Directions: Answer the questions below in well developed paragraphs. Make sure to use textual evidence in your responses and to provide analysis/ commentary.
Important:

  • Assignment must meet MLA standards (indentation, font style, font size, as well as citations/Works Cited)
  • Well-developed paragraphs contain at least 7-10college level sentences. Answering in less often leads to lack of analysis and well developed thought.
  • Use evidence from the text as support.

Final Questions

  1. Discuss the following external conflicts of Nora? Nora versus society.

2. Discuss the internal conflicts that Nora is dealing with throughout the play.
3. Compare/contrast Nora and Kristine.  Use specific examples from the text.
4. Does Torvald have any redeeming qualities?
5. What is the significance of the title, “A Doll’s House”? think about playing with dolls and doll houses….

Each student will conduct a search of University’s online Library resources to find 1 recent peer reviewed article (within the past 3 years) that closely relate to Strategy to Detect and Counter Deceptive Tactics. Your submission must include the following information in the following format:
Key Term:

  • Strategy to Detect and Counter Deceptive Tactics

DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY: Summarize the article in your own words- this should be in the 200 word range. Be sure to note the article’s author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
ANALYSIS: Using 350 words, write a brief analysis, in your own words of how the article relates to the selected chapter Key Term. An analysis is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES: All references must be listed at the bottom of the submission–in APA format.
Pages: 2
Instructions on How to write a Articles , please refer below:
HUGE HINT for Journal Article Review Analysis Sections. READ THIS NOW! 
You should incorporate these topics into your analysis section. If you do, then the chances of earning a high grade are GREATLY increased, in fact, this is the FIRST thing I look for when grading your papers.
1. Explain why you selected this particular article among all the articles you could have chosen on your selected term.
2. Explain why you agree or disagree with the author’s key positions in the article.
3. Explain how the article was easy or difficult to understand and why?
4. What did the author do well in your opinion? Explain.
5. Describe what you believe the author could have done better in your opinion?
6. What else should the author have included in the article and would the article benefit from a different perspective (such as from a different nationality or different industry or experience perspective). Explain.
7. What other sources or methods could the author have used to improve the research in the article?  (Hint: look up the types of qualitative and types of quantitative research methods).
8. What information / in-depth study / or further research should the author focus on as a follow up to this article and why?
9. Explain what audience would gain the most benefit from your selected article and how they could apply it in their professional lives.
10. What did you personally gain from this article and how has it shaped your thinking on the topic?
11. What are the conflicting or alternative viewpoints of the author’s position? Or  What additional research backs up and confirms or adds to the author’s position?  (Hint: this will require you to find another peer-reviewed article that challenges, confirms, or adds to, or provides a different perspective to your chosen article.)
Next,  I look for the summary, writing quality, and formatting.
I am typically very lenient on the writing because I am more focused on your content, but I will also point out how the paper could be better written. I only heavily penalize poorly written papers when there are excessive writing problems.
Why do I grade papers in this class this way?
One of the key differences in a Bachelor’s vs Master’s level is critical thinking. Bachelor’s level basically challenges direct knowledge and recall of information. The Master’s level is more about analysis and critical thinking and defending your position in a scholarly way. The analysis section of these papers is your opportunity to exercise critical thinking (that’s why I call this portion of your papers critiques).
Recalling or simply explaining the journal articles is a bachelor’s level task. When I see this in your papers I give the paper an automatic C. If the paper is poorly written it also gets an F.
To get a B or an A – you must provide a critique of the paper and the author and how well the author did and what you think of the article. The questions listed above do this properly.
I do not want to read your version of the journal article. I may as well read the journal article for myself.  Just briefly describe the article in your summary section  – but the analysis section is where you put in your personal critique – in other words, address the questions listed above and even add in additional thoughts based on your own creativity.

Please read the Dianrong case study (see HBS Coursepack) and answer the following questions with substantive answers in a cohesive essay. Your paper should be at least 3 pages in length. Use proper grammar, spelling, citations, etc.
1. What are the trade offs that Dianrong is facing? How should the company prioritize its objectives? What should Soul Htite do?
2. As detailed in Exhibit 1 of the case, there are different collaboration models that Dianrong has adopted in working with various parties on technological development. How should the company decide on the nature of collaboration for technological developments in the future (via organic and in-house developments, partnerships, joint ventures, or acquisitions)?
3. Assuming that the company manages to raise an additional US$100 million, how should Dianrong allocate the capital across its many business units to maximize value in the long run? Should the company spend the money on internal R&D initiatives or M&A pursuits? Or both?
4. How should the company work with the local regulations in China? Should the company focus on reviving the P2 industry in China in the process? If so, how?
5. Are there other technologies that Dianrong should consider adding to its already expansive portfolio of technologies? In contrast, are there technologies that may seem redundant at the firm at the moment? How should Dianrong manage this to improve its competitive edge with its “technology DNA?”
Compose your essay in APA format, including the introduction and conclusion, and in-text citations for all sources used. In addition to your 3 page (minimum) essay, you must include an APA-style title page and reference page. Click the assignment link to compare your work to the rubric before submitting it. Click the same link to submit your assignment.
Overview: The final project in this course will expose you to a problem situation and task you with how it should be solved. You will imagine you are employed at a criminal justice organization facing a communal problem. Your superior at the organization has asked you to review the problem situation and offer your recommendations. You will be given the chance to evaluate the situation and develop suggestions that will inform development of strategies to address the issue using appropriate ethical and transparent leadership and communication skills. The main purpose of this fourth milestone of your project is to get you to work on the recommendations portion of your final project. You will use your previous analysis of the leadership and ethics and recommend strategies to help improve the organization’s use of ethical decision-making, the overall culture of the organization, and their relationship with the community. You will then identify obstacles that might occur when the plan is being implemented and strategies to help the organization implement and uphold your recommendations. Prompt: Using your selected case study, complete the following critical elements for the assignment: A. Recommend an appropriate and effective leadership style that superiors at the organization could employ to address the problem and best fit the organization based on your previous analysis. Be sure to justify your response. B. Make recommendations to leadership for resolving the situation that balance the needs of the community, effectively addressing the problem, and what is ethically appropriate. How should leadership balance these three important elements in addressing the problem? C. Recommend strategies or actions that leadership could take to improve community relations and foster growth and trust between the community and the organization in response to the problem from the chosen scenario. Be sure to justify your response, and support your response with appropriate research from the field gathered in your previous review. D. Recommend strategies or actions that leadership could take to maintain and improve the culture of the organization in response to the ethical decisions of leadership regarding the problem from the chosen scenario. Be sure to justify your response, and support your response with appropriate research from the field gathered in your previous review. E. Make recommendations for the organization on how they could account for obstacles that might impede the organization in addressing the problem and implementing your recommendations. F. Explain how the organization could implement and uphold your recommendations. For example, should they enact new policies? Training? G. Explain how the organization would consider any budgetary constraints they might face both in addressing the problem and implementing any of your recommendations.Your problem analysis should be 2–3 pages in 12 point Times New Roman font, double-spaced, following appropriate APA
STRENGTHSFINDER 2.0 by Tom Rath (Hardcover)
ISBN: 978-1-59562-015-6
Strengths Finder 2.0 (20% of your final grade)
During the term you will read the book, complete the assessment, and write a final paper about your strengths.
This paper will allow you to examine your strengths and develop a plan for moving forward.
I. What Do You Do Best?
• Of all the things you do well, which two do you do best and why?
• Which activities do you seem to pick up quickly and why?
• Which activities bring you the greatest satisfaction and why?
II. STRENGTHSFINDER Results
• What are your top five Signature Themes as identified by the Clifton STRENGTHSFINDER? Which theme resonates with you the most and why?
• Based on your Signature Themes, what should a manager/supervisor know about working with you and why?
• Based on your Signature Themes, what should a co-worker know about working with you and why?
• How can a manager/supervisor help you with your strengths more within your current role and why?
III. Celebrating Successes
• What was your most significant accomplishment in the past 12 months?
• When do you feel the most pride about your work?
•  How do you like to be supported in your work?
IV. Applying Talents to the Role
• What things distract you from being positive, productive, or accurate?
• Which talents do you have that could benefit the team if you had better opportunities to use them?
• What steps could be taken to ensure you have an opportunity to apply your natural talents to your role?
• Submit a 5-page paper double spaced
• Include a cover page and a reference page (not to be included in the 5 pages of paper content)
• Use the questions and bullets above as the framework and outline of your paper.
• Please provide at least four (4) scholarly references to support your paper in addition to the STRENGTHSFINDER text.
• All references should be used as in-text citations.
• All work must be completed in APA format.
• You MUST submit your paper to the Smarthinking tool for review prior to submission.
This is 2 separate assignments 1 reflection, 1 discussion(at the bottom of page)
Assignment 1 Reflection:
Please follow grammatical conventions when you write although this is not an APA
Paper.
This article (see article below) is a classic article and well worth the reading. When you have read it, answer the following questions in 750-1000 words:
What is White Privilege?
Is this an attempt to make all white people feel bad or look bad?
What is the inherent purpose of an article like this?
Why does it make a difference to our understanding of multiculturalism?
Does this idea make a difference in your own understanding of the power structure of
racism?
Do you think that reading this article helps you see multiculturalism in a different light?
How do we make society work so that there is more of a feeling of ‘people privilege’
than White privilege?
Does this author make valid points? Or do you disagree with the author?
Have race relations improved in the time since this article was written? Give a reason
why you think so or not.
White Privilege: Unpacking the Invisible Knapsack By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and classes throughout the United States and Canada for many years. While people of color have described for years how whites benefit from unearned privileges, this is one of the first articles written by a white person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list of additional ways in which whites are privileged in their own school and community setting. Or participants can be asked to keep a diary for the following week of white privilege that they notice (and in some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that women are disadvantaged. They may say they will work to improve women’s status, in the society, the university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages. These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege, which was similarly denied and protected. As a white person, I realized I had been taught about racism as something which puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to reveal male privilege and ask men to give up some of their power, so one who writes about having white privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that white women whom they encounter are oppressive. I began to understand why we are justly seen as oppressive, even when we don’t see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person or as a participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her individual moral will. My schooling followed the pattern my colleague Elizabeth Minnich has pointed out: whites are taught to think of their lives as morally neutral, normative, and average, and also ideal, so that when we work to benefit others, this is seen as work which will allow “them“ to be more like “us.”
I decided to try to work on myself at least by identifying some of the daily effects of white privilege on my life. I have chosen those conditions which I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographical location, though of course all these other factors are intricately intertwined. As far as I can see, my African American co-workers, friends and acquaintances with whom I come into daily or frequent contact in this particular time, place and line of work cannot count on most of these conditions.
1. I can if I wish arrange to be in the company of people of my race most of the time.
2. If I should need to move, I can be pretty sure of renting or purchasing housing in an area, which I can afford and in which I would want to live.
3. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.
4. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.
5. I can turn on the television or open to the front page of the paper and see people of my race widely represented.
6. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is.
7. I can be sure that my children will be given curricular materials that testify to the existence of their race.
8. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.
9. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods which fit with my cultural traditions, into a hairdresser’s shop and find someone who can cut my hair.
10. Whether I use checks, credit cards or cash, I can count on my skin color not to work against the appearance of my financial reliability.
11. I can arrange to protect my children most of the time from people who might not like them. 12. I can swear, or dress in second hand clothes, or not answer letters, without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race.
13. I can speak in public to a powerful male group without putting my race on trial.
14. I can do well in a challenging situation without being called a credit to my race.
15. I am never asked to speak for all the people of my racial group.
16. I can remain oblivious of the language and customs of persons of color who constitute the world’s majority without feeling in my culture any penalty for such oblivion.
17. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider.
18. I can be pretty sure that if I ask to talk to “the person in charge,” I will be facing a person of my race.
19. If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race.
20. I can easily buy posters, post-cards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race.
21. I can go home from most meetings of organizations I belong to feeling somewhat tied in, rather than isolated, out-of-place, outnumbered, unheard, held at a distance, or feared.
22. I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of race. 2
3. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the place I have chosen.
24. I can be sure that if I need legal or medical help my race will not work against me.
25. If my day, week or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones.
26. I can choose blemish cover or bandages in “flesh” color and have them more or less match my skin.
I repeatedly forgot each of the realizations on this list until I wrote it down. For me white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid it is great, for in facing it I must give up the myth of meritocracy. If these things are true, this is not such a free country; one’s life is not what one makes it; many doors open for certain people through no virtues of their own.
In unpacking this invisible backpack of white privilege, I have listed conditions of daily experience which I once took for granted. Nor did I think of any of these perquisites as bad for the holder.
I now think that we need a more finely differentiated taxonomy of privilege, for some these varieties are only what one would want for everyone in a just society, and others give license to be ignorant, oblivious, arrogant and destructive.
I see a pattern running through the matrix of white privilege, a pattern of assumptions which were passed on to me as a white person. There was one main piece of cultural turf; it was my own turf, and I was among those who could control the turf. My skin color was an asset for any move I was educated to want to make. I could think of myself as belonging in major ways, and of making social systems work for me. I could freely disparage, fear, neglect, or be oblivious to anything outside of the dominant cultural forms. Being of the main culture, I could also criticize it fairly freely.
In proportion as my racial group was being confident, comfortable, and oblivious, other groups were likely being made unconfident, uncomfortable, and alienated. whiteness protected me from many kinds of hostility, distress, and violence, which I was being subtly trained to visit in turn upon people of color.
For this reason, the word ”privilege” now seems to be misleading. We usually think of privilege as being a favored state, whether earned or conferred by birth or luck. Yet some of the conditions I have described here work to systematically over empower certain groups. Such privilege simply confers dominance because of one’s race or sex.
I want, then, to distinguish between earned strength and unearned power conferred systematically. Power from unearned privilege can look like strength when it is in fact permission to escape or to dominate. But not all of the privileges on my list are inevitably damaging. Some, like the expectation that neighbors will be decent to you, or that your race will not count against you in court, should be the norm in a just society. Others, like the privilege to ignore less powerful people, distort the humanity of the holders as well as the ignored groups.
We might at least start by distinguishing between positive advantages which we can work to spread, and negative types of advantages which unless rejected will always reinforce our present hierarchies. For example, the feeling that one belongs within the human circle, as Native Americans say, should not be seen as a privilege for a few. Ideally it is an unearned entitlement. At present, since only a few have it, it is an unearned advantage for them. This paper results from a process of coming to see that some of the power which I originally saw as attendant on being a human being in the U.S. consisted in unearned advantage and conferred dominance.
I have met very few men who are truly distressed about systemic, unearned male advantage and conferred dominance. And so one question for me and others like me is whether we will be like them or whether we will get truly distressed, even outraged about unearned race advantage and conferred dominance and if so, what will we do to lessen them. In any case, we need to do more work in identifying how they actually affect our daily lives. Many, perhaps most of our white students in the U.S. think that racism doesn’t affect them because they are not people of color, they do not see “whiteness” as a racial identity. In addition, since race and sex are not the only advantaging systems at work, we need similarly to examine the daily experience of having age advantage, or ethnic advantage, or physical ability, or advantage related to nationality, religion or sexual orientation.
Difficulties and dangers surrounding the task of finding parallels are many. Since racism, sexism and heterosexism are not the same, the advantaging associated with them should not be seen as the same. In addition, it is hard to disentangle aspects of unearned advantage which rest more on social class, economic class, race, religion, sex and ethnic identity than on other factors. Still, all of the oppressions are interlocking, as the Combahee River Collective Statement of 1977 continues to remind us eloquently.
One factor seems clear about all of the interlocking oppressions. They take both active forms which we can see and embedded forms which as a member of the dominant group one is not taught to see. In my class and place, I did not see myself as a racist because I was taught to recognize racism only in individual acts of meanness by members of my group, never in the invisible systems conferring unsought racial dominance on my group from birth.
Disapproving of the systems won’t be enough to change them. I was taught to think that racism could end if white individuals changed their attitudes. (But) a “white” skin in the United States opens many doors for whites whether or not we approve of the way dominance has been conferred on us. Individual acts can palliate, but cannot end, these problems.
To redesign social systems we need first to acknowledge their colossal unseen dimensions. The silences and denials surrounding privilege are the key political tool here. They keep the thinking about equality or equity incomplete, protecting unearned advantage and conferred dominance by making these taboo subjects. Most talk by whites about equal opportunity seems to me now to be about equal opportunity to try to get into a position of dominance while denying that systems of dominance exist.
It seems to me that obliviousness about white advantage, like obliviousness about male advantage, is kept strongly inculturated in the United States so as to maintain the myth of meritocracy, the myth that democratic choice is equally available to all. Keeping most people unaware that freedom of confident action is there for just a small number of people props up those in power, and serves to keep power in the hands of the same groups that have most of it already.
Though systemic change takes many decades there are pressing questions for me and I imagine for some others like me if we raise our daily consciousness on the perquisites of being light-skinned. What will we do with such knowledge? As we know from watching men, it is an open question whether we will choose to use unearned advantage to weaken hidden systems of advantage and whether we will use any of our arbitrarily-awarded power to reconstruct power systems on a broader base.
Peggy McIntosh is Associate Director of the Wellesley College Center for Research for Women. Reprinted by permission of the author. This essay is excerpted from her working paper. “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies.” Copyright 1988 by Peggy McIntosh. Available for $6.00 from the address below. The paper includes a longer list of privileges. Permission to excerpt or reprint must be obtained from Peggy McIntosh, Wellesley College Center for Research on Women, Wellesley, MA 02181 Ph: 781 283-2520 Fax: 781 283-2504
Please be sure to cite and source…assignments will be submitted through safe assign
Assignment 2 Discussion:
Please no more than 200 words
In the Conclusions section of the chapter reading provided on the R/CID Model, it is implied that there has been little written about the racial identity development  of helping professionals.  When you consider the information presented in the R/CID Model, why do you think it is important to explore your own racial/cultural identity as a future professional counselor?  What might be a negative outcome of your not doing this?
See R/CID model below
  • attachment

    RCIDmodel.png

Nursing

How Do Various Factors Influence Health in Your Community? 

  1. Respond to the prompts below in full sentences.  Be sure to use standard English grammar and spelling:
  • Individual, interpersonal, community, and environmental influences all affect the health status of a community.
    • For a community you are involved in, name two key factors in each area. 
    • For your community, which factors have the most effect? The least?
  • Healthy People 2010 follows a variety of health indicators, such as physical activity and obesity; drug, alcohol, and tobacco use; mental health; incidence of violence and injury; environmental issues; and access to health care. 
    • For a population in your community, which of these indicators do you think has the greatest impact on health and wellness?
  • What media are used in your community to promote health and prevent illness or disease? 
    • Give three examples and discuss how effective they are for their target audience
    • m2a1
We have covered diverse concepts and reviewed several cases. This comprehensive assignment will help pull that knowledge together into a more concrete understanding.
1) Review three cases that involved a felon being a repeat offender, and provide an overview of the cases as a part of the introduction.
2) In the body of your report, define and discuss recidivism rate and restorative justice. Identify the types of crime that were committed, and describe the impact of each crime on the victim(s).
3) Also in the body, examine if any of these felony arrests consisted of warrantless searches, and determine the impact, if any, that these warrantless searches had on the recidivism rate as well as the individuals’ Fourth Amendment constitutional rights.
4) In the summary/conclusion, analyze the historical trends as they relate to the recidivism rate.
You should use a minimum of four academic sources (e.g., the three cases you select and your textbook), but you may use additional academic sources if relevant to the topic.
Your research report must be at least four pages in length, not counting the title page and references page. Adhere to APA Style when constructing this assignment, and make certain to include in-text citations and references for all sources that are used. Please note that no abstract is needed.

Overview: For Milestone Two you will dD Building upon your Milestone One worksheet submission your analysis will include the economic principles and impacts of the principals involved with your public health issue related socioeconomic factors and the healthcare organizations impacted.Use the feedback you received on Milestone One to assist you in developing your introduction. Submit your analysis as a short paper that you may use to develop speakers notes for your final presentation.Prompt: Describe for your audience the nature of your chosen public health issue including the economic considerations involved.Specifically the following critical elements must be addressed: I. Analysis of the Health Issue:A. Outline the underlying economic principles and indicators at play using specific examples. To what extent do those principles and indicators apply in understanding your chosen public health issue?B. Demonstrate the economic impacts of your public health issue. Provide specific examples of each impact.C. Analyze the larger context within which your chosen public health issue exists. To what extent is the issue a product of larger socioeconomic factors?D. Examine the major healthcare organizations impacted by the public health issue.How are they currently acting and reacting to the issue? Rubric Guidelines for Submission:Your paper must be submitted as a 2- to 3-page Microsoft Word document with double spacing 12-point Times New Roman font one-inch margins and at least three sources cited in APA format. Instructor Feedback:Textbook:Economics for Healthcare ManagersChallenges for Improving Health Care Access in Rural AmericaThis case found on pages 60 – 65 provides a customary view of poverty in association with healthcare and focuses on the residents ability to pay. Financial difficulty in a region has compounding effects on utilization and demand extending from provider supply to access to insurance. This case will be used as a basis for the module discussion.Here is the link for the homework.

QUESTION

Nursing

For the initial discussion post, review the article by Miller, Drummond and Carey:

Scenario:

  • You begin your career in an acute care hospital as a newly licensed RN. During your orientation, you observe your preceptor checking gastric feeding tube placement by injecting air and auscultating the abdomen, stopping continuous enteral tube feedings before a patient is turned or repositioned, and routinely inserting rectal tubes for patients with diarrhea. You know that ALL three (3) of these practices are currently NOT supported by nursing evidence. When asked, your preceptor responds, “This is the way we have always cared for patients with tube feedings and diarrhea.” You prepare to talk to this peer about necessary changes in nursing practice.

Initial Discussion Post:

Address the following:

  • Choose ONE (1) of the practices described in the scenario.
  • Describe how you will address this gap in nursing practice with your preceptor. Write out exactly what you might say to this RN to professionally address the current evidence for the nursing care of patients.
  • Include when and where you would communicate this information
  • Consider any additional information you might provide to your preceptor to support changing nursing practice

Base your initial post on your readings and research of this topic. Your initial post must contain a minimum of 250 words. References, citations, and repeating the question do not count towards the 250 word minimum.