Clinical Practice Essays (Examples)

Question 1
In contemporary times, there has been an increase in the development and advancement of technology for utilization in clinical practice. I would apply the evidence found in the article by Pals et al. (2015). As a physician in healthcare I would ensure that the patients I provide healthcare to are able to comprehend the new form of technology being used. This would take into account being able to properly communicate and interpret to the patient the importance and benefits to the clients. As outlined by Pals et al. (2015), health professionals as well as patients may deem and perceive new technologies as beneficial components facilitating both patients as well as health professionals in making decisions within the clinical practice. Nonetheless, it is noted that such professionals consider it challenging to assimilate such technology into their clinical work practices, and more so if there is a disparity between the…

References
Pals, R. A., Hansen, U. M., Johansen, C. B., Hansen, C. S., Jørgensen, M. E., Fleischer, J., & Willaing, I. (2015). Making sense of a new technology in clinical practice: a qualitative study of patient and physician perspectives. BMC health services research, 15(1), 402.

Research and EBP initiatives
Change in practice depends on the environment in which practice has to take place along with the strength and nature of the research evidence. It also relies on the method by which the process in being carried out. No emphasis has been laid on the effect of cultural factors or existing workplace environment in the original EBP models (Kueny, Mackin & Titler, 2015).
It can be made sure that the appropriate audience receives information about research and EBP initiatives by process of knowledge translation. The process which involves the formation, circulation and adoption of research knowledge into clinical practice is known as knowledge translation. This term has different names around the globe. For instance, in UK and Europe analogous processes are known as research utilization. Researchers in USA know these processes as research diffusion, knowledge uptake and research dissemination. Knowledge-to-action and knowledge translation are common terms…

References
Curtis, K., Margaret, F., Shaban, R., Considine, J. (2016). Translating research findings to clinical nursing practice. Journal of Clinical Nursing, 26(5-6), 862-872. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/jocn.13586
Kueny, A., Shever, L., Mackin, M., & Titler, M. (2015). Facilitating the implementation of evidence-based practice through contextual support and nursing leadership. Journal of Healthcare Leadership, 7. doi: 10.2147/JHL.S45077
 

Clinical supervision provides a mechanism of data collection and the information reclamation in support to the recent projects and the programmatic developments.

Management of the high number of complex mental health caseloads

These implementations occur under the influence of the Workplace Implementation Committees (WIC) that were established to the oversee agreement by the CMS at the local levels. The CMS is supposed to accompany the implementation of the policies that clearly outline the expectations and responsibilities based on periods and review methods (Cogan 1972). The implementations are expected to be transparent in the process of the WIC members and the staff groups. This includes the clear articulate mechanism for regular workload assessment, management and review.

I. egularly collect the workload from all the executives to make the caseload management process easier.

II. Use the caseload information to make the staff allocation of the resources while measuring their performances.

The workforce…

References

Cogan, M.L. (1972). Clinical supervision. Boston: Houghton Mifflin.

ERIC Clearinghouse on Educational Management., & National Institute of Education (U.S.). (1984). Clinical supervision. Eugene, or: ERIC Clearinghouse on Educational Management, College of Education, University of Oregon.

Powell, D.J. (1980). Clinical supervision: [1]. New York: Human Science Pr.

Bernard, J.M., & Goodyear, R.K. (1998). Fundamentals of clinical supervision. Boston: Allyn and Bacon.

In certain countries, an effective supervisor possesses basic teaching skills, facilitation skills, negotiation and assertiveness skills, counseling and appraisal skills, mentoring skills, and knowledge of learning resources and certification requirements (Kilminster).

The most important aspect of the role of an effective supervisor is giving supervisee responsibility and the opportunity to practice it (Kilminster, 2000). Supervisees come to view the supervisor as a colleague and this leads them to become self-directed. Some supervisees consider teaching skills and techniques, interpersonal style and professional competence the most important characteristics of an effective supervisor. An effective supervisor shows empathy, is supportive, and exhibits flexibility, instruction, knowledge, interest in supervision and good tracking of supervisees. He is interpretative, respectful, focused ad practical. In contrast, an ineffective supervisor is rigid, shows little empathy and provides low support. He fails to consistently track supervisee concerns, teach or instruct. He is indirect and intolerant. He is close-minded. He…

BIBLIOGRAPHY

Borders, L.D. (1994). The good supervisor. ERIC Digests: ERIC Clearinghouse on Counseling and Student Services. Retrieved on October 28, 2011 from  http://www.ericdigest.org/1995-1/good.htm 

Joslin, v. (2008). Ten traits of a good supervisor. Associated Content: Yahoo. Inc. Shine.

Retrieved on October 28, 2011 from  http://www.associatedcontent.com/article/969660/ten_traits_of_a_good_supervisor.html 

Kilminster, S.M. (2000). Effective supervision in clinical practice settings. Vol 34

Clinical Assessment of Learners

Clinical assessment involves the evaluation of technical skills, communication skills, professionalism, knowledge base, and teaching skills, where applicable, of students who are about to enter independent practice. Technological changes have made it possible to assess clinical performance in ways that are far more advanced than pencil and paper tests relied on in the past (Dauphinee, 1995). In the late 1970s, clinical training programs utilized continuous practical assessments to evaluate learner competencies and as means of providing formative assessment feedback. These continuous practical assessments were considered to be "a much more valid, reliable, and realistic method of assessment" (Quinn, 1989). As clinical placements grew shorter and the number of staff, including those with "supernumerary status" grew larger, the quality of continuous practical assessments was substantively impaired (Girot, 1993). The goal of assessment has always been to identify a "competent practitioner" and to support the educational efforts required…

References

Andrews, M. And Chilton, F. (2000) Student and mentor perceptions of mentoring effectiveness, Nurse Education Today, 20 (7), 555-562.

Atkins, S. And Williams, A. (1995) Registered nurses' experiences of mentoring undergraduate nursing students, Journal of Advanced Nursing, 21, 1006-1015.

Cahill, H.A. (1996) A qualitative analysis of student nurses' experiences of mentorship,

Journal of Advanced Nursing, 24(4), 791-799.

Concisely, Comfort results when an individual keeps of negative or unhealthy living and sticks to positive and healthy living. Comfort has been associated with positive institutional outcomes that include patient satisfaction. The outcome of Comfort is therefore one of the most important indicator of measuring success in nursing practice particularly for patients and families going through some tough or stressful healthcare conditions.

Benefits of the Comfort theory to the Clinical Nurses of the 21st Century

Comfort theory is an important theory that is applicable to the 21st Century clinical practice because of its many inherent benefits or advantages. This theory defines the working environment for healthcare practitioners while at the same time it charts the direction for improving the services offered by the clinical nurses. The universality of the language and concepts used in presenting the theory also promotes its wide acceptance. The simplicity of the tenets of the Comfort…

References

Kolcaba, K. (2003) Comfort Theory and Practice: A Vision for Holistic Health Care and Kolcaba, K.Y. (1994). A theory of holistic Comfort for nursing. Journal of Advanced Nursing, 19(6), 1178-1184.

Kolcaba, K., & DiMarco, M.A. (2005). Comfort Theory and its application to pediatric nursing. Pediatric Nursing. New York, NY: Springer Publishing Company, Inc.

Magyrary, D. (2002) Positive mental health: a turn of the century perspective. Issues of Mental Health Nursing, 23, 331-349

Malinowski, a., & Stamler, L.L. (2002). Comfort: exploration of the concept in nursing. Journal of Advanced Nursing, 39(6), 599-606.

In clinical situations, for example, problem-solving techniques are often required to ensure best practice. According to Lyth, some authors argue that a balance between roles should be maintained in order to optimize both clinical practice and theoretical knowledge.

Generally, it appears to be agreed among theorists that the focus of clinical supervision should be professional development and self-actualization. In addition, an inter-disciplinary approach to supervisory practice will also provide a platform for emerging best practice among the various professions, and ultimately benefit the practice in nursing. Although it appears that the theory on clinical supervision is often arbitrary and little researched, it is also true that the phenomenon has been in effect of many years, decades, and even centuries. For midwives, for example, supervision has been part of their profession since 1902, being a statutory requirement.

One problem with clinical supervision, according to Lyth (2000, p. 276), is the fact…

References

Lyth, Gordon M. (2000). Clinical supervision: a concept analysis. Jounral of Advanced Nursing, Vol 31, No. 3.

Macdonald, Joanna. (2002, Feb). Clinical Supervision: a review of underlying concepts and developments. Australian and New Aealand Journal of Psychiatry, Vol. 35, Iss 1. Retrieved from  http://www.informaworld.com/smpp/content~db=all~content=a772090191 

McLean, Duncan (1996). Clinical Supervision. Psychiatric Bulletin, Vol. 20. Retrieved from  http://pb.rcpsych.org/cgi/reprint/20/1/1.pdf 

Todd, C. & O'Connor, J. (2005). Clinical Supervision. In N. Skinner, a.M. Roche, J. O'Connor, Y. Pollard, & C. Todd (Eds.), Workforce Development TIPS (Theory Into Practice Strategies): A Resource Kit for the Alcohol and Other Drugs Field. National Centre for Education and Training on Addiction (NCETA), Flinders University, Adelaide, Australia. Retrieved from  http://www.unodc.org/ddt-training/treatment/VOLUME%20D/Topic%202/8.Workforce%20Development%20TIPS.pdf

27).

The proficient nurses perceive situations as wholes rather than in terms of distinct aspects, and performance is determined by maxims. Perceive or perception is the main word: The perspective is not thought out but presents itself based on experience and earlier events. Proficient nurses understand a situation because they perceive its meaning in regard to long-term goals. Because of their experience, proficient nurses can recognize when the expected normal picture does not materialize, which can considerably improve decision making (Benner, 1984, p. 27-29.)

Lastly, the expert performers do not have to count on an analytic principle, such as a rule, guideline or maxim, to connect their understanding of a situation to an appropriate action. Because of their strong background with an intuitive grasp of situations, they can zero in on the accurate region of the problem without trying unfruitful alternative solutions.

Benner's model of skill acquisition is based on…

Communicability: It is almost impossible for intuitive models to communicate something that is intangible and which the practitioner is unable to express. Given that Benner's model relies on experimental knowledge as the basis of "knowing" as opposed to the science of communicable research, it is difficult to think of a situation where nursing's knowledge base becomes a shared resource open equally to all practitioners.

Similarly, systematic-rational models may promote communicability, but the process itself may not be that relevant if it does not fit with reality of clinical practice (Thompson, 1999, p.1225).

Simplification: If the information processing model does not capture all variables in decision making and clinical diagnosis, and also communicating this incomplete picture to other practitioners in the form of scientific evidence, then nursing's knowledge base will continue to develop in an ad hoc manner with major holes in the complete picture. The intuitive model at least permits the complexity of decisions akin to healthcare provision and sees that health is more than the sum of its parts. Also,

Clinical Governance and Auditing

Throughout this paper, an attempt has been made to demonstrate an understanding of the procedure of Clinical Audit (CA). The focus of this CA is the high risk area of patient safety, and with regard to how this is linked to patient safety, hand hygiene has been selected. The findings and the recommendations that follow combined with the CA tool and the selection criteria will be outlined in form of a Clinical Audit. For the purposes of improving clinical practice, CAs forms an integral aspect of clinical governance. It is indeed notable that CAs encapsulates practice which through analysis can result to quality enhancement, particularly for the patients. Various definitions of the term which are invariably the same and which tend towards verbosity exist, but a terse and precise definition is given by Coffey (2009) who puts forth that a CA is a systematic evaluation of…

References

Hart T. (2013).Promoting hand hygiene in clinical practice. Nursing Times; 109: 38, 14-15.

Tollefson, J. (2011). Clinical skills for enrolled/division 2 nurses. South Melbourne, Vic, Cengage Learning.

Scott, H.R., Blyth, K.G., & Jones, J.B. (2009).Davidson's Foundations of Clinical Practice. London, Elsevier Health Sciences UK..

Wilson, J. (2006). Infection control in clinical practice. Edinburgh, Elsevier, Baillie're Tindall.

Practice

Extrapolate strategies propose close theory-practice gap nursing. Must 3 specific articles 2 choosing a total 5 references. This master's degree Nursing Theory Course. The paper 3-5 pages length APA format.

The theory-practice gap in nursing:

Different perspectives and strategies to close the 'gap'

According to many nurses, there exists a "gap between nursing theory and practice. In order to improve the integration of theory and practice, a high standard of clinical practice is necessary" so that nursing students can see the relevance of what they learn in the classroom to the field (Ming-Tien & Ling-Long 2004). ona Levin writes that one important step in closing the theory-practice gap in nursing education is taking a constructivist approach to nursing education. "Within the constructivist theory, the learner is able to gain meaning from past and current learning experiences. This experience assists the learner to construct new knowledge…The constructivist facilitates experiential learning…

References

Levin, Rona F. (2010). Integrating evidence-based practice with educational theory in clinical

practice for nurse practitioners: Bridging the theory -practice gap. Research and Theory for Nursing Practice: An International Journal, 24 (4): 213-216.

Levy-Malmberg, R., Eriksson, K.K., & Lindholm, L.L. (2008). Caritas -- caring as an ethical conduct. Scandinavian Journal of Caring Sciences, 22(4), 662-667.

Ming-Tien Tsai, & Ling-Long Tsai. (2004). Critical success factors of transferring nursing knowledge in hospital's clinical practice. Journal of American Academy of Business, Cambridge, 5(1), 193-197

Clinical Education

The objective of this study is to conduct a critical analysis of issues in clinical education. Toward this end, this study will conduct a review of literature in this area of inquiry.

The work of Strohschein, Hagler and May (2002) entitled 'Assessing the Need for Changes in Clinical Education Practice' reports a study that identifies areas of need within clinical education and well as describing "…various models and tools that are proposed and utilized in clinical education, as well as the exploration of the extent to which these models and tools might meet the identified needs of the clinical education process in physical therapy." (p.1) Physical therapists are reported as working in a health care climate "of increasing complexity and rapid change, of fiscal restraint and demands for accountability, of scrutiny from both internal and external sources. In such a climate, the ability to respond appropriately to these…

Bibliography

Cross V. (1997) The professional development diary: a case study of one cohort of physiotherapy students. Physiotherapy.1997; 83:375 -- 383.

Hagler P, McFarlane L. (1991) Achieving maximum student potential: the supervisor as coach. Canadian Journal of Rehabilitation.1991; 5:5 -- 16.

Hayes KW, Huber G, Rogers J, Sanders B. (1999) Behaviors that cause clinical instructors to question the clinical competence of physical therapist students. Phys Ther.1999; 79:653 -- 667.

Higgs J, Glendinning M, Dunsford F, Panter J. Goals and components of clinical education in the allied health professions. In: Proceedings of the 11th International Congress of the World Confederation for Physical Therapy, London.1991: 305 -- 307.

Clinical educators who prepare the students for enhancing knowledge and skills. They typically build the competent and provide quality clinical education. Many universities are offering these types of programmes to help students and prepare them for professional development of clinical educators. The educators develop themselves and their company for prospect healthcare challenges, this primarily help them in achieving their targets, and fulfill organization's need. It broad the horizon of student and give them inspiration to move ahead. We will also discuss the self-assessment criteria and other components of clinical education.

Goals of each workshop

In general the goal of each workshop was to learn, explore, and develop the phenomena of self-awareness. In the first module we have learned about the basic techniques of manipulating an optimal learning environment. The second module has demonstrated the abilities of learners to corroborate multiple skills throughout the framework to maximize value for patient care…

Bibliography

Benner, P, Sutphen, M., Leonard, V., & Day, L. (2010).Educating nurses. A call for tramsformation. San Francisco: Jossey-Bass.

Benner, P. (1984). From novice to expert: Excellent and power in clinical nursing practice. Menlo Park, Calif: Addison-Wesley

Bransford, J. (2000). How people learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council

Chabel, MM. (2001). A model to facilitate reflective thinking in clinical nursing education.

Clinical Psychology

The field of clinical psychology emerged as a viable method through which the theoretical foundations of cognitive studies could be effectively applied within the clinical setting to prevent and treat psychological syndromes. Derived from the first clinical psychology work conducted by Lightner Witmer in the late 19th century, and expanding throughout the 20th century as diagnostic tools were refined and classification systems for mental disorders were standardized, modern clinical psychology has been adapted to fulfill a niche within a whole host of divergent fields, including criminal justice, the social sciences and gender relations. Clinical psychologists premise their work on the use of empirical analysis to accurately investigate matters of cognitive processing, psychological assessment and mental illness, with the administration of personality tests, neurological scans and clinical interviews the most frequently utilized diagnostic resources. As clinical psychology expanded the base of knowledge pertaining to the human brain's highly refined…

References

Blackburn, R. (1993). The psychology of criminal conduct: Theory, research and practice. John Wiley & Sons.

Donohue, J., & Levitt, S. (2001). The impact of race on policing and arrests. Journal of Law and Economics, 44, 367-394. Retrieved from  http://pricetheory.uchicago.edu/levitt/Papers/LevittDonohueTheImpactOfRace2001.pdf 

Fite, P.J., Wynn, P., & Pardini, D.A. (2009). Explaining discrepancies in arrest rates between

Black and White male juveniles. Journal of consulting and clinical psychology, 77(5), 916. Retrieved from  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2981137/ >.

Practice-Specific Concepts

The nursing practice is a profession that is based on conceptual and theoretical models that help in guiding patient safety and quality initiatives. The use of conceptual and theoretical models is an important part in nursing practice that is applied across the various disciplines in this profession. As a clinical nurse specialist, nursing conceptual and theoretical models play a crucial role in achieving the specific goal of identifying, recognizing, treating, and monitoring illnesses or diseases. The process of using nursing conceptual and theoretical models involves developing practice-specific concepts relating to the specific professional practice and creating a personal philosophy and practice guideline. The practice-specific concepts should incorporate the four basic metaparadigms of nursing theory and be supported by research and concepts.

Overview of My Professional Practice and Four Metaparadigms

A clinical nurse specialist is a nurse professional or practitioner who provides a crucial link with regards to detecting,…

References

"Cultural Diversity in Nursing Practice." (n.d.). American Nurses Association. Retrieved April

18, 2015, from  http://www.nursingworld.org/MainMenuCategories/Policy-Advocacy/Positions-and-Resolutions/ANAPositionStatements/Position-Statements-Alphabetically/prtetcldv14444.html 

Lyon, B.L. & Davidson, S.B. (2004). Statement on Clinical Nurse Specialist Practice and Education. Retrieved April 18, 2015, from http://www.nacns.org/docs/NACNS-Statement.pdf

Masters, K. (2014). Framework for Professional Nursing Practice. In Role development in professional nursing practice (3rd ed., Chapter 2, pp.47-87). Retrieved from  http://samples.jbpub.com/9781449691509/81982_CH02_Pass1.pdf

DSM diagnostic criteria have long been a source of criticism. McGorry, Hickie, Yung, Pantelis, and Jackson (2006) point out some basic deficiencies of the DSM diagnostic system. First the authors state that the function of a diagnosis is to state what treatment should be applied or predict the prognosis of the condition. These are certainly functions of a diagnosis, but a diagnosis has broader implications. First and foremost the idea of having a diagnosis is to take a series of related signs and symptoms that hang together consistently and label them so as to facilitate communication between health care professionals. A diagnosis alone is useless unless it allows professionals to communicate about the same entity. Then descriptions of course, treatment, and prognosis can follow.

McGorry et al. charge that in the DSM system the clinical features that occur early in the course of the disorder are not distinguished from those…

References

Fava G.A. & Kellner, R. (1993). Staging: a neglected dimension in psychiatric classification. Acta Psychiatrica Scandinavica, 87, 555-558.

Fava, G.A. & Tossani, E. (2007). Prodromal stage of major depression. Early Intervention in Psychiatry, 1, 9-18.

Hetrick, S.E., Parker, A.G., Hickie, I.B., Purcell, R., Yung, A.R., & McGorry, P.D. (2008).

Early identification and intervention in depressive disorders: Towards a clinical staging model. Psychotherapy and Psychosomatics, 77, 263-270.

Clinical Guidelines

The methods used to assess the quality and strength of the evidence by the National Guidelines Clearinghouse include expert consensus (alone and through committee and/or Delphi methods), subjective review, and weighting according to a rating scheme (in which the scheme may be give or not given). The methods use to collect and/or select the evidence that will be evaluated include the following: Hand-searches of published literature (primary sources and secondary sources), searches of electronic databases, and searches of patient registry data. The methods used to create, formulate, or establish the recommendations include: Informal expert consensus, expert consensus (alone, and through Delphi methods, nominal group technique, and/or consensus development conference), and balance sheets.

The guidelines comparisons of the National Guidelines Clearinghouse indicate that the rating schemes for the strength of the recommendations are derived from the weighted scheme used the developer of the guideline. These rating schemes are used…

References

National Institute for Health and clinical Excellence (NICE). (2012, March). Infection. Prevention and control of healthcare-associated infections in primary and community care. London (UK): National Institute for Health and Clinical Excellence (NICE). Clinical guideline no. 139).

Agency for Healthcare Research and Quality. (2010). Report: Systems to Rate the Strength of Scientific Evidence.

Woolf, S., Schunemann, H.J., Eccles, M.P., Grimshaw, J.M., & Shekelle, P. (2012). Developing clinical practice guidelines: Types of evidence and outcomes; values and economics, synthesis, grading, and presentation and deriving recommendations. Implementation Science, 7(61). DOI: 10.1186/1748-5908-7-61. Retrieved from  http://www.implementationscience.com/content/7/1/61

Clinical Supervision and its Strengths and eaknesses

Annie Pettifer and colleague Lynn Clouder explain in the peer-reviewed journal Learning in Health and Social Care that clinical supervision is commonly used in professional contexts as a way to "guide reflection with the purpose of advancing practice" (Pettifer, 2008, 169). Clinical supervision "…enables critical practice and development of personal knowledge, professional expertise and competence" (Pettifer, 169).

Pettifer mentions that there is no hard and fast rule as to how the clinical supervision model should be presented. There are many interpretations, the author explains, and there is "conceptual ambiguity" as well; but the ambiguity can be explained because there can be no single model that meets all the professional needs of principals. But that said, there is a basic definition of clinical supervision that is presented by the authors:

"…[clinical supervision] is a formal process of support and learning which enables individual practitioners…

Works Cited

Gibble, J.L., and Lawrence, J.D. (1987). Peer Coaching for Principals. Educational Leadership.

Huston, T., and Weaver, C.L. (2008). Peer Coaching: Professional Development for Experienced Faculty. Innovations in Higher Education, Vol. 33, 5-20.

Pettifer, A., and Clouder, L. (2008). Clinical supervision: a means of promoting reciprocity between practitioners and academics. Learning in Health and Social Care, 7(3), 168-177.

Pfeifer, D. (2011). Transforming Staff through Clinical Supervision. Reclaiming Journal,

A level of 126 mg/dL or above, confirmed by repeating the test on another day, means that you have diabetes.

An oral glucose tolerance test measures your blood glucose after you have gone at least 8 hours without eating and 2 hours after you drink a glucose-containing beverage. This test can be used to diagnose diabetes or pre-diabetes. OGTT is more sensitive than the FPG test for diagnosing pre-diabetes, but it is less convenient to administer. The OGTT requires you to fast for at least 8 hours before the test. Your plasma glucose is measured immediately before and 2 hours after you drink a liquid containing 75 grams of glucose dissolved in water.

If your blood glucose level is between 140 and 199 mg/dL 2 hours after drinking the liquid, you have a form of pre-diabetes called impaired glucose tolerance or IGT, meaning that you are more likely to develop…

Works Cited

Braunald, Eugene., Fauci, Anthony S., Kasper, Dennis L., Hauser, Stephen L., Longo, Dan L., Jameson, J. Larry. 2001. Harrison's Principle of Internal Medicine, 15th ed. New York: McGraw-Hill Medical Publishing Division.

The Merck Manual (16th ed.). (1995). Portland, Oregon: Merck & Co., Inc.

According to the AACN's report, "Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family, Gerontological, Pediatric, and Women's Health" (2002), "Competencies are the domain or body of knowledge and skills that essentially define a profession or discipline. This domain of competencies guides training programs, provides expectations for employers, and drives the nature of assessment instruments and performance standards for credentialing institutions, certifying agencies, and accrediting organizations" (p. 14).

The core competencies for nurse practitioner graduates are intended to help candidates used what they have already learned and require a graduate-level education in order to attain certification as an APN and the AACN has developed this graduate curriculum as the basis for advanced practice nursing. As described by AACN, advanced practice nursing preparation includes ". . . graduate nursing core content (e.g., research, health policy, ethics, and more) and advanced nursing practice content (e.g., advanced health assessment, advanced physiology and…

Since modern medicine can sustain patients with proper medical follow-up for years, it becomes incumbent on the profession to follow the patients and provide them with the knowledge and tracking to insure that they are observing the procedures and medications which prolong their quality of life. Given hospitals' short-term orientation with the patients, there is a need to bridge patient care before, during and after acute-care visits.

While there are some nursing specialties which can be regarded as solely hospital- or community-based, many of the specialties call for a more holistic notion of patient care. y combining the CNS and NP specialties, this profession has a better chance of assuring better patient outcomes, and a better quality of life for the patient.

ibliography

ennett, .J. (1998). Psychiatric mental health nursing: thriving in a changing environment through outcomes-based measurements. Semin. Nurse Manage., 144-148.

erger, a.M.-F. (1996). Advanced practice roles for nurses…

Bibliography

Bennett, B.J. (1998). Psychiatric mental health nursing: thriving in a changing environment through outcomes-based measurements. Semin. Nurse Manage., 144-148.

Berger, a.M.-F. (1996). Advanced practice roles for nurses in tomorrow's healthcare systems. Clinical Nurse Specialist, 250-255.

Chaska, N.L. (2001). The Nursing Profession Tomorrow and Beyond. Thousand Oaks: Sage.

Cukr, P.L. (1997). The psychiatric clinical nurse specialist/nurse practitioner: an example of a combined role. Arch Psychiatr Nurs, 2-12.

Clinical Learning Outcomes

Interaction of Variables.

Evaluating clinical learning outcomes

Describe the skill and the learner you intend to teach and evaluate

Because of cutbacks in the number of days new patients are allotted to spend in the hospital, patients and their families are increasingly responsible for more of the patient's care, even immediately following a diagnosis of a serious illness such as type I, or juvenile, insulin-dependent diabetes. Teaching patients to correctly monitor their blood sugar and self-administer insulin is essential, but it requires a high level of patient compliance and willingness to learn. It is essential that young patients and their parents have a thorough understanding of the process.

Briefly describe how you would design the learning experience

Learning is a step-by-step process. It is important not to bombard patients with knowledge right away, when they are still frightened and confused. Also, although there are real risks with…

References

Hahn, K.K. (1990). Teaching patients to administer insulin. Nursing, 20(4), 70-70.

Retrieved:  http://search.proquest.com/docview/79701645?accountid=10901 

Silvestrone, J.M. (2004). Performance-based assessment: Improving the value of laboratory and skills examinations. New Directions for Teaching & Learning, 100, 65 -- 71.

Clinical isk Management

Hospitals are one of the top listed high-risk places of work. Just like any high-risk workplaces, Clinical isk Management (CM) procedures are formulated to enable hospitals in identifying, containing, as well as manage work related risks such as injuries, which are bound within the facilities. Implementation of element contained in risk management procedures in any hospital setting should be effected in order to ensure for the safety of both patients and workers accommodated in the facility.

isk Management

isk management is highly prioritized in most high-risk organizations. Technological advances have been realized in modern medicine progressively resulting to more complex care and treatment processes. Despite the positive result of leveraging care opportunities, such advancements may result in adversities that might in turn affect patients and staff working in hospital environments. Since it is far from possible to eradicate such risks completely, clinical risk management procedures are there…

References

Elizabeth, A. H and Betty, J.H. (1976). The American Journal of Nursing, Vol. 76, No. 6, pp. 924 -- 927: Lippincott Williams and Wilkins Publishers.

Stanbury, M. S and Anderson, H.A. (2000). Guidelines; Minimum and Comprehensive State-Based Activities in Occupational Safety and Health: DHHS (NIOSH) publication No. 95 -- 107.

Stanbury, M.J. And Goldoft, M. Use of OSHA Inspection Data for Fatal Occupational Injury Surveillance in New Jersey. Am J. Public Health 1990; 80: 200-202.

Tepper, A. (2000). Surveillance of Occupational Illnesses, Injuries, and Hazards in New Jersey. NJDOH.

Clinical nurse leader (CNL) is a relatively new designation in the nursing profession. It is designed to take nurses that are already highly skilled and help them focus on safety and quality outcomes for their patient populations (American, 2013). In order to be a CNL, one must be a registered nurse and have a Master's Degree in the Science of Nursing (American, 2013). Additionally, the nurse must complete advanced coursework. This includes classes in pharmacology, pathophysiology, and clinical assessment (American, 2013). Those who work as CNLs have a very important job in that they oversee the coordination of patient care, develop strategies to improve quality, and assess any health risks that have to be dealt with (Institute, 2000). They also must focus on communication among their nursing team and solutions to problems that are evidence-based and created for their particular unit (Institute, 2001). To become certified as a CNL, one…

References

American Association of Colleges of Nursing (2013) Competencies and curricular expectations for clinical nurse leader education and practice. White Paper.

Institute of Medicine. (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Institute of Medicine. (2001). Crossing the quality chasm. Washington, DC: National Academy Press.

Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: National Academy Press.

Clinical Goals

During this health assessment class I aim to close the gaps I currently have when considering experience in realistic clinical situations. An activity such as having to perform CPR on a patient can represent an important factor in making it possible for a student to gain a complex understanding of the domain. The class is going to provide me with the opportunity to assess the way that concepts such as cultural values, health notions, and caring practices performed in a particular institution work together in assisting people in need of health care.

I would apply theory in cases when laboratory results are either inconclusive or they are abnormal. This would mean that I would have to find a way to determine why these respective results are in this condition and get actively involved in trying to provide patients with solutions or with the ability to access treatment they…

Works cited:

Ward, H. & Barratt, J. "Passing Your Advanced Nursing Osce: A Guide to Success in Advanced Clinical Skills Assessment." "Radcliffe Publishing, 2009"

Zuzelo, P.R. "The Clinical Nurse Specialist Handbook," (Jones & Bartlett Publishers, 15 Oct 2010)

Clinical Interviewing as a Social Worker
Part A
The importance of effective clinical interviewing revolves around being able to establish a certain level of trust with the client. Essentially, the goal of the social worker is to get to the heart of the problem and to elucidate truth. It’s very difficult to get people to share honestly if they feel guarded or feel as though they are being judged. A presentation given at Minnesota State University at Moorhead found that the following personality traits are most crucial to clients when it comes to having a social worker: understanding, compassionate, pleasant, and possessing the ability to put others at ease (Bitfocus.com, 2016). Being able to embody these traits means that one is able to convey very aptly how much one is interested in one’s client and that one has kind intentions, as a safe person.
Maintaining confidentiality consistently is another vital…

The American Association of Colleges of Nursing (AACN) and the Council on Graduate Education for Administration in Nursing (AACN, 1996; Dienemann & Aroian, 1995) operationally define the professional nurse as one who has been prepared with a minimum of a baccalaureate or higher degree in nursing. (Feldman & Greenberg, 2005, p. 219)

These were necessary requirement in the 90's. Now in an ever increasing age of need for more highly educated professional, the Clinical Nurse Leader armed with a Master's degree or better, is more adapted to handle a wide range of situations and create a fulcrum from which to balance all the staff in a given unit.

Literature eview

Clinical Nurse Leader

Kennedy, M.S.. (2004) Introducing the Clinical Nurse Leader. American Journal of Nursing, 104 (10), 22.

This article is a report regarding the decisions calling for a new role for nurses. The American Association of Colleges of Nursing…

References

Dalton, B., & Wright, L. (1999). Using Community Input for the Curriculum Review Process. Journal of Social Work Education, 35(2), 275.

Feldman, H.R. & Greenberg, M.J. (Eds.). (2005). Educating Nurses for Leadership. New York: Springer.

Kennedy, M.S.. (2004) Introducing the Clinical Nurse Leader. American Journal of Nursing, 104 (10), 22.

Knorr, R.S., Condon, S.K., Dwyer, F.M., & Hoffman, D.F. (2004). Tracking Pediatric Asthma: The Massachusetts Experience Using School Health Records. Environmental Health Perspectives, 112(14), 1424-1439.

International Clinical Harmonisation

PROPER SYSTEMS IN PLACE

The International Congress Harmonisation

WHO Principles of Good Clinical Practice

Clinical research is conducted to insure the safety and efficacy of health and medical products and practices (WHO 2002). In the past, randomized controlled trials gave most of the information about the safety and efficacy of these products and treatments. Randomized clinical trials were considered the foundation of evidence-based medicine but reliably only when conducted according to principles and standards. These principles and standards comprise good clinical research or GCP. The guidelines were created to help national regulatory authorities, sponsors, investigators and ethics committees to implement GCP for overall clinical research. These were based on the guidelines provided by major international organizations, such as the International Conference on Harmonization or ICH GCP, and used as reference (WHO).

GCP incorporates accepted and established ethical and scientific quality standards complied with for the design, conduct,…

clinical nursing professionals require self knowledge as well as expertise in order to be successful in their field using Patricia Benner's book as a background. It has one source.

Clinical professions today require experts. In a clinical setting both nurses and doctor are equipped with information which will validate their presence for patient care. A critical understanding of the processes of diagnosis, treatment and monitoring of the patient is imperative as they are responsible for the patient care outcomes. Nurses today are playing a critical role as intermediaries, more knowledgeable than an attendant but with less expertise than the physicians themselves. Nursing is no longer a comparatively inferior career but a highly sophisticated field requiring clinical expert skills to carry out patient care duties. They are responsible for making on the spot decisions; act as coaches for aspiring nurses; specialize in certain areas such as rehabilitation, injuries, administrative nurses etc.…

Reference

Benner, PE (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park, Calif: Addison Wesley Publishing Co, Inc.

Masters in Nursing for Clinical Teaching

The objective of this study is to examine the importance of a Masters in Nursing for the Nurse in Clinical Teaching endeavors.

The work of Orton (2007) entitled "Nurses As Clinical Teachers" Variables Affecting Teaching Comfort and Self-Efficacy" reports a descriptive correlations study that examined whether there was a "common understanding of a good clinical teacher among nursing students and faculty." (p.ix) Stated as a secondary purpose was the validation of a tool for development of individual prescriptions for improvement of the clinical teaching of nursing instructors.

Common Assumptions

A third stated purpose was testing for common assumptions about good teaching:

(1) if experience in clinical teaching leads to a better praxis;

(2) if educational training (the most common intervention) leads to better teaching;

(3) if experience in teaching (other than nursing) leads to better clinical teaching;

(4) if the education degree status has…

Bibliography

Benner, P., Sutphen, M., Leonard, V., and Day, L. (2010). Educating nurses: A call for radical transformation. The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco.

Davis, D.C., Dearman, K. Schwab, C. & Kitchens, E. (1992). Competencies of novice nurse educators. Journal of Nursing Education, 31(4), 159-164.

Krisman-Scott, M.A., Kershbaumer, Sr. R., & Thompson, J.E. (1998). Faculty preparation: a new solution to an old problem. Journal of Nursing Education, 37(7), 318-320.

Leuner, JD and Ruland, JP (2010) Master's Programs Preparing Nurse Educators: What is the Current State of Affairs. Nurse Educator. Vol. 35 No. 6. Retrieved from:  http://www.nursingcenter.com/lnc/journalarticle?Article_ID=1078569

Mobility

Evidence-based Practice

Progressive Mobility Protocol

This paper is a project based on PICO. The clinical question that serves as the foundation for this data-based design is; for immobile critical care patients, does the use of a nurse driven progressive mobility protocol reduce ICU LOS compared to every hour of repositioning? In this paper, the adult patients admitted to an ICU represent the population (P) of interest. The nurse driven progressive mobility represents the intervention (I), the comparison (C) is the critical care patients repositioned every two hours, and the reduction in LOS represents the result.

Most hospitals place critically ill patients on bed rest and reposition them every two hours in the intensive care unit. Some literature reviews provide evidence in favor of progressive mobility protocols. In addition, the paper also reviews the safety of mobilization of the critical patients and the negative effects bed rest may have on…

References

Plis, L. (2009). The Effectiveness of A Nurse-Driven Progressive Mobility Protocol on Reducing

Length of Stay in the Adult Intensive Care Unit. Retrieved from https://www.chatham.edu/ccps/pdf/Plis.L.Final_Capstone.pdf

Melnyk, B.M. & Fineout-Overholt, E. (2005). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice.Philadelphia, PA: Lippincott Williams & Wilkins

Goldhill, D., Imhoff, M., McLean, B., & Waldmann, C. (2007). Rotational Bed Therapy to Prevent and Treat Respiratory Complications: A Review and Meta-analysis. American Journal of Critical Care, 16(1), 50-61.

Evidence Base Practiced eseach

Evidence Base Practiced esearch

Evidence-based practice is considered to be a combination of the best practice gotten from patient care data, research study, and expert opinion so as to identify dissimilar approaches of improvement in providing high quality care that reflects things such as needs, values, interest and selections of the patient. Skills and Knowledge gained in the procedure of evidence-based practice assist health care workers to bring about reforms in healthcare and raises individual responsibility of practice. Comparing evidence-based practice, getting comprehending of why things are done the way they are done and establishing actions that endorse evidence-based practice with the purpose of providing care that is better. With that said, this essay will argue why Evidenced-based practice is important to nursing practice.

One reason why evidenced-based practice is important to nursing practice is for the reason that Evidence-based practice is a key approach to…

References:

Calkins, M. (2006, July 8). Evidence-Based Nursing Education for Regulation (EBNER). Leading in Nursing Regulation. Chicago, Illinois, United States.

Kronenfeld, M. (2007). Review for librarians of evidence-based practice in nursing and the allied health professions in the United States. J Med Libr Assoc, 95(4), 1-407.

Winters, C.A. (2012). Teaching Strategies to Support Evidence-Based Practice. Academic Education, 32(3), 49-53.

diabetes.org/news-research/research/).

17) Can the outcomes be measured through standard care? Yes, qualitative and quantitative measurements are standard and needed based on the increasing number of Type II diabetes patients. This increase is primarily cultural, and due to obesity and an unhealthy diet.

One of the more serious aspects of type II diabetes is the new prevalence of onset during later teen years, most likely completely due to rising obesity patterns in children. Symptoms for both children and adults range from chronic fatigue, general weakness and malaise to excessive thirst, blurred vision, lethargy, and more serious internal dysfunction. There also appears to be a strong connection in type II diabetes to a genetic predisposition -- which is ironically a similar predisposition to hypertension, cholesterol issues and obesity. Clearly, the epidemic proportions of the disease have increased due to a rapidly aging population, high-fat diets, and a far less active lifestyle (Zimmer,…

REFERENCES

American Diabetes Association. (2011). Standards of Care. Cited in:

http://www.care.diabetesjournals.org

Yach, D., et.al. (2006). Epidemiologic and Economic consequences of the Global Epidemics

Of Obesity and Diabetes. Nature. 12 (1): 62-66.

Nurse Practice Specialties

The objective of this study is to locate four evidence-based research articles in nursing peer-reviewed journal. Specialty nursing includes various areas of nursing practice, which are examined in this study. Articles reviewed in this study include those related to emerging specialties and opportunities for nurses, Advanced Practice Registered Nursing, Nurse Practitioner Primary Care in Competencies in Specialty Areas, and the Specialty Practice of Nursing Informatics.

The first article examined in this study is the work of Cruz (2012) who reports that Advanced Practice Registered Nurses (APRN) "arose out of the trailblazing efforts of nurses from four separate nursing specialties whose individual histories were shaped by a common threat: the answer the call to deliver a high level of healthcare to individuals and groups in an area of clinical practice where a need for such level of healthcare existed." (p.1) Cruz (2012) additionally reports four areas of concern…

Bibliography

Beattle, L. (2010) Emerging Specialties, and Opportunities for Nurses. NurseZone. 11 Jun 2010. Retrieved from:  http://www.nursezone.com/nursing-news-events/more-features.aspx?articleid=34360 

Bickford, CJ and Lewis, D (2007) ANI Connection: The Specialty of Nursing Informatics. CIN Computers, Informatics, Nursing, Vol. 25, No. 6, Dec 2007. Retrieved from:  http://www.nursingcenter.com/lnc/journalarticle?article_id=753408 

Cruz, J. (2012) Whose Consensus Is It Anyway? All Nurses. 1 Sept 2012. Retrieved from:  http://allnurses.com/nurse-practitioners-np/whose-consensus-anyway-779977.html 

Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family, Gerontological, Pediatric, and Women's Health (2002) U.S. Department of Health and Human Services, Health Resources and Service Administration, Bureau of Health Professions, Division of Nursing, April 2002. Retrieved from:  http://www.aacn.nche.edu/education-resources/npcompetencies.pdf

By improving their self knowledge, leaders can change and develop as leaders of people. Clinical supervision for leaders is sometimes called administrative clinical supervision. This is managerial clinical supervision with a focus on problems related to leadership and organization of work, particularly human relations issues. Administrative clinical supervision makes use of experiential learning focused on oneself and one's work (Sirola-Karvinen and Hyrkas, 2008).

Administrative clinical supervision means clinical supervision for leaders that address leadership issues in order to achieve set goals. Supervision promotes cohesion within the organization and is directed at change. Administrative clinical supervision is the examination of leadership in which leaders have the chance to reflect upon the quality of their decisions and share their feelings. In terms of action, administrative clinical supervision involves process-like support and mentoring, which boost the leader's confidence in coping with leadership duties and changes associated with it. Administrative clinical supervision addresses issues…

References

Clinical supervision 'can inoculate staff against stress'. (2010). Mental Health Practice. 13(7),

p.8.

Clinical Supervision. (2009). Retrieved June 27, 2010, Australian College of Mental Health

Nurses Web site:  http://www.acmhn.org/career-resources/clinical-supervision.html

Leading and Managing a Change in Clinical Practice: Patient on Ventilator and the Usage of Saline in Performing Suctioning

Organizational direction depends on many factors. Most of them were an integral part of clinical practice for a while, but until the latter part of the 20th century has been so prominent in the organizational structure. This paper will explore the four factors that influence the management of clinic and are characterized by efficient designs. This paper will discuss about the leadership and management in relation to improving quality, change, care management, values and results. We will also present integration and possible implementation concepts, tools and strategies.

Discussion

Suctioning the patient on ventilator pose a unique challenge in following a clinical pathway or case management model of care. Our patient is on ventilator and we are performing suctioning by the usage of saline solution. Multiple decisions need to be made when…

References

Dougherty, Lisa and Lister, Sara (2004) The Royal Marsden Hospital Manual of Clinical Nursing Procedures Sixth Edition (Royal Marsden Nhs Trust) Wiley-Blackwell; 6th Edition (24 Jun 2004) 896 pages

Hamric, A.B. (with Spross, J.A, Hanson, C.M.), Spross, J.A.(with Hanson, C.M.), & Hanson, C.M. (2005). Advanced practice nursing an integrative approach (Third, pp. 311-335)

Kelly, Diane. (2007) Applying quality management in healthcare: A systems approach. 2nd Edition: Health Administration Press. P. 17-89

Kovner, A.R., Neuhauser, D., (ed). (2004). Health Services Management; Readings, Cases, and Commentary (eighth, pp 125-271). Chicago, IL: Health Administration Press. Washington, D.C.: AUPHA Press

Forensic and Clinical oles and Assessment

While psychologists and psychiatrists may engage in both clinical and forensic practice, it important to recognize that clinical and forensic practice are distinct areas of practice. This means that the role of the forensic and clinical practitioner differs in several ways: "who the client of the psychologist is the nature of the relationship between the psychologist and the individual being evaluated, and the psychologist's approach to the material provided by the individual" (Packer, 2008). Moreover, it also means that the professional assesses the individual differently. These differences include: the purpose of the assessment, the goal of the intervention, and psycho-legal vs. psychological assessment. While the differences may seem clear, the reality is that even forensic evaluations can lead to the establishment of the type of relationships that develop in clinical practice, making it difficult for health care professionals and for their clients to differentiate…

References

American Psychological Association. (2011). Specialty guidelines for forensic psychologists.

Retrieved September 8, 2013 from American Psychology-Law Society website: http://www.ap-ls.org/aboutpsychlaw/SGFP_Final_Approved_2011.pdf

This help in solving conflicts between patients in a hospital.

In nursing practice, there are quite different in between clinical nursing specialist and nurse practitioner in the scope of operation. Therefore, a clinic nurse specialist works under the legislated scope of practice for a registered nurse but has advanced education. While nurse practitioner works under a separate scope of practice and can perform certain functions and tasks that are outside of the scope of practice of registered nurse, including clinical nurse specialist. However, nurse practitioner generally provide primary care, and clinical nurse specialists act more a s consultants in their roles as expert clinicians, clinical leader, educators, collaborators and researchers.

Many researches have written that emotions sometimes can influence ethical decision making in a health care system. Therefore, nurses are equipped with knowledge to make decision without any kind of influence. The model demonstrates that certain emotional states influence the…

References

Royal of nursing college (2010). Advanced nurse practitioners, an RCN guide to the advanced

Nurse, Practitioner role, competences and program accreditation

Marie-Laure Delamaire, Gaetan Lafortune (2010). Nurses in Advanced Roles

A description and evaluation of experiences in 12 developed countries

Evidence-Based Practices When Working With Clients

Evidence-based practice is a concept that emerged in the field of medicine to help lessen mistakes or errors during treatment. This concept seeks to do so through ensuring clinical decisions are grounded on the best available research evidence. Since its emergence, the concept of evidence-based practice has become common in the medical field and is constantly used to help improve patient outcomes. The tremendous success of this concept in medicine is attributable to its integration of the best available research evidence, clinical judgment and expertise, and patient preferences and values.

Given its success in the field of medicine, evidence-based practice is being imported into the field of psychology (Lilienfeld, 2014). This trend emerges from the need for clinicians to utilize the most suitable and effective mechanisms to improve their clients' outcomes. Current evidence postulates that utilizing interventions that have been shown to work with…

Integration Evidence-Based Practice Professional Nursing Practice

The concept of evidence-based practice -- EBP is becoming growingly significant in the sphere of nursing. (Stiffler; Cullen, 2010) Evidence-based practice is not entirely a novel concept; it is the manner in which nurses cater to the norms of care and practice efficiently. (Nysna, 2006) According to Linda Burnes Bolton, DrPH, N, FAAN, vice president and chief nursing officer in the Cedars-Sinai Medical Center in Los Angeles, evidence-based practice -- EBP in reality it is only an alternative mode of viewing the conventional theme of the nurses maintaining their sanctified reliability with society. (Wessling, 2008) David Sackett, MD, a Canadian physician, is regarded the father of evidence-based practice. According to Sackett, "evidence-based practice is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. . .[by] integrating individual clinical expertise with the best available external…

References

Adams, Susan; McCarthy, Ann Marie. (2005) "Evidence-Based Practice and School

Nursing" The Journal of School Nursing, vol. 21 no. 5, pp: 258-265.

Ciliska, Donna. (2006) "8. Evidence-based nursing: how far have we come? What's next?"

Evid-Based Nurs, vol. 9, no. 2, pp: 38-40.

Healthcare Management (Discussion questions)

Healthcare organizations must always strive to provide quality care to their patients. This empowers them to be ahead of their competition and in line with the various rules set by healthcare bodies and the government. As such, companies often try to adopt best practices have been proven to be successful in other institutions. A best practice refers to a technique or method that has consistently shown or proved results superior to those attained by other means. Best practices can also be defined as methods used by organizations as benchmarks. According to Bogan and English (1994), benchmarks are used to uphold quality as an alternate solution to the enacted standards. The diversities within societies in terms of ethnicity, race, and religion calls for the importance of adopting affordable and quality care within the health care organizations.

According to Chin et al. (2012), the obert Wood Johnson Foundation…

References

Kay, J. (2007). "Health Care Benchmarking." Medical Bulletin, 12(2): 22-27

Houser, J. & Oman, K.S. (2011). "Evidenced-Based Practice: An Implementation Guide for Healthcare Organizations." Sudbury, MA: Jones & Bartlett LearningQuality assurance: Importance of systems and standard operating procedures

Quality assurance: Importance of systems and standard operating procedures

Quality assurance: Importance of systems and standard operating procedures

The evidence base suggests that approaches such as exercise, screening for treatable risk factors, energy conservation and activity management, progressive muscle relaxation, and education and anticipatory guidance are likely to be effective in reducing fatigue. Anticipating which interventions are likely to be effective can assist clinicians in the design of a multi-component fatigue treatment approaches. Clinicians also can use these results to examine their own practices, identifying intervention strategies such as complementary therapies that may be recommended only infrequently for fatigue but still hold the potential to be effective (Mitchell, Beck, Edwards Hood, Moore, and Tanner, 2006).

Evidence-based practice was adopted in a similar format to the Grove's model in the fact that it was developed by studying what works and what doesn't. In order to produce the best outcome for patients it is important to not waste time trying several treatment options unless these options have been studied and…

References

Evidence-Based Nursing. (2008). Retrieved July 7, 2009, from The Joanna Briggs Institute Web

site: http://www.joannabriggs.edu.au/about/eb_nursing.php

Mitchell, Sandra A., Beck, Susan L., Edwards Hood, Linda, Moore, Katen and Tanner, Ellen R.

(2006). Putting Evidence Into Practice: Fatigue During and Following Cancer and Its

Management Issues and Practices

James Strong, the former CEO and managing director of Qantas Airlines, twice sat on the panel convened at the Sydney office of CPA Australia to select those who would be recognized for the annual 40 Young Business Leaders list. Strong believed in the importance of nurturing young talent and threw himself wholeheartedly into leading much of the discussion among prominent leaders from all over the globe. Criteria for entrants included "the ability to land a top job, develop others and get the most from a team, and leading by example was also a must-have attribute" ("CPA Australia," 2014). To provide the scope and depth of the list-building endeavor, it is informative to explore the names of other participants on the panel, and to match them to the criteria they articulated for entrant evaluation. Here is a quick run down: James Strong looked for entrants who had…

References 13

40 young business leaders. In the Black. 2014 CPA Australia Ltd. Retrieved from  http://www.itbdigital.com/lists/40-young-business-leaders-2013/ 

Bennis, W. (1997). Managing people is like herding cats. Covey Leadership Center.

Braithwaite, J. & Mannion, R. (2011). Managing change. In K. Walshe & J. Smith, Healthcare Management, pp. 830-861. New York, NY: McGraw-Hill Education.

Cummings, G.G., McGregor, T., Davey, M. Lee, H., Wong, C.A., Lo, E., Muise, M. & Strafford, E. (2010). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 47(3), 363-385. doi: 10.1016/j.jnurstu.2009.08.006.

Healthcare System Practice Guideline
Introduce an overview of one healthcare system practice guideline
There are numerous areas within health care that demand change in everyday healthcare practice. More often than not, irrespective of the healthcare setting, an inventive group is required to conduct research and facilitate change. There are numerous practices that require change or upgrading. This is facilitated through the establishment and advancement of clinical practice guidelines. The selected healthcare system practice guideline is Management of Diabetes Mellitus in Primary Care (2017). This particular guideline delineates the important decision points in the Management of Diabetes Mellitus (DM) and provides well-outlines and wide-ranging evidence based recommendations assimilating prevailing information and practices for practitioners throughout Department of Defense (DoD) and Veretan Affairs (VA) Health Care Systems. Diabetes mellitus is an illness that is caused either by an absolute or relative deficiency in insulin giving rise to hyperglycemia. Type 1 DM (T1DM)…

Evidence-Based Practice (EBP) is the assimilation of the best research evidence with clinical proficiency and patient values. This takes into account placing equal emphasis on the situation of the patient, his or her goals, objectives, values and aspirations, the best accessible research evidence and the clinical proficiency and expertise of the practitioner. Evidence-based practice in psychology can be defined as the incorporation and assimilation of the best accessible research with clinical knowledge and expertise in the context of patient features, culture, and preferences. In psychology, the main purpose of evidence-based practice encompasses the promotion of efficacious psychological practice, improvement of public health by making use of empirically supported principles of psychological evaluation, case formulation, therapeutic association, and intervention (Drisko, 2012).

Therefore, taking this into consideration, evidence-based practice can be delineated as a wider notion that account for not only knowledge and understanding but also action in three fundamental components of…

References

American Psychological Association. (2016). Policy Statement on Evidence-Based Practice in Psychology. Retrieved from: http://www.apa.org/practice/guidelines/evidence-based-statement.aspx

Bauer, R. M. (2007). Evidence-based practice in psychology: Implications for research and research training. Journal of Clinical Psychology, 63(7), 685-694.

Davey, G. (2011). Applied Psychology. Hoboken: John Wiley and Sons Ltd.

Drisko, J. (2012). Evidence-Based Practice. Retrieved from:  https://sophia.smith.edu/~jdrisko/evidence_based_practice.htm

Third, lack of attention to evidence-based practice can lead to inconsistent delivery of care services.

Evidence-based practice relates to almost every aspect of health care at every stage of a client's relationship with the institution. For example, evidence-based practice informs the types of questions asked during the diagnostic procedures and might even impact the diagnosis itself (Bennett & Bennett, 2000). Evidence-based practice impacts the methods by which infections are prevented (Cantrell, 2009). Evidence-based practices impact the extent to which nurses are empowered to make sound, safe, and effective decisions (Scott & Pollock 2008). Evidence-based practice has the potential to transform the structure of a health care organization like MMH. This is because evidence-based practice changes the hierarchical structure in the organization due to the increased responsibility of nurses for conducting their own research. Alternatively, evidence-based practice can be an extension of organizational change. Health care organizations reducing the hierarchical nature…

References

Artinian, B.M., West, K.S., & Conger, M.M. (2011). The Artinian Intersystem Model. New York: Springer.

Bennett, S. & Bennett, J. (2000). The process of evidence-based practice in occupational therapy: Informing clinical decisions. Australian Occupational Therapy Journal (2000), 47, 171-180.

Burns, N. & Grove, S.K. (2009). The Practice of Nursing Research. St. Louis, MO: Saunders.

Cantrell, S. (2009). Performing under pressure: Caring for decubitus ulcers. Healthcare Purchasing News. Aug 2009.

Evidenced-Based Pactice (EBP)

The objective of this study is to eview an aticle titled "Evidence-Based Pactice Habits: Tansfoming Reseach into Bedside Pactice" (Rauen, Flynn, Bidges 2009 p 46). The authos point out that nusing pactice in the United States is moe focused on the taditional-based pactice than evidence-based pactice. Many pactices in citical nusing cae ae still continuing despite that the eseaches contadicting the pactices. The study believes that insufficient administative suppot, lack of time, limited access to infomation ae the baies in the clinical-based pactice thee decades ago still exist today. While the benefits of evidence-based pactice ae well undestood, nevetheless, thee is a still a baie in tansfoming the eseach findings into pactice. To eliminate the poblems, the acceditation bodies that evaluate and mandate the EBP (evidence-based pactice) assist in moving the eseach fowad. The authos suggest that it is citical to developing a cultue of inquiy that…

references and research studies to find solutions to the patient's problems suffering from acute respiratory distress, heart failure, cardiac surgery and sepsis. There is also a need to make a research on the studies that discuss the hemodynamic parameters in backrest versus supine elevated position, prone position and lateral position. The authors argue that the evidence-based practice can assist the nursing practitioner to observe the difference between CVP (central venous pressure) and PAP (pulmonary artery pressure) in patients in supine and flat position compared with the position that is more than the spontaneous variability. Thus, the evidence-based research assists in enhancing a greater understanding of the positioning of the patient when monitoring patients" hemodynamic parameters.

Rauen, Flynn, Bridges (2009) further point out that a method nurses can employ in taking accurate measurements of patients hemodynamic parameters is to use the position specific reference in order to correct the hydrostatic pressure. The author believes that nurses can measure the output of the thermodilution cardiac when the bed is elevated by up to 20°. The authors also believe that the application of EBP requires nurses to investigate series of studies about patients in cardiac ICU (intensive care units) and patients in medical-surgical units to assist in obtaining the CVP and PAP of patients' supine, as well as patients with bed head elevation from 0° to 60°.

Conclusion

The EBP is the conscientious use of the available evidence to make effective decisions regarding the patient care. With integration of the clinical evidence and clinical expertise as well as using a sound methodology, nursing practitioners are able to make decisions to improve the patients' healthcare.

Reference

Nursing Handoff Communication esearch

Nursing handoffs are important components in the modern health care setting given their role in transfer of the responsibility and authority of care from one practitioner to another during shifts. Generally, nurses work in different shifts when providing patient care in order to reduce their work burdens and potential stressful moments. Therefore, nursing handoffs help ensure continuity of care during a patient's stay in the health care facility. Despite the significance of nursing handoff in continuity of care, this process has been characterized by numerous communication problems. In most cases, nursing handoffs are substandard and contribute to several challenges in enhancing patient outcomes and satisfaction. This study seeks to examine communication problems in nursing handoffs with a view of identifying effective strategies towards enhancing this process. This issue is important in current nursing practice with regards to enhancing patient outcomes and satisfaction. Effective nursing handoffs are…

References

Abraham et al. (2011, October 22). Falling through the Cracks: Information Breakdowns in Critical Care Handoff Communication. AMIA Annual Symposium Proceedings, 28-37. Retrieved from  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3243259/ 

Blouin, A.S. (2011, April - June). Improving Hand-Off Communications: New Solutions for Nurses. Journal of Nursing Care Quality, 26(2), 97-100.

Delrue, K.S. (2013, April). An Evidence-Based Evaluation of the Nursing Handover Process for Emergency Department Admissions. Retrieved from Grand Valley State University website:  http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1009&context=dissertations 

Farhan, M., Brown, R., Woloshynowych, M. & Vincent, C. (2012). The ABC of Handover: A Qualitative Study to Develop a New Tool for Handover in the Emergency Department. Emergency Medicine Journal, 1-6.

Evidenced-Based Practice

According to research, evidence-based practice (EBP) results to greater quality care, enhanced patient outcomes, minimized costs, and more nurse satisfaction when compared to conventional approaches to care. Evidence-based practice is simply a problem-solving approach to healthcare delivery, which incorporates the best evidence from research and patient care records with clinician skill and patient values and likings. The greatest quality of care and best patient outcomes could be gotten when provided in a caring situation and in a supportive educational culture. The aim of this paper is to evaluate a published work founded on evidence-based practice. The other part of the paper contains a summary of the important points in the article, steps in the development and execution of evidence-based practice, and the manner through which this new information could be implemented.

Summary

Capnography is still an essential tool in the measurement of invalidated "carbon-dioxide" (CO2). Latest "Advanced-Cardiac-Life-Support" or…

References

Kodali, B., & Urman, R. (2014). Capnography during cardiopulmonary resuscitation: Current evidence and future directions. J Emerg Trauma Shock, 7(4), 332-40.

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). The Seven Steps of Evidence-Based Practice. AJN, 110(1), 51-53.

DNP degree was recognized by the American Association of Colleges of Nursing as representing the highest level of preparation for clinical nursing practice in 2004 and the first doctor of nursing practice (DNP) program was offered in 2001 by the University of Kentucky (Moore, 2014). In contrast to doctoral of philosophy (Phd) nursing program which is research-oriented, DNP programs are regarded as terminal degrees for teaching (Moore, 2014). Nevertheless, DNPs are also required to perform basic research for a wide range of applications with a view towards improving clinical practice (Moore, 2014).

esearching a topic of interest has become far easier than it was in 1957 when the famous German scientist Wernher von Braun explained that, "Basic research is what I am doing when I don't know what I am doing." Today, doctors of nurse practice (DNP) enjoy a veritable cornucopia of academic, professional and scholarly research resources, but the…

References

Davis, M. (2015, March). Issues up close: Keeping pace: ANA's revised code of ethics for nursing. American Nurse Today, 10(3), 16-19.

Fayer, L. & Zalud, G. (2011, November-December). Student perceptions of the use of inquiry practices in a biology survey laboratory course. Journal of College Science Teaching, 41(2), 82.

Laabs, C. A. (2012, January/February). Confidence and knowledge: Regarding ethics among advanced practice nurses. Nursing Education Perspectives, 33(1), 10-13.

Moore, K. (2014, January). How DNP and Phd nurses can collaborate to maximize patient care. American Nurse Today, 9(1), 48-50.

Theory-Practice Gap

The development of nursing theory has followed the natural sciences paradigm which has been commonly referred to as the technical rationality model (olfe, 1993). Therefore, the term theory, in nursing is used in a general manner to refer to the systematic concepts, deductions, and definitions that are interrelated as to explain, describe, or predict interconnections and relationships. As with other sciences especially chemistry and physics, theory and research has been used in nursing as to provide or build a firm and established foundation knowledge in nursing. The foundation of research is normally phenomenon and the research findings are normally accepted with minimal if any questions. However, there are serious implications for these findings in actual field work because the natural sciences paradigm creates a difference between the researcher and the professional who works at the field level.

In nursing, this paradigm creates a scenario where theory is elevated…

References

Holzemer, W. L. (2008). Nursing theory -- remembering our future. Japan Journal of Nursing Science, 5(2), 71-71.

Landers, M. G. (2000). The theory -- practice gap in nursing: the role of the nurse teacher. Journal of advanced nursing, 32(6), 1550-1556.

Levin, R. F. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research and theory for nursing practice, 24(4), 213-216.

Rafferty, A. M., Allcock, N., & Lathlean, J. (1996). The theory/practice 'gap': taking issue with the issue. Journal of Advanced Nursing, 23(4), 685-691.

Theory-Practice Gap

The development of nursing theory has followed the natural sciences paradigm which has been commonly referred to as the technical rationality model (olfe, 1993). Therefore, the term theory, in nursing is used in a general manner to refer to the systematic concepts, deductions, and definitions that are interrelated as to explain, describe, or predict interconnections and relationships. As with other sciences especially chemistry and physics, theory and research has been used in nursing as to provide or build a firm and established foundation knowledge in nursing. The foundation of research is normally phenomenon and the research findings are normally accepted with minimal if any questions. However, there are serious implications for these findings in actual field work because the natural sciences paradigm creates a difference between the researcher and the professional who works at the field level.

In nursing, this paradigm creates a scenario where theory is elevated…

References

Holzemer, W. L. (2008). Nursing theory -- remembering our future. Japan Journal of Nursing Science, 5(2), 71-71.

Landers, M. G. (2000). The theory -- practice gap in nursing: the role of the nurse teacher. Journal of advanced nursing, 32(6), 1550-1556.

Levin, R. F. (2010). Integrating evidence-based practice with educational theory in clinical practice for nurse practitioners: Bridging the theory practice gap. Research and theory for nursing practice, 24(4), 213-216.

Rafferty, A. M., Allcock, N., & Lathlean, J. (1996). The theory/practice 'gap': taking issue with the issue. Journal of Advanced Nursing, 23(4), 685-691.

Therefore, these skills eventually become the deciding factor between the nurses either staying a nurse or leaving their career. Thus, many things are dependent on how well the nurses know their skills.

Coming back to the major reason why this problem is so important. The way the nurses perform controls and actually decides how well a person recovers. The skills learnt during nursing school and how they are applied will be embedded for the nurse's entire career. Lofmark, Smide and Wikblad (2006) stated that final year nursing students believe their strongest areas are being aware of the ethics, communicating with patients, self knowledge, cooperation and being focused. Sadly, it is not the knowledge that is going to save the patients and heal them. Lofmark et al. (2006) has stated that the students say they have the lowest confidence in how much practical experience they have. Clearly, these students lack critical…

References

Carlson, S., Kotze, W.J., & van Rooyen, D. (2005). Experiences of final year nursing students in their preparedness to become registered nurses. Curationis, 28(4), 65-73.

Cowen, L.S., Craven, R.G., Johnson, M., & Marsh, H.W. (2006). A longitudinal study of student and experienced nurses' self-concept. Collegian, 13(3), 25-31.

Clark, M.C., Owen, S.V. And Tholcken, M.A. (2004). Measuring student perceptions of clinical competence. J Nurse Education, 42(12), 548-554.

Del Bueno, D. (2005). A Crisis in Critical Thinking. Nursing Education Perspectives, 26 (5), pp.278-282.

Nursing Evidence-Based Practice

The press for evidence-based practice in nursing and for nurses as consumers of research is driven by a number of substantive factors. The state nursing boards and The Joint Commission (TJC) insist that policies and practices have a foundation in research. The keystone of this trend is that nurses must be able to read nursing research discriminately, understand how medical research relates to practice, and must sufficiently possess high levels of new literacy so that they can evaluate the research articles they review. When nurses are competent consumers of research, they are better prepared to integrate the research into their practice.

In addition to the emphasis on evidence-based practice and research consumption in nursing, strong economic forces are also directing this trend toward practicing nurses becoming consumers of research and evidence-based practitioners. Healthcare stakeholders require greater accountability with respect to effective practices, transparency, and efficiency in order…