated bibliography, see resource given above and example in D2L. For each resource you should include the reference information, tell how you know the source is reliable, and then state how/where this source will be used in your paper.
Submit the following to the drop box by the due date on the course calendar:

Cover page
Pathophysiology section
Annotated bibliography

Directions for Part II:

Write a ten to twelve page, excluding title and reference page, scholarly APA paper expanding on the specific exemplar.
Follow the Rubric for Scholarly Writing as a guide, paying close attention to the far left column to earn full points.

Write in your own words minimizing the use of direct quotes.
APA style in-text citations should support your discussion. This is an evidence-based, scholarly project.
All references utilized in the preparation of the assignment must be included in your reference list. Simply omit the annotations from your references in Part I and include any additional resources to create your reference page for Part II.
Reference page must include at least one nursing journal article meeting the following criteria: less than five years old, written by a nurse, from a peer-reviewed journal, and published in the United States. Note: The article may include a topic different than but related to your actual disease exemplar. For example, an article on care-giver burden may relate to a scholarly discussion about Alzheimer’s disease. If you absolutely cannot find an article that meets criteria, discuss this with your advisor.
All references should be professional. A minimum of five references are required.

For APA questions, refer to the Publication Manual of the American Psychological Association, (6th ed.). Also refer to scholarly resources, the Hoonuit modules, and APA Style under the NHCC home page. Faculty Recommend you work on this assignment well in advance and allow plenty of time to consult the Writing Center or Tutor.com
Include headings and discuss each of these topics as they relate to Tetralogy of Fallot, specifically addressing nursing implications. Change the order and group topics, as needed, to improve flow:
Pathophysiology
Pharmacotherapeutics and treatments including complementary and/or alternative modalities
Family considerations and potential caregiver burden
Religious and spiritual health
Psychosocial implications and social stigma
Quality and Safety Education for Nurses (QSEN)
Palliative care and end-of-life issues
Cultural, ethnic, socioeconomic, and communication issues
Disease process across the lifespan including age considerations
Applicable National Patient Safety Goal(s)
You should also include a “Discussion” section that identifies implications of the research findings on nursing practice and identifies gaps in areas of evidence that needs additional research.
The use of first person viewpoint and the pronoun “I” is typically avoided in

scholarly writing (Purdue Online Writing Lab, 2018, para. 6). Therefore, Do NOT use first person in your APA scholarly paper.

All scholarly work should have a strong introductory and concluding

paragraph. Per APA, these sections should NOT include headings that announce introduction or conclusion. See APA manual for more information.

Submission and Grading:

Part I. See grading rubric for Part I:

Submit annotated bibliography, including your cover page and pathophysiology section to the D2L drop box by the due date.
Part I is worth 7 points. This assignment is a scholarly document. Be sure your paper is well-written with minimal spelling, grammar, and punctuation errors. Follow APA guidelines.

Part II. See grading rubric for Part II:

Submit your complete scholarly paper, including your cover page and reference page (not annotated), to the D2L drop box by the due date.
Part II is worth 30 points. Ensure all required criteria are met and review the scholarly paper grading rubric prior to submission. Incorporate instructor feedback from part I. Be sure your paper is well-written with minimal spelling, grammar, and punctuation errors and includes an introduction and conclusion. Follow APA guidelines

IMPORTANT: If you do not achieve 78% (23.4/30), make an appointment with the evaluator within one week to discuss feedback and suggestions for improvement. You will need to rewrite your paper to ensure you achieve a passing grade.

References

American Psychological Association (2010). Publication manual of the American Psychological Association. (6th ed., 2nd printing). Washington, DC: American Psychological Association.

Purdue Online Writing Lab. (2018). Style, Genre, and Writing. Retrieved from https://owl.english.purdue.edu/owl/resource/980/03/

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