State Regulations for Advanced Practice Nurses

Assignment: State Regulations for Advanced Practice Nurses

Although your roles and responsibilities may differ based on your practice setting (think emergency department versus inpatient hospital setting or outpatient specialty medicine clinic), they may also vary depending on the state in which you practice. Because each state has its own laws and regulations that determine the scope of practice for advanced practice nurses, it is your responsibility to understand your own state’s guidelines. This Assignment involves locating the Nurse Practice Act for your state and reviewing practice guidelines, licensing requirements, and the certification process.
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To prepare:

  • Locate the Nurse Practice Act for your state, as well as any other state legislation that outlines practice for Advanced Practice Registered Nurses (APRNs). Reflect on the definition and scope of practice of the APRN according to your state.
  • Consider which state board is responsible for licensure of APRNs. Determine whether your state requires nursing board approval, board of medicine approval, or joint board approval for APRN practice.
  • Consider the DEA (Drug Enforcement Administration) Drug Schedule categories approved for APRN prescribing. Think about how this might impact your clinical practice.
  • Research the national certifying board options and application processes for the Adult Geriatric Acute Care Nurse Practitioner. Think about which exams are recognized by your state board and which board options best suit your professional needs. Assignment: State Regulations for Advanced Practice Nurses

To Complete:
Address the following in a 1- to 2-page paper:

  • Explain the definition and scope of practice for APRNs according to the Nurse Practice Act in your state.
  • Identify the state board that is responsible for licensure of APRNs.
  • Identify the DEA Drug Schedule categories approved for APRN prescribing in your state. Explain whether this might impact your clinical practice, and if so, explain how. Assignment: State Regulations for Advanced Practice Nurses
  • Identify which national certifying board options are recognized by your state board. Explain which options best suit your professional needs and why. Describe the application processes for these options.

By Day 7

This Assignment is due.

Note: You must include references to support your paper. The School of Nursing also requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements. All papers submitted must use this formatting. Assignment: State Regulations for Advanced Practice Nurses

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the following naming convention: “WK1Assgn+lastname+first initial”.
  • Click the Week 1 Assignment link.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open. If you are submitting multiple files, repeat until all files are attached.
  • Click on the Submit button to complete your submission. Assignment: State Regulations for Advanced Practice Nurses Assignment: State Regulations for Advanced Practice Nurses

Assignment: State Regulations for Advanced Practice Nurses Rubric

 

Excellent Good Fair Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
27 (27%) – 30 (30%)
Assignment exceedsexpectations. All topics are addressed with a minimum of 75% containing exceptionalbreadth and depth about each of the assignment topics.
24 (24%) – 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
21 (21%) – 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 (0%) – 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
5 (5%) – 5 (5%)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Purpose of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
0 (0%) – 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:Understand and interpret the assignment’s key concepts.
9 (9%) – 10 (10%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 (8%) – 8 (8%)
Demonstrates a clear understanding of key concepts.
7 (7%) – 7 (7%)
Shows some degree of understanding of key concepts.
0 (0%) – 6 (6%)
Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
18 (18%) – 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view. Assignment: State Regulations for Advanced Practice Nurses
16 (16%) – 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
14 (14%) – 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
0 (0%) – 13 (13%)
Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.
18 (18%) – 20 (20%)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
16 (16%) – 17 (17%)
Summarizes information gleaned from sources to support major points, but does not synthesize. Assignment: State Regulations for Advanced Practice Nurses
14 (14%) – 15 (15%)
Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.
0 (0%) – 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
Written Expression and FormattingParagraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity. Assignment: State Regulations for Advanced Practice Nurses
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.
Written Expression and FormattingEnglish writing standards: Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors. Assignment: State Regulations for Advanced Practice Nurses
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and FormattingThe paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Assignment: State Regulations for Advanced Practice Nurses

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EXPLORE SOME OF THE RATIONALE BEHIND THE MOVE TOWARD MORE OF A TECHNOLOGICALLY BASED LEARNING EXPERIENCE IN NURSING EDUCATION

EXPLORE SOME OF THE RATIONALE BEHIND THE MOVE TOWARD MORE OF A TECHNOLOGICALLY BASED LEARNING EXPERIENCE IN NURSING EDUCATION
 NO COMMENTS
1.Explore some of the rationale behind the move toward more of a technologically based learning experience in nursing education and in healthcare overall. What are the benefits to this? How about patient education in the hospital setting?
2.What technology do you find most beneficial to use in your work or school setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further. Describe your dream technology, with consideration for patient care and safety.
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‘s two-factor theory (1927)

Theories of intelligence, including Spearman’s two-factor theory (1927), Cattell-Horn’s two-factor theory (1966), Luria’s information processing approach (1966), Cattell-Horn and Carroll’s CHC model (1997), and Carroll’s three-stratum theory (1997).
For this discussion:
· Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).
· Explain how these theories are relied upon in each of the following current tests that you also read about in this unit. Please note that some of these tests may now rely on more than one theory, or a theory different than the original versions of the same test. Subsequently, you will need to address such multiple contributions and only for the versions listed below (for example, fifth edition).
o Wechsler Intelligence Scale for Children, fourth and fifth editions.
o Kaufman Assessment Battery for Children, second edition.
o Stanford-Binet Intelligence Scales, fifth edition.
o Woodcock-Johnson Tests of Cognitive Abilities, third or fourth editions.
· Explain your thoughts regarding an intelligence test that has a dual theoretical basis, based on your readings and review of the theoretical influences on these tests. Explain your position by including consideration of validity.
· Explain which theory of intelligence you find yourself most affiliated with in the context of your professional goals. Explain how your selected theoretical model aligns with your interests and career.
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Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned personality disorder.

Nursing homework help
Week 3: Personality Disorders
I cannot believe these people. Don’t they know who I am? I deserve better treatment than this. That hostess should have seated me immediately, but I had to wait for 10 minutes and then she put me at this table right by the kitchen. I see an empty table right in the middle where I should be. I am just going to get up and move there. I don’t care what the hostess says, rules don’t apply to me.
Ashley, age 25
Personality disorders represent perhaps the most challenging disorders that the psychiatric mental health nurse practitioner will have to address in their professional careers. Personality disorders can co-occur in every mental health disorder and, in some cases, can mask as disorder . Although difficult to treat, the PMHNP must be able to identify personality disorders and endeavor to work with the client to not only recognize the disorder, but to treat a disorder that clients often do not believe they have.
This week, you will explore the many personality disorders and use the DSM-5 criteria for diagnosing individuals with specific personality disorders. You will use the Decision Tree format to diagnose and treat a client with a personality disorder. You also will complete the Fitzgerald University Exit Comprehensive Exam to determine your readiness for the certification exam.
Photo Credit: kaisersosa67 / iStock / Getty Images Plus / Getty Images
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)
Chapter 22, “Personality Disorders” (pp. 742–762)
Chapter 13, “Psychosomatic Medicine” (pp. 451–464)
Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.
Chapter 71, “Histrionic Personality Disorder”
Note: You will access this book from Walden Library databases.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
“Personality Disorders”
Note: You will access this book from Walden Library databases.
Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. Psychiatry: Interpersonal & Biological Processes, 76(1), 32–52. doi:10.1521/psyc.2013.76.1.32
Note: You will access this article from Walden Library databases.
Rees, C. S., & Pritchard, R. (2015). Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52(1), 45–55. doi:10.1037/a0035158
Kernberg, O. (n.d.). Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg, MD. [Video file]. Mill Valley, CA: Psychotherapy.net
Note: This video is approximately 94 minutes of length. You will access this article from Walden Library databases.
Discussion: Treatment of Personality Disorders
Personality disorders occur in 10–20% of the population. They are difficult to treat as individuals with personality disorders are less likely to seek help than individuals with other mental health disorders. Treatment can be challenging as they do not see their symptoms as painful to themselves or others.
In this Discussion, you will explore personality disorders in greater detail and discuss treatment options using evidence-based research.
Learning Objectives
Students will:
Analyze diagnostic criteria for personality disorders
Analyze evidence-based psychotherapy and psychopharmacologic treatments for personality disorders
Analyze clinical features of clients with personality disorders
Align clinical features with DSM-5 criteria
Compare differential diagnostic features of personality disorders
Post:
Explain the diagnostic criteria for your assigned personality disorder. (Histrionic Personality Disorder)
Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned personality disorder.

Describe clinical features from a client that led you to believe this client had this disorder. Align the clinical features with the DSM-5 criteria.

Support your rationale with references to the Learning Resources or other academic resources.

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FOUNDATIONS OF NURSING EDUCATION

DIRECTIONS
FOUNDATIONS OF NURSING EDUCATION
Competencies: 7009.1.1: Education Environments and Trends in Nursing Education –  The graduate analyzes evolutionary trends in higher education and nursing education. 7009.1.2: Theoretical Foundations of Nursing Education –  The graduate examines theoretical foundations of education that affect nursing education.7009.1.3: Nursing Curriculum Foundations –  The graduate evaluates nursing curricula for relevance and effectiveness within the setting in which they will be used.7009.1.4: Fundamentals of Learning Assessment –  The graduate describes the essential concepts of assessing student learning. 7009.1.5: Ethical, Legal, and Accreditation Implications in Nursing Education –  The graduate evaluates various ethical, legal, and accreditation issues related to nursing education.
Introduction: As a nurse educator, you may be expected to lead and participate in the development and revision of nursing programs. Therefore, it is essential that you have the competencies to analyze internal and external factors and trends that impact the design and delivery of nursing curricula. You must also be able to use a variety of learning theories to guide the development of nursing curriculum and integrate relevant educational philosophies, modalities, and assessments to achieve identified program outcomes. The clear articulation of the ethical standards and desired learner outcomes to stakeholders will be necessary for achieving the requirements of state and national regulatory and accrediting agencies. Scenario: At Hartford Community College, the executive team has decided to change the current two-year associate degree nursing program to a four-year bachelor of science in nursing (BSN) program. As the director of allied health programs, you have been asked to chair the nursing curriculum committee, which is charged with fully designing the new BSN program. Your position gives you access to societal, economic, and institutional trends that are current in the field of nursing education. Taking these items into consideration, your committee has been tasked with gathering information and presenting it for the new BSN program. You are to ensure the new BSN program is consistent with state and national professional standards and guidelines. You will be creating a report to take to the board of directors for approval. Requirements:
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
Professional Communications is a required aspect to pass this task. Completion of a spell check and grammar check prior to submitting your final work is strongly recommended.    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A.  Create a report that contains the following components:
•  table of contents
•  components identified in aspects B through K
B.  Justify the change from an associate degree nursing program to a BSN program.
Note: Please include one or two sentences to serve as a brief introduction to the justification for the change from an associate degree nursing program to a BSN program.  Details of the justification will be amplified in items B1 and B2.
1.  Explain two factors (e.g., social, economic, political, institutional) that influence the need for a BSN program.
2.  Explain how at least one of the following external forces has informed the decision for a BSN program:
•  The Institute of Medicine (IOM)
•  The Future of Nursing: Leading Change, Advancing Health
•  Magnet hospital recognition
•  Patricia Benner’s Educating Nurses: A Call for Radical Transformation
•  Contemporary literature on patient outcomes related to academic preparation for nurses
C.  Select a recommendation from one of the following organizations or institutions to guide the integration of quality and safety initiatives in the new BSN program:
•  Quality and Safety Education for Nurses (QSEN)
•  The Institute of Medicine (IOM)
•  American Association of Colleges of Nursing (AACN)
•  National League for Nursing (NLN)
•  The Joint Commission
1.  Provide a rationale for your selected recommendation.
2.  Discuss one possible barrier (e.g., faculty shortage, financial incentives) you may encounter as you implement your selected recommendation.
D.  Develop an argument for how a learning theory (e.g., constructivist, cognitivist, humanistic) would support the development of critical thinking skills in the new BSN program.
1.  Critique the selected learning theory, including the following:
•  two advantages of using the selected theory in the new BSN program
•  two disadvantages of using the selected theory in the new BSN program
E.  Describe the key components of one of the following educational philosophies or conceptual underpinnings that can inform the development of the new BSN curriculum:
•  multiple intelligences
•  adult education
•  critical andragogy/pedagogy
•  narrative andragogy/pedagogy
•  authentic learning
1.  Critique the selected philosophical approach, including the following:
•  one advantage of using the selected philosophy in the new BSN program
•  one disadvantage of using the selected philosophy in the new BSN program
F.  Select two current modalities for the delivery of the new BSN program (e.g., traditional classroom, online education, live web streaming, telehealth, social networks, electronic health records, simulations/clinical education experiences, competency-based learning).
1.  Provide a justification for each of the selected modalities.
2.  Analyze whether potential barriers exist in implementing your selected modalities.
G.  Describe why formative and summative assessments will be used in the new BSN program.
1.  Discuss at least two benefits of using formative assessments in the new BSN program.
2.  Discuss at least two benefits of using summative assessments in the new BSN program.
3.  Discuss at least two limitations of using formative assessments in the new BSN program.
4.  Discuss at least two limitations of using summative assessments in the new BSN program.
5.  Analyze how one of the following assessment methods could increase student success in the new BSN program:
•  paper and pencil exams
•  high-stakes exams
•  classroom assessment techniques (CAT)
•  computer-based testing (CBT)
H.  Explain how the ANA Code of Ethics will be incorporated and applied in the new BSN program.
1.  Analyze how each of the following legal accountabilities in nursing education will be incorporated and applied in the new BSN program:
a.  Family Educational Rights and Privacy Act (FERPA)
b.  Americans with Disabilities Act (ADA)
c.  Health Insurance Portability and Accountability Act (HIPAA)
d.  copyright laws
I.  Analyze how one of the following nursing accreditation methods would be incorporated and applied in the new BSN program:
•  the Commission on Collegiate Nursing Education (CCNE)
•  Accreditation Commission for Education in Nursing (ACEN, formerly NLNAC)
•  state boards of nursing
J.  Create a conclusion that includes a summary of the final key recommendations essential for consideration in this new BSN program.
K.  When you use sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section. Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.
EVALUATION METHOD
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Discuss self motivation, intrinsic and extrinsic motivation, maximizing motivation, and motivational strategies

Psychology homework help
Critical Thinking Essay I
Your writing should illustrate knowledge of the concepts through an original personal and/or professional integration of the assigned text material. All assignments MUST be typed, double-spaced, 1” margins and in APA format. It must be written and proof read at the graduate level. Each answer should be numbered and be 1-2 pages long. This tells you about how much content to include and is not meant as a word count.
You must integrate the material presented in the text and cite your work according to APA format. 1. The term Motivation is constantly used in Sports. “Let’s get Motivated.”, “Motivation wins.” And even “Motivational climate.” What is meant by the term “motivation”?
Discuss self motivation, intrinsic and extrinsic motivation, maximizing motivation, and motivational strategies. 2. There are many different coaching styles. Some coaches use authoritative and try to control everything about the athlete. Sometimes this causes the athlete to lose all self-determination. Discuss this coaching style, current research about it, and if you agree or disagree with it. Use personal examples to support your answer. 3. As a coach, how might you employ five different types of imagery (control emotional responses, acquire and practice sport skills, acquire and practice strategy, cope with pain and injury, solve problems) for different situations to enhance the performance, affect, and thoughts of your athlete? 4. Explain the self-determination theory (SDT).  Do you agree with this theory? Give recent research and personal examples to support your answer.
References:
Roberts, G. & Treasure, D.   (2012).   Advances in motivation in sport and exercise.   (3rd).   Champaign, IL   Human Kinetics.     978-0736090810
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6051 Discussion 4

6051 Discussion 4

With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.
This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.
· Review the various technology tools described in this week’s Learning Resources.
· Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.
· Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?
Post a description of a current or new information, education, or communication technology tool that is being used in your specialty area and assess its impact on the quality of care. Highlight the effect that increased use of this technology would have on nursing practice and discuss the barriers that are slowing or hindering its adoption. Summarize how adoption of the technology tool could be facilitated.
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Musculoskeletal

Musculoskeletal
Case study Part 1: Presentation
Patient admission A 22-year-old female was admitted to the emergency
department after being involved in a motorcycle
accident. On presentation she was unable to weight
bear and there was slight knee effusion without
ecchymosis or deformity. On physical examination,
she was keeping her knee in slight flexion and knee
range of motion was painful and grossly restricted.
Further detailed physical examination could not be
performed due to intentional guarding, pain and
muscle spasm. X-rays and computed tomography
(CT) scans were performed.
Note: At this time you only have access to the X-rays.
Patient presentation (Task 1) The elbow dislocation and the hand fractures are
obvious to observe, however you are not sure about
the knee. You ask the attending physician to help
clarify it for you.
The elbow dislocation and the hand fractures are
obvious to observe, however you are not sure about
the knee. You ask the attending physician to help
clarify it for you.
(Click here for the interactive version of the marked-
up x-rays that the physician made for you. Once you
have done that return to this page)
You return to the physician a couple of minutes later,
after having studied the X-ray over a cup of coffee.
You are ready you say, and you feel confident identify
the landmarks. Give you a big smile the physician
wipes the pen marks off and asks you a question.
(This has been recorded and saved below for as long as the internet
survives).
Physician: So you are feeling confident are you. Let’s test you out then.
Can you point to the lateral
condyle, the medial condyle, and the intercondyle
eminance?
(Click here for an interactive version of the X-ray so
you can point out the correct features for the
physician. Once you have done that return to this
page)
Patient presentation (Task 2)
The physician seeing that you have correctly identify
the appropriate landmarks on the normal knee bones
holds up the two X-rays and gets you to compare
them (below).

https://rmit.instructure.com/courses/12025/pages/marked-up-x-ray
https://rmit.instructure.com/courses/12025/pages/marked-up-x-ray
https://rmit.instructure.com/courses/12025/pages/marked-up-x-ray
https://rmit.instructure.com/courses/12025/pages/locate-medial-condyle-lateral-condyle-intercondyle-eminance
https://rmit.instructure.com/courses/12025/pages/locate-medial-condyle-lateral-condyle-intercondyle-eminance
https://rmit.instructure.com/courses/12025/pages/locate-medial-condyle-lateral-condyle-intercondyle-eminance
https://rmit.instructure.com/courses/12025/pages/locate-medial-condyle-lateral-condyle-intercondyle-eminance
Fig. 1. Knee radiographs of the patient before and
after the accident. Left image is an X-ray from a
previous admission (courtesy of Mr Andrew Murphy,
Radiopaedia.org), where no issues were observed.
Right image is an X-ray of the knee at the time of
admission following the accident (courtesy of Gerry
Gardney, Radiopaedia.org)
As part of your “training” with the physician you are
asked to answer the following three questions.
Which bone of the knee do you think was fractured
in the motorcycle accident?
How would you describe the location of the fracture
(Hint: Use directional terms)
Do you think there might be other structures within
the knee joint that could have been affected by the
accident and if so, why?
Part 2: Family arrives Questions from the family The immediate family of the patient have arrived and
the consulting surgeon has explained the injury to
them, however he was brief and used a lot of medical
terminology. (It has been recorded below for clarity)
Surgeon: Your daughter has suffered a lateral
tibial plateau fracture. This will require surgery
and most likely some screws. She has also
sustained an elbow joint dislocation, and
multiple fractures to her phalanges.
The patient and the family all node and say “right, ok,
cool”. And before the surgeon can explain what it all
means he is called away to consult on a critical patient
who just arrived by helicopter. As he leaves the
patients keeps repeating the word cool. (e.g “Cool cool
cool cool cool cooooool.”)
Once the surgeon has left the patients mother turns to
you and states:
Mother: I have no idea what that doctor said. I
don’t know what a lateral blah blah blah is. Can
you please explain what has happened to my
daughter’s leg?
Practical Assessment Task – Part 1 Write a script for how you would explain the injury to the patient and
the mother.
Remember to use terms that they would understand, but also make sure
you explain
the medical terms the doctor used.
Rehabilitation
Following surgery the patient has
been transferred to the ward where
she will continue to receive treatment
relating to her motorcycle accident.
Due to the significant damage that
was sustained by her left knee she
has been informed that it will take
time to recover the majority of her
range of movement, and that it may
not fully return.
She is also told that while her knee is
recovering, she will not be able to
move her leg or foot much, and that
when she starts physiotherapy she
may experience tightness and a
severe limit to her range of motion.
Time passes
The patient is to be released from
hospital today and will be going
home to continue her rehabilitation.
You help her pack her things ready to
leave, then are called away by the
nurse unit manager.
You are brought into a meeting and
notice one very important person
whom you have only met on a
handful of occasions (usually staff
end of year celebrations), the chief
nursing officer. They indicate for you
to take a seat and then introduce you
to two other people behind the table.
The chief medical officer and the
executive director operations.
They inform you that they would like
you to become part of a new team of
health staff that will assist with
intensive home-care for
physiotherapy patients. More is
discussed during the meeting, but as
you leave they make sure to impress
the importance of what you need to
do next.
Chief nursing officer:
Remember, before you start
with the first patient next week
you need to make sure you
understand their situation. This
will require you to familiarise
yourself with the case. The chief
physiotherapist has asked that
you present to him a short
summary of the muscles you
believe would be affected and
the reasoning for your decisions
before the end of this week .
You nod, and thank them for
choosing you.
Chief nursing office: Also
remember that this is a new
appointment and the first time
this type of team has been put
together and we want it to
work. You have been identified
by your nursing unit manager
as the prime candidate for this
position, don’t let them down.
Have a good weekend.
Practical Assessment Task – Part 2 Based on the case you will need to create a document that
outlines the muscles you believe would be affected directly
by the damage to the knee and also provide your reasoning
as to why they are affected. (You may use diagrams or
drawings to help you explain your reasoning).
Hint: Looking at the muscles that attach to the
affected area would be a good place to start.
Part 4 – Rehabilitation
The patient has been undertaking physical therapy for a
period of time, however her progression has plateaued. The
physical therapist reports to the health team that the patient
is able to walk, but requires a cane in order to walk any
significant distance. In fact, one of the tests used to assess
the patient’s walking ability was the 6-minute walk test. The
results from the test showed the patient was only able to
walk 45m.
Further tests are discussed at the meeting and the therapist
concludes her report:
Physical Therapist: The patient experiences
dorsiflexion weakness in her left foot, a result of atrophy
of the tibialis anterior muscles that occurred during the
post-operative period. I suggest that we trial the use of
functional electrical stimulation to strengthen the muscle.
This should aid in helping the patient move past the
progression plateau.
The team agrees that this is a good direction for the patient’s
rehabilitation. At the meeting it is also determined that at
her next visit the PT will discuss the option with the patient.
It is also decided that you will have training relating to
transcutaneous electrical nerve stimulation, and the
functional electrical stimulation protocol.
You spend a day with other nurses learning about the basics
of the TENS units, and experimenting with different
settings. You particularly find it fascinating that you were
able to induce a tetanic contraction in your lab partner’s
hand by increasing the frequency of stimulation
continuously higher.
Part 5 – Questions from the patient
The patient has been undergoing the
FES trial for a couple of weeks now
and is able to now apply the
electrodes herself, and also program
the unit to deliver the appropriate
treatment protocol. While you are
visiting she asks you a couple of
questions.
Patient: Ummm… I feel silly
asking this but I just want to
double check that I understand
what this machine is doing and
how it is supposed to be helping
me.
You look at the patient and smile.
You: Don’t feel silly. Please ask
any questions you have.
Patient: Well if I understand
correctly the electrodes
stimulate electrical sensors in
my muscle, where I place the
electrodes… the tibia muscle…
or something. But, the
electricity is detected by sensors
in my muscle and then my
muscle sends a signal to my
brain that tells my brain to send
a signal back down to my
muscle telling it to contract. Is
that right?
But before you can answer the
patient continues.
Patient: Then because my
muscle contracts it means that it
learns how to contract again,
you know, because it didn’t
know how to contract before. So
it learns and once it has learnt
how to contract again, then I
will be able to walk properly
because at the moment every
time I try to walk my foot just
droops.
She takes a deep breath and
continues quickly on.
Patient: So what I’m saying is
the machine electrocutes my leg,
which causes my brain to tell
my muscle how to contract and
then it will get better walking
and I’ll be able to walk.
It is your turn to speak.
Your task is to write a script explaining to the patient what is
actually happening between the machine and her muscles.
You should also make sure to kindly explain where she is
incorrect about how the machine works. You should also
explain which muscle is affected, and why it is important in
walking. (Hint: remember what the PT said in her report
about the patient. It would also be good to explain what
dorsiflexion weakness is and why it is a problem for
walking).
Criteria Exemplary Mastering Developing Emerging Not attempted
Knowledge
(Scientific)
The patient’s situation
has been clearly,
appropriately, and
systematically
described. The
differences between
normal and abnormal
skeletal structures
have been
methodically
comprehensively
contrasted.
A comprehensive
description of the
patient’s condition is
evident, with
differences between
normal and abnormal
skeletal structures
being sufficiently
discussed. Has
demonstrated sound
understanding of the
underlying scientific
knowledge relating to
the case.
An appropriate
description of the
patient’s condition has
been provided, but is
limited in information.
The differences
between normal and
abnormal skeletal
structures have been
adequately described.
The patient’s situation
has been awkwardly
and/or poorly
explained. Discussion
on the differences
between normal and
abnormal skeletal
structures in this case
study is vague and
limited.
Not attempted or no
clear demonstration of
the criteria
Knowledge
(Terminology)
All anatomical and
medical terminology
has been
comprehensively,
accurately, and
appropriately
explained in part 1,
and applied in part 2 &
3.
Accurate, appropriate,
and clear explanations
have been provided for
the majority of terms
in part 1, and has been
applied accurately and
appropriately in the
majority of parts 2 and
3
There is a clear
attempt to provide
suitable explanations
of the specialised
terminology used in
part 1 and
explanations are
mainly limited in
describing or defining
the terms. There is a
clear attempt to apply
terminology correctly
in parts 2 & 3.
There is an attempt to
explain some terms,
however very few
terms have been
explained to a
satisfactory standard.
Explanations are
confusing and/or
ineffective in
describing the terms.
There is little
appropriate use of
terminology in parts 2
& 3.
Not attempted or no
clear demonstration of
the criteria
Communication
The assessment
demonstrates a clear,
effective, and
comprehensive
approach to presenting
the information. There
is a logical and
professional approach
that demonstrates a
skilful approach in
patient interaction,
scientific
communication, and
The assessment shows
clear examples of a
professional approach
to the situation, and
clearly demonstrates
an appropriate plan for
delivering the
information.
Information is
presented in a
systematic, logical
order.
Information is
presented in a clear,
consistent manner.
There is an obvious
logical approach to the
order in which
information is
presented. Some
information is not
effectively presented.
The assessment lacks
effective, clear, and
appropriate
communication
throughout. There is
no clear indication of a
logical approach to
delivering the
information.
Not attempted or no
clear demonstration of
the criteria
A marking rubric has been provided to assist you in creating your assessment.
written
communication.
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The Difference Between Evidence-Based Practice nursing ( EBP) and Clinical Research

The Difference Between Evidence-Based Practice nursing ( EBP) and Clinical Research
Evidence-Based Practice
Within a busy healthcare environment, it can be difficult to recognize the influence of theory; yet theory plays a critical role in nursing practice as well as nursing research. The ultimate purpose of learning about theory in this course, and throughout the DNP program, is to strengthen your ability to promote evidence-based practice. Consider what you have learned in this course about the relationships among philosophy, science, theory, and practice; how could the insights you have gained help you to facilitate the application of evidence-based practice in a health care setting? How can an EBP model support this application?
For this Discussion, you will consider the various EBP models as well as the difference between EBP and clinical research.
To prepare:
Reflect on the EBP models presented in the Learning Resources and their application in clinical practice.
Recall the clinical practice problem you identified for Application #5, and consider which EBP model would best support investigating that problem.
Also, contemplate the difference between the application of research in evidence-based practice and clinical research and the role of the DNP-prepared nurse in both.
By tomorrow Wednesday 8/9/17, write a minimum of 550 words essay with a minimum of 3 references that include the level one headers as numbered below:
post a cohesive response that addresses the following:
Which EBP model would best support the exploration of the practice problem you utilized for Application #5? Include a brief summary of your practice problem and the rationale for your EBP model selection.
Provide a summary of how evidence-based practice differs from clinical research, and include your perception of the role of DNP-prepared nurses in both.
The Difference Between Evidence-Based Practice nursing ( EBP) and Clinical Research Required Readings
McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.
Chapter 19, “Application of Theory in Nursing Research”
Chapter 19 delves into the application of theory to nursing research and provides examples of its importance and use.
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
Review Chapter 1, “Discovering the World of Nursing Research”
Review Chapter 1 focusing on how theory is applied to nursing through evidence-based practice.
Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”
This section of Chapter 19 presents strategies for transitioning the nursing profession toward EBP.
Fitzpatrick, J. (2010). Connecting or disconnecting the dots between research and evidence-based practice. Applied Nursing Research, 23(1), 1. doi:10.1016/j.apnr.2009.10.001
This brief editorial calls for practitioners to be aware of the difference between research and evidence-based practice.
Ganz, F., Fink, N., Raanan, O., Asher, M., Bruttin, M., Nun, M., & Benbinishty, J. (2009). ICU nurses’ oral-care practices and the current best evidence. Journal of Nursing Scholarship, 41(2), 132–138. doi:10.1111/j.1547-5069.2009.01264.x
This article explores the use of evidence-based practices in the ICU.
Kenny, D. J., Richard, M. L., Ceniceros, X., & Blaize, K. (2010). Collaborating across services to advance evidence-based nursing practice. Nursing Research, 59. S11–S21.
This article discusses the implementation of EBP through the collaborative efforts of nurses at two medical facilities.
Krom, Z., Batten, J., & Bautista, C. (2010). A unique collaborative nursing evidence-based practice initiative using the Iowa model: A clinical nurse specialist, a health science librarian, and a staff nurse’s success story. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 24(2), 54–59. doi: 10.1097/NUR.0b013e3181cf5537
This article discusses the efforts of a clinical nurse specialist, a health science librarian, and a staff nurse to heighten staff nurse awareness of the evidence-based practice process.
University of Iowa Hospitals and Clinics (2010). The Iowa model of evidence-based practice. Retrieved from http://www.uihealthcare.org/otherservices.aspx?id=1617
This website provides numerous resources that explain and support the Iowa Model of EBP.
Required Media
Laureate Education (Producer). (2011). Theoretical and scientific foundations for nursing practice: An evidence-based practice model [Video]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 10 minutes.
In this media presentation, Dr. Kathleen White discusses the Johns Hopkins model for evidence-based practice. Dr. White presents how the model was developed and provides examples of how each stage of the model is applied in nursing practice.
The Difference Between Evidence-Based Practice nursing ( EBP) and Clinical Research Optional Resources
Dufault, M. (2004). Testing a collaborative research utilization model to translate best practices in pain management. Worldviews on Evidence-Based Nursing, 1. S26–S32. doi:10.1111/j.1524-475X.2004.04049.x
Fineout-Overholt, E., & Johnston, L. (2005). Teaching EBP: Asking searchable, answerable clinical questions. Worldviews on Evidence-Based Nursing, 2(3), 157–160.
Maramba, P., Richards, S., Myers, A., & Larrabee, J. (2004). Discharge planning process: applying a model for evidence-based practice. Journal Of Nursing Care Quality, 19(2), 123–129.
Newhouse, R.P. (2007). Diffusing confusion among evidence-based practice, quality improvement, and research. JONA: The Journal of Nursing Administration, 37(10), 432–435. doi:10.1097/01.NNA.0000285156.58903.d3
Newhouse, R., Dearholt, S., Poe, S. Pugh, L., & White, K. (2005). Evidence-based practice: Practical approach to implementation. Journal of Nursing Administration, 35(1), 35–40.

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Regulatory Management

Nursing Assignment

Week #2  (6/11) Regulatory Management
Learning Objectives:
· Identify the Rights retained by Residents in a Skilled Nursing Facility (SNF).
· Develop an understanding of the focus of regulations on the industry.
· Recognize the vast and varying regulatory issues that may develop in a SNF.
Readings (Suggest reading in order)
· The Effect of State Regulatory Stringency – Mukamel
· Mapping Nursing Home Inspections & Audits – Choiniere
· Survey and Certification memo – CMS
· Appendix PP pgs. 1-84 “Resident Rights.”
· Why the newly defined nursing home regs are vital to residents – Elderlaw
· Sexual Abuse Happens in Healthcare Facilities – Teaster
· Medical Marijuana in ALFs and SNFs – Gosselin
· JAMA – Reducing Excessive Use of Antipsychotics – Gurwitz
Assignments:
This assignment is due on Wednesday June 17th.

1. It is believed that the nursing home industry is the second most regulated industry next to nuclear energy. It is further hypothesized that were it not for all of the regulations, residents of SNFs would receive many more hours of care, suggesting that many hours are wasted on paper compliance as opposed to practical care. Write a 4-page paper speaking to whether you feel the skilled nursing industry is over-regulated, under-regulated, or appropriately regulated. Please support your position with clearly defined potential/real examples and correlations to your argument.

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