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Components of a Well-Written Dissertation

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Components of a Well-Written Dissertation and Why You Should Seek Help from Professional Writing Services

Components of a Well-Written Dissertation

Introduction

Writing a dissertation or thesis is a significant milestone in one’s academic journey. It requires meticulous research, critical thinking, and the ability to articulate ideas coherently. In this blog post, we will explore the essential components of a well-written dissertation and discuss why seeking assistance from professional writing services can enhance the quality and effectiveness of your research. We are pleased to introduce NursingPaperHelp.com, a trusted and reliable writing company specializing in nursing academic assistance. With our expertise, we aim to support nursing students in achieving excellence in their studies by providing high-quality dissertation writing services.

What is a Well-Written Dissertation?

A well-written dissertation in the field of nursing is a comprehensive and scholarly piece of work that showcases the student’s ability to investigate, analyse, and contribute to the nursing discipline. It encompasses in-depth research, critical evaluation of literature, rigorous data collection and analysis, and the ability to draw meaningful conclusions. A well-written dissertation in nursing demonstrates a deep understanding of the subject matter, a mastery of research methodologies, and an ability to apply theoretical knowledge to practical situations.

Excellence in Nursing Studies

A well-written dissertation plays a vital role in achieving excellence in nursing studies. Firstly, it allows students to explore specific areas of interest within the nursing field, fostering a deeper understanding of the subject matter. Through extensive research and critical analysis, students can contribute new knowledge, challenge existing practices, or propose innovative approaches to nursing care.

Furthermore, a well-crafted dissertation helps students develop essential skills that are highly valued in the nursing profession. The research process enhances critical thinking, problem-solving, and analytical skills, which are crucial in evidence-based nursing practice. Writing a dissertation also cultivates effective communication skills, as students must clearly articulate their ideas, findings, and recommendations in a scholarly manner.

In addition, a well-written dissertation demonstrates a student’s commitment to academic excellence and professional growth. It showcases their ability to independently plan, execute, and manage a research project, which is a valuable skill for nurses who may be involved in research or evidence-based practice initiatives in their careers.

How NursingPaperHelp.com Enhances Dissertation Excellence

At NursingPaperHelp.com, we understand the unique challenges faced by nursing students when it comes to writing a dissertation. Our team of experienced writers, who possess advanced degrees in nursing and related fields, are well-equipped to provide comprehensive support throughout the dissertation writing process.

When you choose NursingPaperHelp.com, you gain access to expert guidance and assistance from professionals who have a deep understanding of nursing research and academic writing conventions. Our writers can help you with various aspects of your dissertation, including formulating research questions, conducting literature reviews, designing rigorous methodologies, analysing data, and structuring your findings and discussions.

Moreover, our writing services ensure that your dissertation adheres to the highest standards of academic integrity, ensuring originality and plagiarism-free content. We are committed to delivering well-researched, well-structured, and well-written dissertations that meet your specific requirements and academic standards.

A well-written dissertation should have the following Components of a Well-Written Dissertation:

  • Title page
  • Acknowledgements
  • Abstract
  • Table of Contents
  • List of Figures and Tables
  • List of Abbreviations
  • Glossary
  • Introduction
  • Literature review/ Theoretical framework
  • Methodology
  • Results and analysis
  • Discussion
  • Conclusion and recommendations
  • Bibliography or references
  • Appendices

Title Page

The title page is the first impression of your dissertation. It should capture the essence of your research in a concise and engaging manner, while also providing necessary information such as your name, degree program, and submission date. A well-crafted title page not only grabs the attention of readers but also reflects the professionalism and significance of your study.

Acknowledgements

The acknowledgements section is usually optional, and gives space for you to thank everyone who helped you in writing your dissertation. This might include your supervisors, participants in your research, and friends or family who supported you.

Abstract

The abstract is a concise summary of your dissertation, typically ranging from 150 to 300 words in length. It is generally written at the end of the entire dissertation, once all other sections have been completed. Within the abstract, you should aim to:

  • Clearly state the main topic and objectives of your research.
  • Provide a brief description of the methodology employed in your study.
  • Summarize the key findings and results obtained from your research.
  • Present the main conclusions or implications derived from your study.

Although the abstract is a brief section, it holds significant importance as it serves as the initial and sometimes sole piece of your dissertation that readers will peruse. Therefore, it is crucial to ensure its accuracy and effectiveness. If you find it challenging to craft a compelling abstract, we recommend consulting our guide on how to write an abstract, which can provide you with valuable insights and assistance.

The abstract serves as a snapshot of your entire dissertation, summarizing the key points and conclusions in a succinct manner. It acts as a hook to pique the interest of readers and provide them with a quick overview of what to expect. A well-written abstract conveys the main objectives, methodology, key findings, and implications of your research, enticing readers to delve further into your dissertation.

Table of Contents

The table of contents in a dissertation serves as a comprehensive roadmap, providing readers with an organized overview of the structure and content of the document. It lists all the chapters, sections, and subheadings, along with their corresponding page numbers. By including the table of contents, readers can easily navigate through the dissertation and locate specific information of interest.

Every Components of a Well-Written Dissertation should be included in the table of contents, ensuring that all chapters, sections, and even appendices are accounted for. This allows readers to gain a deeper understanding of the overall structure and flow of your research.

One convenient aspect is that you can generate a table of contents automatically using word processing software such as Microsoft Word. This feature saves time and ensures the accuracy of the table of contents, as it updates automatically if any changes are made to the document’s structure.

List of Figures and Tables

If you have used a lot of tables and figures in your dissertation, you should itemise them in a numbered list. You can automatically generate this list using the Insert Caption feature in Word.

Components of a well-written dissertation

List of Abbreviations

If you have used a lot of abbreviations in your dissertation, you can include them in an alphabetised list of abbreviations so that the reader can easily look up their meanings.

Glossary

If you have used a lot of highly specialised terms that will not be familiar to your reader, it might be a good idea to include a glossary. List the terms alphabetically and explain each term with a brief description or definition.

Introduction

The introduction serves as a critical section that sets the foundation for your dissertation. It provides a comprehensive overview of the structure and content of your research, allowing readers to navigate through the document seamlessly. The introduction encompasses all chapters and subheadings, including appendices, and presents them in a clear and organized manner within the table of contents.

The introduction is the gateway to your research and sets the stage for the entire dissertation. It should provide a clear and concise overview of the topic, highlighting its importance and relevance to the field of study. Engage your readers by presenting an intriguing opening statement or sharing a compelling anecdote that sparks curiosity and establishes the context for your research.

In the introduction, you set up your dissertation’s topic, purpose, and relevance, and tell the reader what to expect in the rest of the dissertation. The introduction should:

  • Establish your research topic, giving necessary background information to contextualise your work
  • Narrow down the focus and define the scope of the research
  • Discuss the state of existing research on the topic, showing your work’s relevance to a broader problem or debate
  • Clearly state your objectives and research questions, and indicate how you will answer them
  • Give an overview of your dissertation’s structure

Everything in the introduction should be clear, engaging, and relevant to your research. By the end, the reader should understand the what, why and how of your research. Not sure how? Read our guide on how to write a dissertation introduction.

Literature Review

The literature review is like a treasure hunt, where you explore the existing body of knowledge on your topic. It involves analysing and synthesizing relevant sources to identify the gaps or limitations in previous research. This section showcases your ability to critically evaluate scholarly work, and by doing so, you lay the foundation for your own research by identifying the research questions that will contribute to the field. The literature review is a critical components of a well-written dissertation that involves an in-depth exploration of existing academic work relevant to your research topic. Before embarking on your own study, it is essential to collect and evaluate various sources, including books, journal articles, and other scholarly publications. Through a meticulous analysis and critical assessment of these sources, you can identify key themes, patterns, conflicts, and gaps in the existing literature.

The purpose of the literature review goes beyond summarizing previous studies. It requires you to develop a well-structured and cohesive argument that establishes the basis and justification for your own research. This can be achieved by demonstrating how your study addresses a gap in the literature, adopts a novel theoretical or methodological approach, proposes solutions to unresolved problems, advances theoretical debates, or contributes new data to enhance existing knowledge.

Moreover, the literature review serves as the foundation for constructing a theoretical framework. Within this framework, you define and analyse the key theories, concepts, and models that frame your research. This section allows you to answer descriptive research questions by exploring the relationships between different concepts or variables.

By conducting a comprehensive literature review and developing a robust theoretical framework, you situate your research within the broader scholarly context, highlighting your understanding of the existing knowledge in your field. This not only establishes the significance and relevance of your study but also provides a solid platform for your own research objectives, methodology, and analysis.

Methodology

The methodology section is the roadmap of your research journey. Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research.

Components of a well-written dissertation

In this section, you need to address two critical questions:

Exactly HOW will you carry out your research (i.e. what is your intended research design)?

Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills. Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. It’s natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

Results and Analysis

Following the completion of your research, the next section of your dissertation is dedicated to reporting the results. The structure of this section can be organized based on sub-questions, hypotheses, or specific topics related to your research. It is important to include only the results that are directly relevant to your research objectives and questions. The presentation of results can vary depending on the disciplinary conventions of your field.

In qualitative research, such as in-depth interviews, it is common to integrate the presentation of data with the subsequent discussion and analysis. On the other hand, in quantitative and experimental research, it is advisable to present the results separately before delving into their interpretation and meaning. To determine the appropriate structure for your research, it is beneficial to consult with your supervisor and refer to sample dissertations within your field.

While presenting the results, consider the most effective ways to visually represent your data. Incorporating tables, graphs, and charts can enhance the clarity and impact of your findings. However, it is essential to ensure that these visual aids add value to your text and provide additional information beyond what is already described. Avoid including tables or figures that merely duplicate the information already presented in writing.

In some cases, it may be appropriate to include full versions of your data, such as interview transcripts, as an appendix. This allows readers to access the complete dataset and offers transparency and credibility to your research.

By thoughtfully presenting your results, using appropriate visual aids, and considering the best structure for your research, you can effectively communicate your findings and contribute to the overall understanding of your topic. The results and analysis section is where your research findings take centre stage. Present your data in a clear and organized manner, using tables, graphs, or visual aids to enhance comprehension. Analyse and interpret the data, identifying patterns, correlations, or significant findings, and relate them back to your research questions or hypotheses. This section not only showcases your analytical skills but also highlights the impact of your research on the existing knowledge in your field.

Discussion

In the discussion section, you have the opportunity to unpack the meaning and implications of your research findings. Analyze the results in light of the existing literature, pointing out similarities, discrepancies, or new insights that your study brings. Address any limitations or challenges encountered during the research process and propose potential avenues for future research. Engage readers by highlighting the practical applications or theoretical contributions of your study, emphasizing its significance in advancing the field.

Conclusion and Recommendations

In the conclusion, summarize the main findings of your research and reiterate their significance. Emphasize the contributions your study has made to the existing body of knowledge and highlight any practical recommendations that emerge from your research. Encourage readers to consider the implications of your findings and explore further research possibilities. A well-crafted conclusion leaves a lasting impression and reinforces the value and impact of your dissertation.

Bibliography or References

The bibliography or references section provides credibility and allows readers to explore the sources you have consulted. Ensure that you follow the appropriate citation style recommended by your institution. A comprehensive and accurate list of references demonstrates your thoroughness in acknowledging and citing the works of other scholars, reinforcing the scholarly nature of your dissertation.

Appendices

Your dissertation itself should contain only essential information that directly contributes to answering your research question. Documents you have used that do not fit into the main body of your dissertation (such as interview transcripts, survey questions or tables with full figures) can be added as appendices.

Summary

  • The title page should include the title of the dissertation, the author’s name, the degree program, and the date of submission.
  • The abstract should be a brief summary of the dissertation, highlighting the main points and conclusions.
  • The introduction should provide background information on the topic and state the research questions or hypotheses.
  • The literature review should summarize the existing research on the topic and identify gaps in the literature.
  • The methodology should describe the research design, data collection methods, and data analysis techniques.
  • The results and analysis should present the findings of the research and analyze them in relation to the research questions or hypotheses.
  • The discussion should interpret the results and relate them to the existing literature.
  • The conclusion should summarize the main findings and provide recommendations for future research.

Finally, the bibliography or references should list all the sources cited in the dissertation.

It is important to note that the exact structure and formatting of a dissertation may vary depending on the institution and the field of study. However, the key components of a well-written dissertation listed above should be included in any dissertation. It is also important to proofread and edit the dissertation for grammar and clarity, and to follow the formatting and referencing guidelines provided by the institution.

Why seek help?

  1. Expertise and Experience

Professional writing services employ a team of highly skilled writers who possess expertise in various academic disciplines. They have extensive experience in writing dissertations and are well-versed in the specific requirements and standards of academic institutions. By availing their services, you can benefit from their knowledge and proficiency in producing high-quality dissertations.

  1. Customized and Original Content

Professional writing services understand the importance of producing unique and original work. They ensure that each dissertation is meticulously crafted from scratch, tailored to your specific research topic and requirements. These services employ writers who conduct thorough research and employ critical thinking to generate well-structured and original content for your dissertation.

  1. Time and Efficiency

Writing a dissertation is a time-consuming task that requires dedicated effort and extensive research. By seeking help from a professional writing service, you can save valuable time and focus on other important aspects of your academic journey. These services are equipped to handle deadlines and deliver your completed dissertation within the specified timeframe, ensuring efficient progress in your studies.

  1. Language and Grammar Excellence

Professional writing services have stringent quality control measures in place to ensure that the language, grammar, and writing style of your dissertation are impeccable. They employ skilled editors and proofreaders who meticulously review and refine your work, eliminating any grammatical errors or inconsistencies. This attention to detail enhances the overall clarity and professionalism of your dissertation.

  1. Confidentiality and Privacy

Reputable writing services prioritize the privacy and confidentiality of their clients. They have strict policies in place to protect your personal information and ensure that your engagement with their services remains confidential. This provides you with peace of mind and reassurance that your work is in safe hands.

  1. Ongoing Support and Revisions

Professional writing services often offer ongoing support and revisions to accommodate any feedback or changes required in your dissertation. They work closely with you to ensure that the final product meets your expectations and satisfies the academic standards set by your institution.

Conclusion

A well-written dissertation is an essential component of nursing studies, contributing to academic excellence and professional growth. By seeking assistance from NursingPaperHelp.com, you can avail yourself of expert guidance and support throughout the dissertation writing process. Our team of experienced writers will work closely with you to ensure that your dissertation showcases your research skills, critical thinking abilities, and deep understanding of the nursing discipline. Trust us to help you achieve excellence in your nursing studies and make a significant contribution to the field through your well-crafted dissertation.

We hope this blog post has provided valuable insights into the components of a well-written dissertation and emphasized the importance of seeking professional assistance from NursingPaperHelp.com. Good luck with your research endeavour and your pursuit of excellence.

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SMART Goals for Nursing Students

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How to Set SMART Goals for Nursing Students: A Comprehensive Guide

Imagine embarking on a journey without a clear destination in mind. You may wander aimlessly, unsure of where you’re headed or how to measure your progress. As a nursing student, your educational journey is no different. Setting goals is like plotting your course on a map, guiding you towards success and personal growth. And when it comes to goal setting, SMART goals are the compass that will lead you to your desired destination.

SMART goals, an acronym for Specific, Measurable, Attainable, Relevant, and Time-bound, have a rich history rooted in the world of management and personal development. The concept was first introduced in the 1980s by George T. Doran, a consultant and former Director of Corporate Planning for Washington Water Power Company. Doran realized the need for a structured approach to goal setting that could be applied across various domains, including education.

Since then, SMART goals have gained widespread recognition and have become an invaluable tool for nursing students seeking to excel in their academic pursuits and personal growth. These goals go beyond mere aspirations; they are well-defined, actionable, and designed to keep you focused and motivated throughout your nursing education.

What are SMART Goals?

SMART goals are specific, measurable, achievable, relevant, and time-bound objectives that help individuals achieve their goals effectively. The SMART acronym stands for:

  • Specific: Your goal should be clear and well-defined. It answers the questions of what, why, and how. A specific goal provides a clear target to aim for.
  • Measurable: Your goal should be quantifiable so that you can track your progress. It can be tracked and measured, and progress can be evaluated. Measurable goals help individuals know when they have achieved their objective.
  • Achievable: Your goal should be realistic and attainable. It should stretch the individual’s abilities and challenge them but should not be so unrealistic that it is impossible to achieve.
  • Relevant: Your goal should be aligned with your personal values and interests.
  • Time-bound: Your goal should have a specific deadline.  It provides a sense of urgency and helps individuals prioritize their tasks to achieve their goal.

How to Set SMART Goals as a Nursing Student

Here are the steps to follow when setting SMART goals as a nursing student:

Step 1: Identify Your Goal

Determine what you want to achieve as a nursing student. Your goal should be specific and well-defined.

Step 2: Make it Measurable

Your goal should be measurable so that you can track your progress and know when you have achieved it. You can measure your progress by setting specific milestones and deadlines.

Step 3: Ensure it’s Attainable

Your goal should be achievable, but also challenging enough to keep you motivated. Consider your current resources, skills, and knowledge when setting your goal.

Step 4: Make it Relevant

Your goal should be relevant to your nursing education and career aspirations. It should align with your personal values and interests.

Step 5: Set a Deadline

Your goal should have a deadline so that you can measure your progress and stay on track. Setting a deadline also helps you prioritize your tasks and stay focused.

Step 6: Use the SMART Criteria

Make sure your goal meets the SMART criteria, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound. This ensures that your goal is well-defined and attainable.

Step 7: Write it Down

Write down your SMART goal and keep it in a place where you can see it every day. This will help you stay focused and motivated.

Examples of SMART Goals for Nursing Students

Here are some examples of well-constructed SMART goals for nursing students:

  • Specific: I want to improve my communication skills with patients by attending a communication skills workshop.
  • Measurable: I want to achieve a grade of B or higher in all my nursing courses this semester.
  • Achievable: I want to complete my clinical hours and pass the NCLEX exam within two years of graduating from nursing school.
  • Relevant: I want to gain experience in pediatric nursing by volunteering at a children’s hospital.
  • Time-bound: I want to complete my nursing continuing education credits before the end of the year.

Setting SMART goals is an effective way for nursing students to stay focused and motivated on their academic and career aspirations. By following the steps outlined in this article and using the SMART criteria, nursing students can set achievable goals that align with their personal values and interests. SMART goals provide a clear roadmap for success and help nursing students stay focused and motivated on their objectives.

Step-by-Step Guide: How to Identify Your Objectives as a Nursing Student

As a nursing student, it’s important to set goals and objectives to help you stay focused and motivated. Here is a step-by-step guide to help you identify your objectives:

Step 1: Reflect on Your Aspirations

Take some time to reflect on your aspirations and what you hope to achieve as a nursing student. Consider focusing on the following areas:

  • Academic goals: What grades do you want to achieve? What courses do you want to take?
  • Clinical skills development: What skills do you want to develop during your clinical rotations?
  • Personal growth: What personal qualities do you want to develop, such as communication or leadership skills?
  • Career aspirations: What kind of nursing career do you want to pursue after graduation?

Step 2: Make Goals Specific

Setting clear and specific goals is crucial for nursing students to achieve success. Here are some reasons why:

  • Specific goals provide clarity and focus, making it easier to determine what needs to be done to achieve them.
  • Specific goals help to measure progress and success, as they provide a clear target to aim for.
  • Specific goals help to motivate and inspire, as they provide a clear sense of purpose and direction.

Here are some examples of how nursing students can make their goals specific:

  • What: Identify the specific action or behavior you want to achieve. For example, “I want to improve my communication skills with patients.”
  • Why: Identify the reason why this goal is important to you. For example, “I want to improve my communication skills with patients so that I can provide better care and build stronger relationships with them.”
  • How: Identify the specific steps you will take to achieve your goal. For example, “I will attend a communication skills workshop and practice my skills during clinical rotations.”

By including these details in your goals, you can make them more specific and actionable. This will help you stay focused and motivated on achieving your objectives as a nursing student.

Step 3: Establish Measurable Indicators

Establishing measurable indicators is crucial for tracking progress towards achieving goals. Here are some reasons why measurable indicators are important:

  • Measurable indicators provide a way to track progress and determine whether goals are being achieved.
  • Measurable indicators help to identify areas where improvements can be made.
  • Measurable indicators help to motivate and inspire, as progress towards goals can be seen and celebrated.

Here are some tips on how to define measurable indicators for your goals using quantifiable criteria:

  • Use numbers or percentages to quantify progress towards your goal. For example, “I want to improve my communication skills with patients by 50% within the next six months.”
  • Break down your goal into smaller, measurable steps. For example, “I will attend a communication skills workshop and practice my skills during clinical rotations for at least 30 minutes each day.”
  • Use tools such as spreadsheets or apps to track progress towards your goal. For example, you can use a spreadsheet to track the number of patients you communicate effectively with each week.

By establishing measurable indicators, you can track progress towards your goals and make adjustments as needed. This will help you stay focused and motivated on achieving your objectives as a nursing student.

Step 4: Ensure Goals Are Attainable

Setting goals that are realistically achievable is important to ensure success. Here are some reasons why:

  • Attainable goals are more motivating and inspiring, as they provide a sense of accomplishment and progress.
  • Attainable goals help to build confidence and self-esteem, as they provide evidence of one’s ability to achieve success.
  • Attainable goals help to avoid frustration and disappointment, as they are more likely to be achieved within the given time frame.

When setting attainable goals, it’s important to consider your current skills, resources, and time constraints. Here are some tips to help you set attainable goals:

  • Start with small, achievable goals that can be accomplished within a short time frame. This will help build momentum and motivation.
  • Consider your current skills and resources, and set goals that are realistic and achievable based on your current situation.
  • Break down larger goals into smaller, more manageable steps. This will help make the goal more achievable and less overwhelming.
  • Set a realistic timeline for achieving your goal, taking into account any time constraints or other commitments you may have.

By setting attainable goals, you can increase your chances of success and stay motivated and focused on achieving your objectives as a nursing student.

Step 5: Make Goals Relevant

Aligning goals with personal values, interests, and long-term aspirations is important to ensure that goals are relevant to one’s academic and professional journey. Here are some reasons why:

  • Relevant goals are more motivating and inspiring, as they align with one’s personal values and interests.
  • Relevant goals help to provide a sense of purpose and direction, as they align with one’s long-term aspirations.
  • Relevant goals help to ensure that time and resources are being invested in areas that are meaningful and important.

Here are some examples of how nursing students can ensure their goals are relevant to their academic and professional journey:

  • Consider your personal values and interests when setting goals. For example, if you are passionate about mental health, you may want to set a goal to gain experience in a mental health setting.
  • Think about your long-term aspirations and set goals that align with them. For example, if you aspire to become a nurse practitioner, you may want to set a goal to gain experience in a specialty area that aligns with your career goals.
  • Consider the current trends and demands in the nursing field and set goals that align with them. For example, if there is a high demand for nurses with experience in telehealth, you may want to set a goal to gain experience in this area.

By aligning goals with personal values, interests, and long-term aspirations, nursing students can ensure that their goals are relevant and meaningful. This will help to increase motivation and focus, and ultimately lead to greater success in their academic and professional journey.

Step 6: Set a Time Frame

Setting deadlines is important to create a sense of urgency and accountability. Here are some reasons why:

  • Deadlines help to create a sense of urgency, which can increase motivation and focus.
  • Deadlines help to establish accountability, as they provide a clear timeline for achieving goals.
  • Deadlines help to ensure that time and resources are being used efficiently and effectively.

Here are some tips on how to establish realistic time frames for goals:

  • Break down larger goals into smaller, more manageable steps, and set deadlines for each step. This will help to ensure that progress is being made towards the larger goal.
  • Consider your current workload and other commitments when setting deadlines. Be realistic about how much time you can dedicate to achieving your goals.
  • Set deadlines that are challenging but achievable. This will help to increase motivation and focus, while also ensuring that goals are realistic.
  • Use tools such as calendars or project management software to help keep track of deadlines and progress towards goals.

By setting realistic time frames for goals, nursing students can increase their chances of success and stay motivated and focused on achieving their objectives. This will help to ensure that time and resources are being used efficiently and effectively, and ultimately lead to greater success in their academic and professional journey.

But why are SMART goals so important? How can they enhance your academic performance and personal growth? Let’s delve into the benefits they offer:

SMART goals are important because they offer several benefits that can enhance academic performance and personal growth. Here are some of the benefits of SMART goals:

  • Clarity: SMART goals provide clarity on what needs to be achieved, how it will be achieved, and when it will be achieved. This clarity can help to increase focus and motivation.
  • Accountability: SMART goals provide a clear timeline and measurable outcomes, which can help to establish accountability and ensure that progress is being made towards achieving the goal.
  • Direction: SMART goals provide direction and purpose, which can help to ensure that time and resources are being used efficiently and effectively.
  • Motivation: SMART goals can increase motivation by providing a sense of accomplishment and progress as each step towards the goal is achieved.

How to Review and Revise your nursing goals

Periodically reviewing and revising goals is important to ensure that progress is being made towards achieving them. Here are some tips on how to evaluate progress, make adjustments, and celebrate achievements:

  • Use the SMART goal framework to set specific, measurable, achievable, relevant, and time-bound goals. This will help to provide clarity and direction, and make it easier to evaluate progress.
  • Set deadlines for achieving goals. This will help to create a sense of urgency and ensure that progress is being made towards achieving the goal.
  • Regularly review progress towards goals. This can be done weekly, monthly, or quarterly, depending on the timeframe of the goal. Use key performance indicators (KPIs) to measure progress and identify areas for improvement.
  • Make adjustments as needed. If progress is not being made towards the goal, identify the reasons why and make adjustments to the plan. This may involve changing the approach, setting new milestones, or revising the timeframe.
  • Celebrate achievements along the way. Recognize and celebrate small successes as they are achieved. This can help to increase motivation and provide a sense of accomplishment.
  • Revise goals as needed. As circumstances change, goals may need to be revised. This may involve setting new goals, adjusting the timeframe, or changing the approach.

By periodically reviewing and revising goals, nursing students can ensure that progress is being made towards achieving them. This can help to provide clarity and direction, increase motivation, and ultimately lead to greater success in their academic and professional journey.

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Conclusion

As a nursing student, setting SMART goals is a valuable tool to enhance academic and personal success. By following the SMART framework, nursing students can set specific, measurable, achievable, relevant, and time-bound goals that are organized and easier to attain. SMART goals can help nursing students stay focused, motivated, and confident in their ability to achieve their goals. Celebrating achievements along the way can also provide a sense of accomplishment, boost confidence, increase positivity, strengthen connections with others, and release dopamine, all of which can increase motivation and ultimately lead to greater success in achieving goals. Therefore, nursing students are encouraged to start implementing SMART goal-setting techniques to enhance their academic and personal success and take control of their professional future. With well-constructed SMART goals, nursing students can develop a vision for self-improvement, stay on task, and achieve their long-term goals.

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Incorporating Technology in health-centered learning

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Incorporating Technology in health-centered learning

  • Reflect on the health-centered learning needs of patients in your community, communities with which you are familiar, or communities abroad. Consider not only patients grouped by geographic location, but also those that represent a functional community, such as expectant mothers or patients with breast cancer or muscular dystrophy.
  • Reflect on the mobile applications and social networking sites you have used for both personal and professional reasons. How might these technologies help to address patient learning needs?
  • Select either a geographic community or functional community to further investigate.
  • Using the websites in this week’s Learning Resources and your own scholarly research, identify specific learning needs of your selected community of patients. The learning need that you select might be associated with a health concern, preventative care practices, health management, or basic patient education.
  • Browse the Internet to select a mobile application, social networking site, or other technology that might be appropriate for your patient community. Once selected, save pictures, videos, and/or capture screenshots that highlight the benefits of this technology.
  • Review the section Guidelines for PowerPoint in Chapter 8 of the Herrman course text.
  • Describe how you would construct a PowerPoint that explains the following:
    • Learning needs of the community, as well as their relevance (i.e. why does this matter? Why should patients and nurses care to address this learning need?)
    • A mobile application (i.e. handheld tablet or smart phone) or social media website that could help to address this need and why
    • Suggestions for using this technology
    • Any concerns or potential problems that might be associated with this technology
    • Follow-up activities to increase the success of patient/nurse integration into daily activities

 

SAMPLE ANSWER

Incorporating Technology in Community-Based Learning

The use of mobile devices in nursing has led to the development of medical software apps and applications to improve patient care. Mobile devices have helped in medical coding and billing, practice management, diagnosis and treatment, and electronic prescription (West, 2012). Therefore, mobile apps can help nurses answer clinical questions and provide resourceful information that can improve healthcare delivery without visiting the hospital (West, 2012). Therefore, mobile apps are ultimately cost-effective because they help nurses to reach more patients.

Incorporating Technology in health-centered learning

Johns Hopkins Antibiotic Guide (JHABx) is an evidence-based software app that helps in medical education; information gathering, consulting, communication, and health record maintenance and access (Boudreaux et al., 2014). The app allows nurses to identify diagnostic possibilities, appropriate scans and tests to order, reducing cost of care and decreasing unnecessary procedures. The app is essential for helping patients to identify preventive measures, counseling, improving practice efficiency and knowledge and ensuring the quality of data management and accessibility.

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 The main advantage of using Johns Hopkins Antibiotic Guide (JHABx) as a medical app is that it provides numerous conveniences, including rapid access to information, better clinical decision-making, improve accuracy, efficiency, and productivity (Boudreaux et al., 2014). On the other hand, the major challenge of the app is that lack of privacy and protecting patient data, their lack of reliability for making clinical decisions, increased medicolegal and ethical implications, and its impact on the doctor-patient relationship (Boudreaux et al., 2014).

Johns Hopkins Antibiotic Guide (JHABx is a valuable tool in clinical practice and delivery of health care. However, the app requires the rigorous development of best-practice standards, evaluation, and validation to ensure their safety and quality level in the delivery of healthcare.

 

 

References

Boudreaux, E. D., Waring, M. E., Hayes, R. B., Sadasivam, R. S., Mullen, S., & Pagoto, S.

(2014). Evaluating and selecting mobile health apps: strategies for healthcare providers and healthcare organizations. Translational behavioral medicine, 4(4), 363-371. https://academic.oup.com/tbm/article-abstract/4/4/363/4563033

West, D. (2012). How mobile devices are transforming healthcare. Issues in technology

innovation, 18(1), 1-11. https://doi.org/10.1007/s13142-014-0293-9

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RN and APRN Participation in Policy Evaluation

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RN and APRN Participation in Policy Evaluation

The Role of the RN/APRN in Policy Evaluation

 

Two Opportunities for RNs and APRNS to Actively Participate in Policy Review

·         An explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in policy review.

 

Challenges These Opportunities Present/How I Might Overcome

·         Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges.

RN and APRN Participation in Policy Evaluation

 

Two Strategies to Better Advocate/Communicate these Opportunities (Provide Examples)

·         Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples.

 

Reference list

 

SAMPLE ANSWER

The Role of the RN/APRN in Policy Evaluation

Two significant opportunities that RNs and APRNs nurses have to enable them to participate in policy reviews include their capacity to influence health delivery and the professional organizations that they identify with as members (Milstead & Short, 2019). As professionals, nurses contribute towards caregiving for the sick. In this way, they bring into perspective a platform that enables them to care for the patients adequately. Equally, the entry of nurses into areas such as the American Nurses Organization presents a significant opportunity for them realize crucial opportunities in their professional undertaking to enhance policy reviews.

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The opportunities that exist of the nurses may present diverse challenges such as issues pertaining to entry to the professional organizations. The professes of subscribing into those bodies may either be complex or have barriers that make entry difficult especially if the nurses fail to meet the minimum requirements (Shiramizu, Shambaugh, Petrovich, Seto, Ho, Mokuau & Hedges, 2016). Overcoming such a challenge requires the organizations to give clear guidelines on membership criteria. Equally, providing guidance during the registration process would bring many nurses on board. On the other hand, in their capacity to influence health delivery, and ultimately policy reviews, the professionals may lack adequate information to implement the necessary details. Thus, providing the relevant information and making it available for the nurses to use would prove effective in dealing with the impending challenge.

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When communicating the opportunities that are available for the professional nurses to enable them adequately participate in policy reviews, the best strategies to implement are timing and leadership (Williams & Anderson, 2018). Through proper timing, it is possible to know when and when not to facilitate those reviews. In this way, it becomes easy to avoid the negative adversities associated with writing timing. Equally, having in place astute leadership would go a long way in facilitating policy reviews. Leadership is an integral ingredient in ensuring that policy review is done accordingly.

 

References

Milstead, J. A., & Short, N. M. (2019). Health Policy and Politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4(5), 983–991. doi:10.1007/s40615-016-0302-4

Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386–393. doi:10.1016/j.outlook.2018.05.003

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Nurse Involvement in the Implementation Process

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Nurse Involvement in the Implementation Process

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
  • Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
  • Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

 

  • Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

 

SAMPLE ANSWER

Nurse Involvement in the Implementation Process

Nurse leaders should be involved in the planning and implementation stages of new health information technology systems. Health information technologies improve delivery of care, are efficient and guarantee population health (Qin et al. 2017). Nurses are better placed to identify and resolve systemic issues and also provide possible solutions. Therefore, including nurses in the planning and implementation stages improves effective execution of IT systems, assists in the development of technology solutions, increases nurses’ buy-in of the system and ensures implementation of health IT solutions (Weckman & Janzen, 2014). In a System Development Life Cycle (SDLC), the planning stage involves evaluation of the problem and deciding on effective solutions (Kramer, 2018). When implementing a barcode medication administration system, nurse involvement in the implementation stage ensures all patient needs are met. During system analysis, end user requirements are determined and a feasibility study conducted to make sure expectations are met. The design phase stipulates the elements of the system and the type of data required. After understanding all the system requirements, system implementation is conducted. When modifying medication application systems in healthcare settings, nurses are better placed to provide feedback on system performance (Weckman & Janzen, 2014). System testing and integration involves introducing the system to different settings and analyzing outputs. During project evaluation, forming focus groups with nurses is useful in understanding system concerns. Lastly, the system maintenance phase calls for periodic system maintenance to improve efficiency and accuracy. Overall nurses’ involvement in the SDLC improves project outcomes.

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When my organization was implementing an electronic health records system, all nurses were included in the selection and planning stages. This in turn improved acceptance and attitudes towards the EHR and ultimately reduced resistance to change.

 

 

References

Kramer, M. (2018). Best Practices in Systems Development Lifecycle: An Analysis Based on the Waterfall Model. Review of Business & Finance Studies, 9(1), 77-84. Retrieved from SSRN: https://ssrn.com/abstract=3131958

Qin, Y. et al. (2017). The Effect of Nursing Participation in the Design of a Critical Care Information System: A Case Study in a Chinese Hospital. BMC Medical Informatics and Decision Making, 17(165). Doi: 10.1186/s12911-017-0569-3

Weckman, H. & Janzen, S. (2014). The Critical Nature of Early Nursing Involvement for Introducing New Technologies. Online Journal of Issues in Nursing, 14(2). Doi: 10.3912/OJIN.Vol14No02Man02

 

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Evidence Based Practice in Primary Care

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Evidence Based Practice in Primary Care

Include an exemplar of a scholarly paper (3 to 5 pages in APA format) on the relevance of evidence based practice in primary care

 

56 y/o Caucasian male presents to the primary care clinic with complains of dizziness and nausea x 4 days. The patient reports he has not been able to get out of bed since the symptoms started. The patient reports symptoms are worse when he tries to get out of bed to stand. He denies any headaches or blurry vision. He states he is urinating more over the last few days and he has noticed increase in thirst. He reports he just drank a large sweet tea before he came into the clinic.

The patient reports that he is out of his Lantus and metformin because he cannot afford the refill until he gets his disability check. He is disabled after his second CVA that left his with generalized weakness. His medical history includes DM, HTN, CAD.

 

Upon arrival at the clinic, the patient’s vital signs are as follows- Blood sugar 405, B/P 190/101, HR 102, R-20, T- 98.5.

 

Using Evidence Based practice, answer the following questions thoroughly. Be sure to use APA formatting.

 

What is the pertinent positive and negative findings in this patient assessment? Create a list of differentials with rationales for this patient? Discuss a medication regimen for this patient considering his financial status? What is the priority concern for this patient? How does this patient’s comorbid diagnosis impact his current symptoms? Discuss how the patient’s’ health beliefs, culture and behaviors impact the potential outcomes for the patient.

 

SAMPLE ANSWER

Evidence Based Practice in Primary Care

Pertinent Positive and Negative Findings in Patient Assessment

Results from the patient assessment indicate that there are both pertinent positive and negative findings. Pertinent positives, in this case, include complaints of dizziness and nausea, which he has been experiencing for four days. Further, from the patient’s reports, his symptoms are worsened by standing, and as such, he is not able to get out of bed. Other complaints aired by the patient include increased urination and thirst during the preceding days. Apart from the reports provided, tests conducted upon arrival in the health facility and his medical history indicate that he has signs of hypertension, diabetes mellitus, and coronary artery disease.

Another important positive finding that may aid in explaining the recent deterioration in the patient’s health is the report on his inability to refill his medication as required to manage his chronic condition. Besides the pertinent positives, some of the negatives declined include headache and blurry vision. Examination of the patient’s vital signs also yielded important positives that shed light on the patient’s condition, including a high blood glucose level, increased blood pressure, particularly a very elevated systolic blood pressure and widened pulse pressure, and an elevated heart rate.

Differential Diagnoses for the Chronic Condition

Meniere’s disease and peripheral causes of vertigo; one of the reasonable differential diagnoses to explain the acute onset of dizziness and nausea in the patient, are the peripheral causes of vertigo since they also show an acute onset. Among the different causes of peripheral vertigo, Meniere’s disease can be identified as the most plausible differential diagnosis that should be considered in this case. According to (Kerner & Brückel (2014), the condition mostly affects individuals who are more than 50 years old and presents with a triad of intermittent vertigo, ringing in the ears and progressive deafness. Other likely differentials include inflammation of the inner ear, including labyrinthitis and vestibular neuronitis, both of which will produce persistent vertigo of acute onset, though only the former is associated with concurrent hearing loss (Muncie, Sirmans & James, 2017). These conditions are more likely to have arisen in the patient complained of a recent viral illness (Kerner & Brückel, 2014). However, none of these symptoms explain the increase in thirst and urine output.

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Vertebrobasilar ischemia (Cerebrovascular disease); from the patient’s reports, major complaints include dizziness and nausea, which increase when he stands. According to Muncie, Sirmans, and James (2017), such symptoms are consistent with vertigo, a condition that occurs once the vestibular system is affected. In this case, various diseases may affect the vestibular system’s peripheral or central parts and hence lead to vertigo (Reusch & Manson, 2018). For the patient under examination, the rapid development of signs and symptoms seem to suggest a condition that is originating from vascular. A cerebrovascular disease affecting the vertebrobasilar part of the circulation, which supplies the posterior aspects of the brain, may present with acute vertigo, thereby explaining the symptoms in this patient (Muncie, Sirmans & James, 2017).

Intracranial tumor; is another condition that can be related to the symptoms of dizziness and nausea that the patient is experiencing. The existence of a tumor would compress the vestibular centers in the brain or the nerves connecting it to the peripheral part in the inner ear, hence resulting in dizziness or nausea, as in the patient’s case. Further, for other symptoms like the frequent need to urinate and to be thirsty may be a result of a tumor compressing the pituitary gland hence preventing the release of antidiuretic hormone (Muncie, Sirmans & James, 2017).

The Patient’s Medication Regimen and Priority Concerns

From the symptoms, patient reports, and family history, the patient is likely to have been diagnosed with type 2 diabetes. The condition was previously known as a non-insulin dependent diabetes that affects sugar metabolism in the body (Kerner & Brückel, 2014). The medication regimen, in this case, would consist of low-dose sulfonylurea and metformin to reduce the high concentration of blood sugar levels. Further, to control sugar levels, other options will involve administering thiazide diuretic like hydrochlorothiazide and calcium channel blockers like nifedipine (Muncie, Sirmans & James, 2017). However, taking into consideration the financial position of the patient, he can also access generic forms of drugs to reduce the potential cost.

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The major priority concerns for the patient in question is controlling blood sugar levels as well as reducing high blood pressure. In this case, other conditions like a causative stroke would not be considered due to delayed presentation. But, by maintaining low levels of sugar and pressure levels, the risk factors for the development of subsequently severe stroke is equally reduced (Kerner & Brückel, 2014).

The Relationship between Comorbid Diagnosis with Current Symptoms.

The patient’s diagnosis is based on the fact that his comorbid diagnoses are major risk factors for cerebrovascular disease. The first aspect to consider is his medical history, which indicates that he has a history of hypertension; further, from the medical evaluation and patient reports, the high blood pressure is an indication of poorly managed hypertension. As Kerner and Brückel (2014) note, one of the major long-term complications of diabetes is the high risk of vascular diseases associated with atherosclerosis, including cerebrovascular conditions and myocardial infarction. Further, the said patient’s age is a serious factor that increases their risk for cardiovascular condition. From the patient’s history, he has previous sessions of stroke, which have left him disabled and with generalized weakness. Further, it is clear the blood sugar management is done poorly since he is unable to get the required medication. The patient reports that he is out of his Lantus and metformin because he cannot afford the refill until he gets his disability check. Clearly, this patient has a very high risk of having another cerebrovascular accident. The patient’s increased thirst and increase in urine output are an indicator of the poorly controlled blood sugars as these are some of the primary symptoms of diabetes (Reusch & Manson, 2018).

Evidence Based Practice in Primary Care

Effects of Patient’s Health Beliefs, Culture, and Behavior on Potential Outcomes

The patient’s health beliefs, culture, and behavior are undeniably crucial determinants of the outcomes of illness and treatment (Reusch & Manson, 2018). Since he suffers from a chronic condition, it is important that patient understands the nature of their illness and the need to remain compliant to medication as instructed by medical professionals as well as the recommended lifestyle changes to improve the outcomes of treatment. Conversely, the patient’s condition is likely to deteriorate further if he is negligent towards the treatment guidelines.

 

References

Kerner, W., & Brückel, J. (2014). Definition, classification, and diagnosis of diabetes mellitus.

Experimental and Clinical Endocrinology & Diabetes, 122(07), 384-386.

Muncie, H. L., Sirmans, S. M., & James, E. (2017). Dizziness: Approach to evaluation and

management. American Family Physician, 95(3), 154-162.

Reusch, J. E., & Manson, J. E. (2018). Management of type 2 diabetes in 2017. JAMA, 317(10),

1015-1016. Doi:10.1001/jama.2017.0241

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SDLC Stages in Nursing

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SDLC Stages in Nursing

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
  • Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
  • Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

By Day 3 of Week 9

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

 

SAMPLE ANSWER

SDLC Stages in Nursing

The systems development life cycle (SDLC) is an information system that organizations incorporate into their plan to improve performance and efficiency of service production. The   SDLC can be implemented in nursing organizations to help nurses and physicians to provide quality care (McGonigle & Mastrian, 2015).  The SDLC life cycle is made up of six faces or designs: feasibility, analysis, design, implement, test, and maintain.

  1. Feasibility

Feasibility helps the organization to understand whether the project should be supported and executed. It often measures the technologic systems, economic, legal, and operational and schedule feasibility (McGonigle & Mastrian, 2015). Feasibility helps to analyze all aspects and makes clear the assessment of the project. Nurses should be part of the feasibility process to reduce the ineffectiveness of the technology system being implemented (Virginia Nurses Today, 2010). Excluding nurses, as team members may lead to the implementation of a substandard system that may not help improve healthcare delivery in the institution.

SDLC Stages in Nursing

2.Analysis

The analysis process involves the assessment of the new technology system with the help of nurses as the major stakeholders. Nurses must be required because they are involved in patient care and safety (McGonigle & Mastrian, 2015). The technology gives them an overview of what is needed to help care for patients (Swab & Ciotti, 2010). Therefore, health information technology improves patient care. The challenges that may occur may be due to the lack of support from nurses and physicians in implementation and using the system. Thus, having nurses as project members ensure the best technology is implemented to improve patient outcomes.

3. Design

The design phase determines the programs that will be involved and how they will interact with each other. The ability and effectiveness of the program are determined. It helps to determine the best data to be used (McGonigle & Mastrian, 2015). During this phase, nurses are required to contribute and be involved in decision making. Nurses are the end-users of the technological system, and involving them ensure critical data is not omitted. Not involving nurses may lead to frustrations in the early stages of planning and implementing the system (Swab & Ciotti, 2010). Nurses and physicians must be part of the program to ensure the understanding and acceptance of the program.

4. Implementation

The phase ensures the design is accepted, and the program chosen is believed to achieve its purpose of improving care (McGonigle & Mastrian, 2015). The implementation of the system must involve nurses and should include training and maintenance to ensure smooth running of the process. Thus, nurses must be comfortable and satisfied with the new system being implemented. A positive attitude would ensure the implementation system is a success (Kelley, Brandon, Docherty, 2011).

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5. Test

The testing phase is critical involves individual programming module, integration, volume, the system, and beta testing (McGonigle & Mastrian, 2015). Nurses need to be included because they would be critical as the end-users of the system. The system being implemented may however not pass the test if nurses do not put their input to ensure its success.

6. Maintain

The process involves installing the technological system without considering the cost of maintenance. The phase also ensures there is user support because excluding physicians and nurses may delay the implementation of the system (McGonigle & Mastrian, 2015). Therefore, the maintenance phase ensures the system is well incorporated and running smoothly in improving patient outcomes.

SDLC Stages in Nursing

In my organization, nurses are still in the process of learning how the system works. This phase ensures we find issues and challenges that need to be identified and mitigated before implementing the technological system. However, nurses who are not technological savvy may find it difficult to welcome the change or the implementation of the new system (Virginia Nurse Today, 2010). Thus, having younger nurses working with older nurses may bridge the gap and ensure the system is successfully implemented and incorporate into patient care. Therefore, having nurses and physicians as key stakeholders ensure the system is implemented and run smoothly to help transform the healthcare system.

 

References

Kelley, T. F., Brandon, D. H., & Docherty, S. L. (2011). Electronic nursing documentation as a

strategy to improve the quality of patient care. Journal of Nursing Scholarship, 43(2), 154-162. Doi:10.1111/j.1547-5069.2011. 01397.x

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge

(3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Page, D. (2011). Turning nurses into health IT superusers. H&HN: Hospitals & Health

Networks, 85(4), 27-28. Retrieved from http://web.b.ebscohost.com.ezp.

waldenulibrary.org

Swab, J., & Ciotti, V. (2010). What to consider when purchasing an EHR system.

Healthcare Financial Management, 64(5), 38-41. Retrieved from

 

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Labor Management

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Labor Management

Part 2: Objective information:Fetal heart tones are 130, with minimal variabilityVaginal exam is 4 cm/90%effaced/ -1 stationShe is complaining of pain – 8/10 on a numerical scale.An IV has been started with an 18 gauge catheter with 1 liter of Lactated Ringers at 150 ml per hr in left forearm.

How can you provide non pharmacological comfort to this patient?What are the pharmacological methods to use?Without prenatal records or history GBS is unknown. What must you provide?Contractions are 5 minutes apart and you receive an order to augment labor – what non pharmacological methods can you employ (or ask the MD to provide?)Pitocin is ordered, please include at what rate you will start Pitocin, and how often you titrate. What equipment is needed to hang and run Pitocin IV?

 

SAMPLE ANSWER

Labor Management

The pain of labor is a phenomenon that is recognized universally and is brought about by the contractions of the uterus. Both pharmacotherapy and non-pharmacotherapy options can be considered to help the laboring woman to cope with the pain as well as build confidence in the process (Dhakal, Shah, and Singh, 2017). The non-pharmacological technique that would be employed for this patient involves Breathing techniques and massage which have been established as useful in pain management but also helps in increasing the likelihood of continuing breastfeeding (Adams, et al. 2015). The pharmacological method that would be used includes the administration of pain killers to help manage the pain that the laboring woman is in.

Labor Management

The GBS of the patient is not known because the medical history of the patient is unknown. Therefore, it is necessary to take samples of the laboring woman and carry out tests such as the VDRL, serology, blood group, urinalysis among other basic tests.  It is important to also provide information such as the fetal NST and also any decelerations or any tachycardia or bradycardia.

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With contractions about five minutes apart, the non-pharmacological option that would be used is the Lamaze technique. This is a technique that is used in the labor process and it involves exercises and breathing control to give pain relief without drugs (Parthasarathy, and Doula, 2018). The main aim of the process is to help the mother’s confidence to improve and also reassure them that they are capable of going through the natural process.  This psycho-prophylactic method helps the woman to gain a better understanding of how to cope with the pain of childbirth and most importantly, facilitates labor and promotes comfort. The main strategies involved include relaxation techniques, as well as movement and massage.

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Pitocin, synthetic oxytocin, is a natural hormone that helps your uterus contract during labor and has been recommended for this patient. The use, in this case, is to augment labor because the contractions are not moving fast enough and therefore, present the risk of infection and other problems. 10 to 40 units of Pitocin will be added to 1,000 mL of a non-hydrating diluent and run at a necessary rate

 

References

Adams, J., Frawley, J., Steel, A., Broom, A., & Sibbritt, D. (2015). Use of pharmacological and

non-pharmacological labour pain management techniques and their relationship to maternal and infant birth outcomes: examination of a nationally representative sample of 1835 pregnant women. Midwifery, 31(4), 458-463. Doi: 10.1016/j.midw.2014.12.012

Dhakal, A., Shah, S., & Singh, B. (2017). Assessment of knowledge on non-pharmacological

methods of pain relief during labour among nurses working in maternity and children hospital, Nepal. Journal of Chitwan Medical College, 7(3), 25-28. Doi: 10.3126/jcmc.v7i3.23691

Parthasarathy, S., & Doula, P. (2018). Beyond Lamaze: Are We Missing the Key to Unlock

Women’s Potential? The Journal of Perinatal Education, 27(1). Doi: 10.1891/1058-1243.27.1.6

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Use of CBT in Groups Verses family settings

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Use of CBT in Groups Verses family settings

As you might recall from Week 5, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role, it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

Learning Objectives

Students will:

  • Compare the use of cognitive behavioral therapy for groups to cognitive behavioral therapy for families
  • Analyze challenges of using cognitive behavioral therapy for groups
  • Recommend effective strategies in cognitive behavioral therapy for groups

Use of CBT in Groups Verses family settings

To prepare:

  • Reflect on your practicum experiences with CBT in group and family settings.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Post to Discussion Question link and then select Create Thread to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post an explanation of how the use of CBT in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.

 

SAMPLE ANSWER

Cognitive Behavioral Therapy: Group Settings versus Family Settings

            Cognitive behavioral therapy (CBT) be described as a practical, hands-on approach psychotherapy intervention aimed at improving mental health. The objective of CBT is changing the behavior and patterns of thinking behind the difficulties that individuals, groups, or families experience. Furthermore, it is important to note there are considerable differences in the application of CBT inn family and in group settings (Dobson & Dobson, 2018).

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Group CBT tends to involve a simultaneous interaction with people who are typically not in the client’s familial or social network. These people may be considered as relative strangers. Furthermore, a group can either bee homogeneous or heterogeneous. When heterogeneous, the clients tend to have similar issues, but when heterogeneous, the clients to have diverse issues. On the other hand, CBT in family settings tends to be solution-focused and brief (Knell, 2016).  Additionally, it involves supporting the family members to think and to act in a manner that tends to be more adaptive as well as learning to make choices that enhance the relations between family members (Zettle & Hayes, 2015). An example from practicum experience is a family that had some members who had drinking disorders, which resulted in chaos in the family.

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Some of the challenges when using CBT inn group settings is the lack of commitment from some of the clients. For these clients to benefit, they need to be fully committed and to undertake any activities as instructed by the therapist. Lack of commitment reduces the efficacy of CBT in group settings. Furthermore CBT in group settings may not be effective since some of the clients may be having learning difficulties, whereas others may have problems that are more complex (Dobson & Dobson, 2018).

 

 

References

Dobson, D., & Dobson, K. S. (2018). Evidence-based practice of cognitive-behavioral therapy. New York, NY: Guilford Publications.

Knell, S. M. (2016). Cognitive-behavioral play therapy. Handbook of play therapy, 118-133.

Zettle, R. D., & Hayes, S. C. (2015). Rule-governed behavior: A potential theoretical framework for cognitive-behavioral therapy. In The Act in Context (pp. 33-63). London, United Kingdom: Rutledge.

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Nursing Role in Program Design and Implementation

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Nursing Role in Program Design and Implementation

To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

The format is as follows: This assignment is an interview

  •  Title of Paper
  •   Introduction with a purpose statement
  •   Please begin the purpose statement as…”the purpose of this paper is to…….
  •   Then ask the following interview questions.
  • Headings

Program Design

1.       Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program?

2.      Who is your target population?

3.       What is the role of the nurse in providing input for the design of this healthcare program?   Example?

4.       What is the role of the nurse in providing input for the design of this healthcare program ?  Examples?

5.      What is your role as an advocate for your target population for this healthcare program?

6.      Do you have input into design decisions?

7.      How else do you impact design?

 

Program Implementation

1.      What is the role of the nurse in healthcare program implementation?

2.      How does this role vary between design and implementation of healthcare programs? Examples?

3.      Who are the members of a healthcare team that you believe are most needed to implement a program?

4.      Why you think this?

 

Summary

References

With this assignment please follow the following:

  •       No Running head
  •       This is APA format paper.
  •       There will be a tittle page.
  •       Please include an intext citation with Reference page.

Two to three pages paper with at least two course resources as reference. OUTSIDE SOURCES SHOULD BE PEER REVIEW ARTICLES.

  •       Please use times New Roman 12

 

SAMPLE ANSWER

Nursing Role in Program Design and Implementation

Introduction

Nurses have the opportunity to make positive impacts on their profession through advocacy. The healthcare system is very unpredictable and faces several challenges including; financial pressures, technological advancements, regulatory agencies that monitor patient safety, among other issues (Tomajan, 2012). These challenges affect resource allocation and the general work environment. On the other hand, the challenges introduce new opportunities for nurses to participate more in the healthcare policy development process, expand professional opportunities and enhance their image in the healthcare sector (Weckman & Janzen, 2014). According to the American Nurses Association (2019), advocacy is a core pillar of nursing practice. By championing the nursing profession, nurses highlight their crucial role of providing high quality and affordable care to patients. The purpose of this paper is to emphasize the crucial role of involving nurses in program design and implementation to improve practices.

Program Design

  1. Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program?

The injury prevention program for healthcare workers strives to improve workers’ musculoskeletal health. By implementing simple policies like zero-lift policies, aerobic and strength training exercises, the program aims to reduce the rate of injuries at the facility. There are no cost implications for the program since it utilizes already existing resources like the facility’s gym.

  1. Who is your target population?

The project targets all healthcare workers at the healthcare facility

  1. What is the role of the nurse in providing input for the design of this healthcare program? Example?

Nurses have substantial knowledge of hospital systems including their strengths and weaknesses. Therefore, nurses should be included in the decision-making process. Every day, nurses face the risk of acquiring workplace injuries as a result of handling heavy equipments and patients (Wahlin et al. 2018). Thus, nurses should provide input and present effective strategies to reduce workplace injuries. Nurses should also be involved in the planning phase.

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  1. What is your role as an advocate for your target population for this healthcare program

Policy strategies are crucial in addressing injury and violence levels (Centers for Disease Control and Prevention, 2019). As an advocate for all employees in the healthcare facility, my role involves participating actively in activities that influence decision making processes and collaborating with institution leaders to monitor policy progress.

  1. Do you have input into design decisions?

Yes I do. Every healthcare worker in the facility provides necessary information to improve program implementation

  1. How else do you impact design?

I also participate in policy evaluation where the content and structure of the policy is examined. I am part of a pilot unit that is participating in new physical fitness training techniques.

Program Implementation

  1. What is the role of the nurse in healthcare program implementation?

Nurses have a responsibility to promote public health (Kemppainen, Tossavainen & Turunen, 2013). Nurses should work closely with other workers to guarantee effectives of healthcare programs. They achieve this by providing crucial feedback regarding any changes observed both during the trial stage and after the implementation of the intervention.

  1. How does this role vary between design and implementation of healthcare programs? Examples?

During the program design phase, the main goal is to establish practices that have the best possible chance of achieving set program objectives. Program implementation on the other hand, requires faithful and strategic actions and follow-throughs (Powell et al. 2019).

Nursing Role in Program Design and Implementation

  1. Who are the members of a healthcare team that you believe are most needed to implement a program?

Management and all employees of the healthcare facility

  1. Why do you think this?

All staff members play an intricate role in the implementation of the Injury prevention program. This is due to the fact that all healthcare workers are at a high risk of being injured and developing musculoskeletal disorders (MSDs) and other work-related injuries (Wahlin et al. 2018). Top managers play a critical role in program implementation by providing all resources and support.

Summary

Although the nursing profession has a role to play in the health policy field, the ever changing healthcare environment implies that clinicians need a better understanding of health policies. Nurses are constantly assuming leadership roles in policy development and implementation. Nurses understand all the aspects of patient care. Therefore, they provide a bridge between healthcare providers and patients. Involving nurses in all stages of policy implementation facilitates smooth transition and improves efficiency.

 

References

American Nurses Association. (2019). Advocacy. Retrieved from https://www.nursingworld.org/practice-policy/advocacy/

Centers for Disease Control and Prevention (CDC). (2019). Step by Step: Evaluating Violence and Injury Prevention Policies: Brief 4 Evaluating Policy Implementation. Retrieved from https://www.cdc.gov/injury/about/evaluation.html

Kemppainen, V., Tossavainen, K. & Turunen, H. (2013). Nurses’ Roles in Health Promotion Practice: an Integrating Review. Health Promotion International, 28(4), 490-501. Doi: 10.1093/heapro/das034

Powell, B.J. et al. (2019). Enhancing the Impact of Implementation Strategies in Healthcare: A Research Agenda. Frontiers in Public Health, 7(3). Doi: 10.3389/fpubh.2019.00003

Tomajan, K. (2012). Advocating for Nurses and Nursing. The Online Journal of Issues in Nursing, 17(1). Doi: 10.3912/OJIN.Vol17No01Man04

Weckman, H. & Janzen, S. (2014). The Critical Nature of Early Nursing Involvement for Introducing New Technologies. The Online Journal of Issues in Nursing, 14(2). Doi: 10.3912/OJIN.Vol14No02Man02

Wahlin, C., Kvarnstrom, S., Ohrn, A. & Strid, E.N. (2018). Patient and Healthcare Worker Safety Risks and Injuries. Learning from Incident Reporting. European Journal of Physiotherapy. Doi: 10.1080/21679169.2018.1549594

 

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