Purpose
\nThe student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.<\/p>\n
Course outcomes: This assignment enables the student to meet the following course outcomes:
\nCO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
\nCO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
\nCO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
\nCO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient\/family preferences\/values in the implementation of the nursing process. (PO# 4)
\nCO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
\n+++++
\nCO #1: As a nurse, it is important to have a thorough understanding of various sciences, humanities, and nursing concepts to provide patient-centered care. This includes knowledge of anatomy, physiology, pharmacology, psychology, sociology, and other relevant sciences, as well as an understanding of cultural diversity and ethical principles. By synthesizing this knowledge, nurses can better manage the needs of patients and provide personalized care that meets their unique needs and preferences.<\/p>\n
CO #2: Effective communication and teamwork are essential in healthcare, and nurses must be able to collaborate effectively with other healthcare professionals and patients. This requires strong communication skills, the ability to listen actively and empathize with others, and the capacity to establish trust and rapport with patients and colleagues. By working collaboratively, nurses can ensure that patients receive comprehensive care that addresses all of their needs and concerns.<\/p>\n
CO #3: Information technology is an essential tool for nurses, allowing them to manage knowledge, mitigate error, and support decision-making. Nurses must be proficient in the use of electronic health records (EHRs), telehealth technologies, and other relevant technologies to provide high-quality care. By leveraging these tools, nurses can improve patient outcomes and increase efficiency in healthcare delivery.<\/p>\n
CO #4: Critical thinking, clinical reasoning skills, and evidence-based practice are fundamental concepts in nursing practice. Nurses must use their clinical expertise, patient preferences\/values, and current best evidence to implement the nursing process effectively. This involves assessing patient needs, diagnosing health problems, developing and implementing care plans, and evaluating outcomes to improve patient care.<\/p>\n
CO #5: Professional nursing practice is guided by a range of professional standards, legislative issues, ethical principles, and values. Nurses must stay up-to-date with these guidelines and principles and use data to monitor outcomes and improve quality and safety in healthcare. This includes adhering to ethical principles such as autonomy, beneficence, non-maleficence, and justice, as well as monitoring and reporting adverse events to promote patient safety.<\/p>\n
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
\nTotal points possible: 230 points
\nPreparing the assignment: Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.<\/p>\n
In this paper the student will provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint, the priority concept (topic) selected based on assessment performance, and professional practice.
\n1)\tWrite a 4-6 page paper (not including the title page or reference page) using APA format
\n2)\tInclude the following sections:
\na.\tIntroduction- 20 points\/8%
\n\u2022\tOffer a detailed description of the purpose statement for the paper.
\n\u2022\tIdentify the priority concept (topic) from the Individual Student Comprehensive Assessment Trends: Longitudinal Performance Table drawn from one (1) of the four (4) main categories of the NCLEX-RN examination blueprint:
\n\uf0a7\tAssurance of a safe and effective care environment
\n\uf0a7\tHealth promotion and maintenance of health
\n\uf0a7\tPreservation of the patient population\u2019s psychosocial integrity
\n\uf0a7\tPreservation of the patient population\u2019s physiological integrity
\n\u2022\tProvide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the priority concept (topic).
\nb.\tImportance – 20 points\/8%
\n\u2022\tDescribe the importance of the priority concept (topic) to professional practice.
\n\u2022\tDescribe the importance of the priority concept (topic) to the health status of a patient population.
\n\u2022\tInclude the potential negative effect(s) to professional practice if the priority concept (topic) is unresolved.
\n\u2022\tInclude the potential negative effect(s) to the patient population if the priority concept (topic) is unresolved.
\nc.\tHealthcare Disparities, Inequalities, and Interventions- 70 points\/28%
\n\u2022\tIdentify patient populations that may be negatively influenced by the priority concept (topic) if unresolved.
\n\u2022\tIdentify healthcare resources to support evidence-based professional practice related to the priority concept (topic).
\n\u2022\tSummarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations.
\n\u2022\tPropose an evidence-based solution for the priority concept (topic) related to healthcare disparities.
\n\u2022\tIdentify three (3) evidence-based practice interventions.
\n\u2022\tPrioritize the identified evidence-based practice interventions and provide rationale.
\n\u2022\tDiscuss two (2) patient education considerations related to the priority concept (topic).
\nd.\tLegal & Ethical Considerations and Intervention Challenges- 40 points\/16%
\n\u2022\tIdentify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice.
\n\u2022\tDiscuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice.
\n\u2022\tDiscuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice.
\n\u2022\tIdentify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice.
\n\u2022\tIdentify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice.
\ne.\tParticipants and Interdisciplinary Approach \u2013 20 points\/8%
\n\u2022\tIdentify all the parties who will be involved in the implementation of the priority concept (topic) interventions.
\n\u2022\tDiscuss the role of each member in the intervention implementation for the priority concept (topic).
\n\u2022\tIdentify a minimum of two (2) members of a discipline outside of nursing.
\n\u2022\tDiscuss the benefit of including the identified interdisciplinary members from disciplines outside nursing to promote evidence-based professional practice.
\nf.\tQuality Improvement\u2013 20 points\/8%
\n\u2022\tProvide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment.
\n\u2022\tProvide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.
\n\u2022\tDiscuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment.
\n\u2022\tDiscuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice.
\ng.\tConclusion \u2013 20 points\/8%
\n\u2022\tProvide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency.
\n\u2022\tSummarize resources identified to support improved evidence-based professional practice related to the priority concept (topic).
\n\u2022\tInclude a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice.
\nh.\tAPA Style and Organization\u2013 20 points\/8%
\n\u2022\tReferences are submitted with paper.
\n\u2022\tUses current APA format and is free of errors.
\n\u2022\tGrammar and mechanics are free of errors.
\n\u2022\tAt least three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided. Each section should have a cited source to support information provided.
\nFor writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online Chamberlain library.<\/p>\n
Grading Rubric
\nCriteria are met when the student\u2019s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.
\nAssignment Section and
\nRequired Criteria
\n(Points possible\/% of total points available)\tHighest Level of Performance\tHigh Level of Performance\tSatisfactory Level of Performance\tUnsatisfactory Level of Performance\tSection not present in paper
\nIntroduction
\n(20 points\/8.7%)\t20 points\t16 points\t8 points\t0 points
\nRequired criteria
\n1.\tOffer a detailed description of the purpose statement for the paper.
\n2.\tIdentify the priority concept (topic) from the Individual Student Comprehensive Assessment Trends: Longitudinal Performance Table drawn from one (1) of the four (4) main categories of the NCLEX-RN examination blueprint:
\na.\tAssurance of a safe and effective care environment
\nb.\tHealth promotion and maintenance of health
\nc.\tPreservation of the patient population\u2019s psychosocial integrity
\nd.\tPreservation of the patient population\u2019s physiological integrity
\n3.\tProvide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the priority concept (topic). \tIncludes all 3 requirements for section.
\nIncludes no fewer than 2 requirements for section.\tIncludes no fewer than 1 requirement for section.\tNo requirements for this section presented.
\nImportance
\n(20 points\/8.7%)\t20 points\t18 points\t16 points\t8 points\t0 points
\nRequired criteria
\n1.\tDescribe the importance of the priority concept (topic) to professional practice
\n2.\tDescribe the importance of the priority concept (topic) to the health status of a patient population.
\n3.\tInclude the potential negative effect(s) to professional practice if the priority concept (topic) is unresolved.
\n4.\tInclude the potential negative effect(s) to the patient population if the priority concept (topic) is unresolved. \tIncludes all 4 requirements for section.\tIncludes no fewer than 3 requirements for section.\tIncludes no fewer than 2 requirements for section.\tIncludes no fewer than 1 requirement for section.\tNo requirements for this section presented.
\nHealthcare Disparities, Inequalities, and Interventions (70 points\/30.4%)\t70 points\t63 points\t54 points\t21 points\t0 points
\nRequired criteria
\n1.\tIdentify patient populations that may be negatively influenced by the priority concept (topic) if unresolved.
\n2.\tIdentify healthcare resources to support evidence-based practice related to the priority concept (topic).
\n3.\tSummarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations.
\n4.\tPropose an evidence-based solution for the priority concept (topic) related to healthcare disparities.
\n5.\tIdentify three (3) evidence-based practice interventions.
\n6.\tPrioritize the identified evidence-based practice interventions and provide rationale.
\n7.\tDiscuss two (2) patient education considerations related to the priority concept (topic). \tIncludes all 7 requirements for section.\tIncludes no fewer than 5-6 requirements for section.\tIncludes no fewer than 3-4 requirements for section.\tIncludes no fewer than 1-2 requirements for section.\tNo requirements for this section presented.
\nLegal & Ethical Considerations and Intervention Challenges
\n(40 points\/17.4%)\t40 points\t36 points\t31 points\t12 points\t0 points
\nRequired criteria
\n1.\tIdentify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice.
\n2.\tDiscuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice.
\n3.\tDiscuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice.
\n4.\tIdentify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice.
\n5.\tIdentify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice.\tIncludes all 5 requirements for section.\tIncludes no fewer than 4 requirements for section.\tIncludes no fewer than 3 requirements for section.\tIncludes no fewer than 1-2 requirements for section.\tNo requirements for this section presented.
\nParticipants and Interdisciplinary Approach
\n(20 points\/8.7%)\t20 points\t18 points\t16 points\t8 points\t0 points
\nRequired criteria
\n1.\tIdentify all the parties who will be involved in the implementation of the priority concept (topic) interventions.
\n2.\tDiscuss the role of each member in the intervention implementation for the priority concept (topic).
\n3.\tIdentify a minimum of two (2) members of a discipline outside of nursing.
\n4.\tDiscuss the benefit of including the identified interdisciplinary member from disciplines outside nursing to promote evidence-based professional practice.
\nIncludes all 4 requirements for section.\tIncludes no fewer than 3 requirements for section.\tIncludes no fewer than 2 requirements for section.\tIncludes no fewer than 1 requirement for section.\tNo requirements for this section presented.
\nQuality Improvement
\n(20 points\/8.7%)\t20 points\t18 points\t16 points\t8 points\t0 points
\nRequired criteria
\n1.\tProvide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment.
\n2.\tProvide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.
\n3.\tDiscuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment.
\n4.\tDiscuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice.\tIncludes all 4 requirements for section.\tIncludes no fewer than 3 requirements for section.\tIncludes no fewer than 2 requirements for section.\tIncludes no fewer than 1 requirement for section.\tNo requirements for this section presented.
\nConclusion
\n(20 points\/8.7%)\t20 points\t16 points\t8 points\t0 points
\nRequired criteria
\n1.\tProvide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency.
\n2.\tSummarize resources identified to support improved evidence-based professional practice related to the priority concept (topic).
\n3.\tInclude a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice.\tIncludes all 3 requirements for section.\tIncludes no fewer than 2 requirements for section.\tIncludes no fewer than 1 requirement for section.\tNo requirements for this section presented.
\nAPA Format, Grammar, and Punctuation
\n(20 points\/8.7%)\t20 points\t18 points\t16 points\t8 points\t0 points
\nRequired criteria
\n1.\tReferences are submitted with paper.
\n2.\tUses current APA format and is free of errors.
\n3.\tGrammar and mechanics are free of errors.
\n4.\tAt least three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided. Each section should have a cited source to support information provided.
\n5.\tLength is 4-6 pages, excluding title and reference pages.\tIncludes all 5 requirements for section.\tIncludes no fewer than 4 requirements for section.\tIncludes no fewer than 3 requirements for section.\tIncludes 1-2 requirements for section.\tNo requirements for this section presented.
\nTotal Points Possible = 230 points<\/p>\n
The purpose of this assignment is for the student to apply the priority concept to evidence-based professional practice, considering healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes. The paper will include sections covering Introduction, Importance, Healthcare Disparities, Inequalities, and Interventions, Legal & Ethical Considerations and Intervention Challenges, Participants and Interdisciplinary Approach, and Quality Improvement. In the introduction section, the student will identify the priority concept (topic) from the Individual Student Comprehensive Assessment Trends: Longitudinal Performance Table, drawn from one of the four categories of the NCLEX-RN examination blueprint. They will provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the priority concept (topic).<\/p>\n","protected":false},"excerpt":{"rendered":"
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