Category: Nursing

 
Cervical Cancer

In Weeks 1, 2, and 6, you completed portions of your research review paper. This week, your assignment is to put it all together to form a cohesive whole. All editorial comments and discussion notes should be compiled logically to complete this paper. Make sure that all three parts merge as a cohesive whole.
1 Clearly discussed the clinical significance.

2 Accurately summarized prior research.

3 Clearly defined the gap in research leading to your proposed research question.

4 Clearly stated your research question.

5 Ensured that your suggestions for methods are rational, doable, and appropriate for the proposed question.

6 Ensured that the paper is well organized and well written and demonstrates significant development in your ability to think and write from initial submission. Properly followed APA format.
WEEK 1 Cervical Cancer
According to the American Cancer Society (2015), cervical cancer is one of the leading causes of death amongst women in United States today. Experts project that, 12,900 cases of invasive cervical cancer will be diagnosed in 2015. The disease, though preventable, continues to be one of the leading causes of death due to ignorance.
Cervical cancer is caused by the Human Papilloma Virus, which is transmitted sexually and causes growth of the malignant cells. Although the rate of death from the illness has reduced by 70% in the past decade, there is still a need to create awareness about it in order to reduce the current mortality statistics (American Cancer Society, 2015). What’s more, the cancer affects young women between the ages of 20 to 50years. The population forms a large percentage of the university students and employees in the country. Failure to curb the disease will affect productivity in the nation.
Cervical cancer prevention is important as it ensures that the women’s reproductive health is protected. The Center for Disease Control and Prevention has created strategies to ensure that American citizens focus more on disease prevention than cure. This ensures that people spend less on healthcare and that they live a long productive life. With regard to cervical cancer, the Affordable Care Act has eliminated the cost sharing on, among other preventive services, cervical cancer screening (Yabroff, 2015). This is meant to eliminate health disparities across all races and economic status. However, statistics indicate that this benefit has not been utilized accordingly due to lack of information about it.
Moreover, cervical cancer prevention techniques enable women to take care of their sexual health. This not only reduces the rates of cervical cancer but also the rates of Human Papilloma Virus infections (Miller 2014). In addition, other preventive measures such as immunization, helps to reduce other infections such as genital warts.
One of the questions that I would like to explore with regard to cervical cancer is why a woman should go for screening. Women skip their screening sessions out of disregard of the importance of screening. This results to preventable infections and death. The answers to this question would educate women on the significance of screening with relation to early detection and treatment.
Further, I would explore the question on how to raise awareness about cervical cancer. Ignorance about the ailment, its causes, prevention and available preventive services has contributed to the rates of infection and deaths. Awareness programs would help to educate women and cut the projected rates of cervical cancer infections by at least half. However, activities aimed at creating awareness ought to be creative and effective in order to reach the intended people (Miller, 2014). Thus, the answers to the question would educate on how women can form teams and effectively reach out to other women, to educate them about cervical cancer.
In conclusion, cervical cancer, though preventable, continues to be one of the leading causes of death due to ignorance. Although death rates from the disease have decreased, it is still among the leading causes of death among women in United States. Preventive measures would help to protect women’s reproductive health and ensure that other related infections such as genital warts are prevented. The questions that need to be explored, with regard to preventing cervical cancer, are why a woman should go for screening and how to raise awareness of the disease. This would help to reduce infection and death rates significantly.

References
Yabroff R, Han X. (2015). Has recommended preventive service use increased after elimination of cost-sharing as part of the Affordable Care Act in the United States? PubMed, 78. 85-91.
Miller J. (2014 April 21). Cervical cancer. Retrieved from https://www.womenshealth.gov/publications/our-publications/fact-sheet/cervical-cancer.html
American Cancer Society. (2015 February 26). Cervical Cancer Key Statistics. Retrieved October 27, 2015 from https://www.cancer.org/cancer/cervicalcancer/detailedguide/cervical-cancer-key-statistics
WEEK 2
Traditionally, it has been thought that once diagnosed with cancer, the ultimate end of such an individual is death. However, according to research, the death rate of individuals with cervical cancer has reduced up to 70%, and there are also great potentials for reducing this number even further (Tewari et al., 2014). According to the article, Improved Survival with Bevacizumab in Advanced Cervical Cancer, a combination of chemotherapy with a newly designed drug, Bevacizumab, helped in reducing the number of deaths of those already diagnosed with cervical cancer. The study indicates that chemotherapy has been an important part of the reduction in the cases of deaths as a result of the human papillomavirus induced cancer, but Bevacizumab was playing an even better role in cutting down on the number of mortality from the condition even further(Tewari et al., 2014).
With the introduction of Bevacizumab in therapy, more than 62% of patients remained alive over a period of 12 months, which was significant as the mortality rate was higher before the introduction of the drug (Tewari et al., 2014) . The traditional chemotherapy also involved exposure to platinum. However, according to this study, there was no recorded correlation between the mortality in patients who had been exposed to platinum and who were also treated with the Bevacizumab as compared to those who were not exposed, but were still treated with the drug. This finding indicates that although there were other significant differences between different chemotherapeutic agents used in the management of cervical cancer, Bevacizumab was acting on its own in the reduction of the rate of mortality without being affected by the platinum exposure. Unfortunately, most patients were withdrawn from the regimen due to adverse effects and within a median follow-up of 20.8 months, about 60% of those patients in the study died from the burden of the disease (Tewari et al., 2014).
It seems, however, that there is only one way to make sure that there are no more deaths due to cervical cancer, and this is done by reduction of new infections. Human papillomavirus is sexually transmitted, and, therefore, one of the methods of reduction of new transmissions would be by abstinence. However, when being sexually active is inevitable, individuals can seek vaccinations against the virus (Dunne et al. 2015). In the article, Reduction in HPV vaccine type prevalence among young women screened for cervical cancer in an integrated health care delivery system, United States 2007, 2012-2013, it is found that the prevalence of vaccine type HPV had been reducing significantly in numbers from 30.1 % of the 4131women who had received the vaccination (Dunne et al. 2015). Since 2007, the figures were reducing gradually so that by 2012-2013, only about 6.2% of that population had any potential to contract HPV, and, therefore, they were the only percentage likely to have cervical cancer (Dunne et al. 2015). It is important to note that all these women were below the ages of nineteen, and since their numbers were significantly low, it was an indication that with vaccination, HPV could be completely eliminated and cervical cancer would be a thing of the past. The results show a confidence of 95% which is an indication that the success of controlling new cases of the condition is that high (Dunne et al. 2015). However, it is important also to note that the findings also show that those women with other infections such as Chlamydia may be prone to contract HPV than others, and, hence such infections also need to be managed to prevent infections.
References
Dunne, E. F., Naleway, A., Smith, N., Crane, B., Weinmann, S., Braxton, J., … & Markowitz, L. E. (2015). Reduction in HPV vaccine type prevalence among young women screened for cervical cancer in an integrated health care delivery system, United States 2007, 2012-2013. Journal of Infectious Diseases, jiv342.
Tewari, K. S., Sill, M. W., Long III, H. J., Penson, R. T., Huang, H., Ramondetta, L. M., … & Monk, B. J. (2014). Improved survival with bevacizumab in advanced cervical cancer. New England Journal of Medicine, 370(8), 734-743.
WEEK 6
Introduction
Cervical cancer is a disease claiming so many lives across the world. Statistics indicate that, more than 280000 deaths in women per year results from cervical cancer, around 86 percent of this number being from developing countries. Mostly, ladies usually feel the cancer is the end of their lives because they always think it cannot be cured (Kwabi-Addo & Lindstrom 2011). In most cases, women usually find it hard to know whether they have it or not until they go for screening. Some Ladies always to know if cervical cancer can affect their pregnancy or if they can get pregnant after treatment. The research question in this case would be “what are the effects of cervical cancer to one’s pregnancy?” With this research question, the researcher would provide helpful information to the reader through his or her findings and recommendations.
Symptoms and Treatment
Many women usually die because they only realize this disease when it is too late for it to be controlled. When noticed in early stages, the cancer can be controlled through chemotherapy and a drug known as bevacizumab (Wiloo 2011). This type of cancer is known to have no symptoms and that’s why medical experts encourage women to frequently go for checkups. In some occasions, unusual bleeding which may occur after sex, in between periods or after the menopause can be a sign that one is likely to have cervical cancer.
Test results
Sometimes women get shocked when cervical screening indicates abnormal results. This is because most of them tend to think the abnormal outcomes are as result of cervical cancer (Miller 2012). It is not all the time that abnormal results are caused by cancer. Sometimes they are caused by an infection or presence of treatable precancerous cells.
Cervical cancer and pregnancy
Cervical cancer is a clinical challenge especially when it is diagnosed during pregnancy (Collins 2013). Once the cancer expert has identified one has the cancer, known the stage and the extent of invasive cervical cancer, a multidisciplinary approach is always required. There should be a proper decision on the timing and delivery in order to ensure successful pregnancy.
Sometimes it is very true that after undergoing several cancer treatments one cannot get pregnant. This is always very distressing and only occurs in scenarios where the womb has been removed or the lady has undergone radiotherapy which has had negative effect on the ovaries. If someone has very early cervical cancer and would like to become pregnant after undergoing treatment, she should undergo cone biopsy or LLETZ, because with this kind of treatment the womb is not removed (Miller 2012). Depending on the amount of cervical tissues which has been removed when a lady undergoes these kinds of treatment, she may have small increase in risk of having premature birth. Research indicates cervical cancer which has been diagnosed during pregnancy does not spread as faster as in women who are not pregnant.
Conclusion
In most western countries, cervical cancer is nowadays highly preventable because people are now able to go for screening tests and vaccines to prevent human papillomavirus infections (Wiloo 2011). When the cancer is diagnosed in early stages, proper treatment measures which have minimum side effects on one’s reproductive system are available. The best way we can use to reduce the number of people who die from cervical cancer is making sure there is reduction of new infections. Papillomavirus is sexually transmitted therefore people should make sure they abstain, be faithful or use protections.

 
In this chapter the author should give the rational for introducing an e-prescription into his facility, using the THEME APPROCH.

Kindly follow the next

PART 1: Introduction : Few lines will discuss the methods to be discussed in the body & research strategy.

PART 2: the Body: Organising literature according to the common theme of research (EACH OF THEME COULD BE A HEADING), The author can use between FOUR or FIVE THEMES. ***** MAKE SURE TO COVER ALL THEMES****

PART 3: Summary : no new ideas in this part

PART 4: The Conclusion of this Chapter

References minimum of 60 literature, the latest the best, please make it good

 
2.6. Assessment Details
Assessment 1: a) Essay and b) Literature Search
Weighting: 50%
Word count: a) 1500 words
b) 500 words
Due Date: 24 August 2015 5pm
Submission details: Refer to Submission Requirements (p.10)
Marking Criteria and Standards: See page 18-20
Aim of Assessment
The aims of the assessment are for students to:
Discuss the principles and processes of evidence based practice;
Critically discuss the importance of individual patient preferences when making clinical judgements about the implementation of research findings
Critically discuss barriers and facilitators to implementing evidence based practice in the clinical area;
Conduct a comprehensive literature search on a clinical question.

The purpose of this two part assessment is to enable postgraduate students to utilise their clinical experience within their learning and skill development associated with critically reviewing the literature as part of evidence based practice.
Details

PART A
Essay 1,500 words (40%)
With reference to your own clinical practice in no more than 1500 words identify the challenges and describe strategies for implementing an evidence-based approach to clinical practice. Incorporate literature into your discussion. It is expected that you will conduct your own search for additional reading material. Marking criteria for the assignment are listed on the later part of this Learning Guide.
PART B
Identification of evidence 500 words (10%). Please note Part B has TWO Steps.
Clinical question and literature search
Step 1: (5%)
(a) Write a clinical research question then complete the PICO table (Table 1) with type of patients or problem, intervention, comparison intervention and outcome.

(b) Identify key words and search terms to describe the problem, intervention, comparison intervention and outcome and write them in the table to assist you with your literature search.

Step 2: Conducting Search (5%)
(Please ensure that you have completed the Search strategy activity in Module 2 prior to this step)
(a) Using the keywords and search terms identified in the table from Step 1 conduct an electronic database search.
(b) Save a copy of your search history and the results of your search and submit with the assignment.
(c) Choose one paper from your search and identify PICO components

Submit your assignment electronically. Please note this means you will have to cut and paste your search on to one document for electronic submission.

 
Identify an area from your clinical experience that needs improvement. Work with your clinical preceptor to identify a problem. Use a Quality Improvement (systems thinking) framework to organize your presentation:
• Describe the problem – scope, history. (10%)
• Discuss data to support the need for the activity, or that the problem exists (10%)
• Explain the purpose and goals to improve/diminish the problem (15%)
• Discuss the roles of team members and team strategies to accomplish the goals (10%)
• Describe the activities/solutions selected to improve or diminish the problem. (15%) Support with information from research
• Discuss evidence (EBP) used to support the plan. (5%) review of literature
• Data about implementation strategies and activities. (5%)
• Data about outcomes if implemented during your practicum experience or expected outcome data if you did not implement the plan (10%).
• Lessons Learned – discuss what did or did not work and why (5%)
• Next Steps: How would you modify your plan or goals. (5%)
• Grammar, spelling, punctuation, APA documentation of references (10%)
• * Be sure to include the community and technology aspect into your improvement plan

Follows assignment guidelines. Clearly and thoroughly identifies problem or issue. Analyzes main and contributing causes. Has data to support the problem exists with facts and figures. Sets realistic goals for improvement. within a specified time frame. Thorough review of literature evident in analysis of problem and improvement plan.
Works with preceptor for identification and improvement of problem
Presents project in a clear and organized manner.
I wanna let you know that I am graduate nurse taking this class and in a hospital with 9 students, I noticed that these students have weakness in pharmacology knowledge and I have chosen this problem to talk about and at the end the professor will give me their scores in the pharmacology class to be as a references data after doing some plans to help them improve

 
Analysis and Application of Clinical
Practice Guidelines & Scoring Rubric
Purpose
The purpose of this assignment is to provide an opportunity for students to apply and disseminate information based on practice summaries. The most common type of practice summary in healthcare is the clinical practice guideline (CPG).
Course Outcomes
Through this assignment, the student will demonstrate the ability to
(CO 3) Synthesize for dissemination the research findings from nursing and related disciplines (POs 1, 3, 4, 5, 9); and

(CO 6) Utilize the principles of evidence-based practice to propose strategies that can address nursing issues (POs 1, 3, 4, 5, 7, 9).

Due Date: Sunday 11:59 p.m. MT at the end of Week 7
Total Points Possible: 200 Points
REQUIREMENTS:
Through this assignment, the student will

Develop summary of a clinical practice guideline. (COs 3, 6)

PREPARING THE PAPER
You will develop a summary that you could use within an evidence-based practice (EBP) committee or related venue to share with your colleagues.

• Select (1) one of the following issues:
(1) One of the issues identified in Week 1 in Ironridge or Summerville,
(2) An issue pertinent to your practice setting.

• Search the literature and evidence-based practice websites and databases to find a recent clinical practice guideline (no more than 5 years) related to the issue you select. The course Webliography provides websites where you can find clinical practice guidelines, but there are many others available in specialty-organization websites. A good place to start is www.guidelines.gov.
• Analyze and critique the clinical practice guideline. Use the Clinical Practice Guideline Summary Template in Doc Sharing to develop your paper. Components include
o scope and purpose of the clinical practice guidelines;
o stakeholder involvement;
o rigor of development;
o clarity and presentation
o applicability
o editorial independence

• Attach a .pdf file of the Clinical Practice Guidelines with your handout. If you attach the CPG late, you will receive a late-paper deduction.

• Note: The template is to assist you in setting up your paper so you will be sure to address those topics in your paper in addition to other information to meet the criteria for this assignment. Your paper should be in APA 6th ed format. Do not copy and paste the template into your paper.

The summary sheet is amended from the AGREE instrument on page 200 of Melnyk & Fineout-Overholt (2015). Your summary should be approximately 5–6 pages long.
Category Points % Description
Scope and Purpose 25 12.5 Describes the scope and purpose of the document. Includes the health question(s) covered by the guideline

Stakeholder Involvement
25 12.5 Describes the stakeholder involvement in the development of the document. Identifies the target population.

Rigor of Development 25 12.5 Critiques the rigor of the development of the document. Describes the systematic methods used to develop the guideline. Include level of evidence of the studies used to develop the guideline.
Clarity & presentation (Recommendations) 25 12.5 Provides the key recommendations of the document. Discusses different options for managing the condition or issue in the guideline.
Application 25 12.5 Identifies facilitators, barriers, costs, and outcome measurement for application of the document.. Identifies key monitoring and/or auditing criteria (outcomes)
Editorial Independence 25 12.5 Discusses conflict of interest and how competing interests of the CPG group members recorded and addressed.
Summary 25 12.5 Summarizes how the CPG answers the key clinical questions presented in the CPG. Discusses how the student, as the advanced practice nurse, would apply the CPG in practice.
Uses appropriate grammar, syntax, and spelling 10 5 No more than 2 errors in grammar, syntax, or spelling.

APA 6th Edition 10 5 No more than 2 APA 6th edition errors.

Attach pdf file of the Clinical Practice Guidelines 5 2.5 A pdf copy of the Clinical Practice Guidelines submitted.

Total 200 100
A quality assignment will meet or exceed all of the above requirements.

GRADING RUBRIC
Assignment Criteria A
(100–92%)
Outstanding or highest level of performance B
(91–84%)
Very good or high level of performance C
(83–76%)
Competent or satisfactory level of performance F
(75–0%)
Poor or failing or unsatisfactory level of performance
Content
Possible Points = 175 Points

Scope and Purpose 25-23 Points 22–21 Points 20–19 Points 18–0 Points
Describes the scope and purpose of the document. Includes the health question(s) covered by the guideline
Partially describes the scope and purpose of the document. Weakly describes the scope and purpose of the document.
Does not describe the scope and purpose of the document. Does not include the health question covered by the guideline.

Stakeholder Involvement
25-23 Points 22–21 Points 20–19 Points 18–0 Points
Describes the stakeholder involvement in the development of the document. Identifies the target population
Partially describes the stakeholder involvement in the development of the document.
Weakly describes the stakeholder involvement in the development of the document. Does not describe the stakeholder involvement in the development of the document. Does not identify the target population.

Rigor of Development 25-23 Points 22–21 Points 20–19 Points 18–0 Points
Critiques the rigor of the development of the document. Describes the systematic methods used to develop the guideline. Includes level of evidence of the studies used to develop the guidelines. Partially critiques the rigor of the development of the document. Briefly describes the systematic methods used to develop the guideline. Briefly includes the levels of evidence of the studies used to develop the guidelines. Weakly critiques the rigor of the development of the document. Weakly describes the systematic methods used to develop the guideline. Weakly includes the levels of evidence of the studies used to develop the guidelines. Does not critique the rigor of the development of the document. Does not describe the systematic methods used to develop the guideline. Does not include the levels of evidence of the studies used to develop the guidelines.

Clarity & Presentation
(Recommendations) 25-23 Points 22–21 Points 20–19 Points 18–0 Points
Provides the key recommendations of the document. Discusses different options for managing the condition or issue addressed in the guideline.
Partially provides the key recommendations of the document.
Partially discusses different options for managing the condition or issue addressed in the guideline.
Weakly provides the key recommendations of the document.
Weakly discusses different options for managing the condition or issue addressed in the guideline.

Does not provide or provide the key recommendations of the document. Does not discuss different options for managing the condition or issue addressed in the guideline.
Application 25-23 Points 22–21 Points 20–19 Points 18–0 Points
Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Identifies key monitoring or auditing criteria (outcomes). Partially identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Partially identifies key monitoring or auditing criteria (outcomes). Weakly Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Weakly identifies key monitoring or auditing criteria (outcomes). Does not Identifies facilitators, barriers (real or potential), costs, and outcome measurement for application of the document. Does not identify key monitoring or auditing criteria (outcomes).
Editorial Independence 25-23 Points 22–21 Points 20–19 Points 18–0 Points
Discusses conflict of interest of group members. Discusses how competing interests of the CPG group members are recorded and addressed. Addresses how the views of the funding body are kept from influencing the content of the guideline. Partially discusses conflict of interest of group members. Partially discusses how competing interests of the CPG group members are recorded and addressed. Partially addresses how the views of the funding body are kept from influencing the content of the guideline. Weakly discusses conflict of interest of group members. Weakly discusses how competing interests of the CPG group members are recorded and addressed. Weakly addresses how the views of the funding body are kept from influencing the content of the guideline. Does not discuss conflict of interest of group members. Does not discuss how competing interests of the CPG group members are recorded and addressed. Does not address how the views of the funding body are kept from influencing the content of the guideline.
Summary 25-23 Points 22–21 Points 20–19 Points 18–0 Points
Summarizes the paper. Discusses whether or not the CPG answers the key clinical question(s) presented in the CPG. Discusses how the student, as the advance practice nurse, will apply the CPG in practice. Summarizes the paper. Partially discusses whether or not the CPG answers the key clinical question(s) presented in the CPG. Partially discusses how the student, as the advance practice nurse, will apply the CPG in practice. Weakly summarizes the paper. Weakly discusses whether or not the CPG answers the key clinical question(s) presented in the CPG. Weakly discusses how the student, as the advance practice nurse, will apply the CPG in practice. Does not summarize the paper. Does not discuss whether or not the CPG answers the key clinical question(s) presented in the CPG. Does not discuss how the student, as the advance practice nurse, will apply the CPG in practice.
Content Subtotal _____of 175 points
Format
Possible Points = 25 Points
Uses appropriate grammar, syntax, and spelling 10–9 Points 8 Points 7 Points 6–0 Points
No more than 2 errors in grammar, syntax, or spelling
3–4 errors in grammar, syntax, or spelling
5–6 errors in grammar, syntax, or spelling
7 or more errors in grammar, syntax, or spelling

APA 6th edition 10–9 Points 8 Points 7 Points 6–0 Points
No more than 2 APA 6th edition errors
3–4 APA 6th edition errors
5–6 APA 6th edition errors
7 or more APA 6th edition errors

Attach pdf copy of the Clinical Practice Guideline 5 Points

0 Points
Pdf file of the Clinical Practice Guideline attached
No pdf file of the Clinical Practice Guideline attached
Format Subtotal _____of 25 points
Total Points _____of 200 points

 
Community teaching proposal designed to address the needs of the community which is New York, Primary Care Doctor’s Office.

Select one of the following as the focus for the teaching plan:

Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
In 1,500-2,000 words, describe the teaching experience and discuss your observations. The paper should include:

Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Community Teaching Plan: Teaching Experience Paper

1
Unsatisfactory 0%-71%
71.00%
2
Less Than Satisfactory 72%-75%
75.00%
3
Satisfactory 76%-83%
83.00%
4
Good 84%-94%
94.00%
5
Excellent 95% – 100%
100.00%
80.0 %Content
30.0 % Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing. Summary of community teaching plan is incomplete. Summary of community teaching plan is offered but some elements are vague. Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided. Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 % Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete. Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing. Evaluation of teaching experience is provided with a brief discussion of community response to teaching. A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided. Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed and/or vague; purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 % Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
5.0 %Format
2.0 % Paper Format
Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style guide is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 % Total Weightage

 
Imagine that you are a senior consultant at Practical Health Care Consulting firm. Your supervisor has instructed you to spend three (3) months at the Caring Angel Hospital to help improve the quality of care, add value to the organization, improve employee morale, design an efficient organizational chart, create a strong team environment, and create the hospital’s competitive advantage. The hospital has traditionally made losses year after year. Furthermore, it is not performing well financially, and the banks are not willing to lend it large sums of money for more effective marketing.

After spending two (2) months within the hospital, you are very happy with your progress, and you think you are capable of acquiring more patient base and expanding the hospital market. However, with a closer look, you notice that your patients are still hopping from one specialized hospital to another in search of various specialized treatments. You also notice that the seats are not comfortable in the waiting area, and the patients continuously show up for appointments on the wrong dates. The nurses and the employees are not smiling during patient conversations, and everyone looks for ways to blame others for failures in the patient treatment process. Everyone seems to work alone and hide what they do from their colleagues.

At the end of the three (3) month period, you must provide a report with your recommended strategies designed to help Caring Angel Hospital achieve its goals.

Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.

Write a four to six (4-6) page paper in which you:
1. From a consulting perspective, propose the major steps that Caring Angel Hospital could take to achieve each of the following goals:
a. Improve the quality of care
b. Add value to the organization
c. Improve employee morale
d. Design an efficient organizational chart
e. Create a strong team environment
f. Create the hospital’s competitive edge.

2. Recommend one (1) approach that the hospital could use for acquiring a larger market share given the prevailing financial circumstances. Justify your recommendation.

3. Investigate at least two (2) value-added services that Caring Angel Hospital could offer to strengthen its value proposition. Provide at least two (2) examples of the advantages of these value-added services to the hospital.

4. Use four (4) recent (within the last five [5] years) quality academic resources in this assignment. Note: Wikipedia and other websites do not qualify as quality academic resources.

Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Propose methodologies that have been proven to increase value in health care delivery systems.
• Examine leadership and management frameworks that are most applicable to a certain organization type within the health care industry.
• Assess how politics in a health care organization motivates and demotivates employees, and recommend strategies to mitigate the challenges presented with each aspect.
• Create a communication strategy to address an ethical dilemma within a health care organization regarding the quality of service and cost.
• Craft a strategic plan that leads to a competitive advantage within a certain market.
• Determine best practices for establishing and maintaining strategic alliances within the health care industry or enterprise.
• Use technology and information resources to research issues in health care management.
• Write clearly and concisely about health care management using proper writing mechanics.

 
Talk about 3 of the Councils you are on and discuss them in terms of what they contribute to:
• Communication & Collaboration – across disciplines as well as nursing
• A Culture of Patient Safety
• Quality Nursing Care
• Process of Decision-Making
At my job, I sit on a Unit Based Practice Council. What we do is discuss problems that might arise on our floor and through evidence based practice we try to find interventions or better ways to treat such problems. Before every meeting, we also send out an e-mail to the entire unit (Spinal Cord Injury Unit) and ask the staff if they have any topics that they would like to cover in our meetings. The entire unit is welcome to join us in our meetings. After each meeting, the meeting minutes are e-mailed out to the staff. Things we cover include infection control, safety, better ways of communication, and so forth. A recent project we have been working on is whether or not night shift nurses should give half of the baths and/or showers on night shift. The night shift RN’s are saying that they do not have time as all of their work has to be done at the beginning of shift and at the end and between Midnight and 4 am the patient’s need to sleep. Dayshift RN’s feel this is possible and are requesting that (if time permits and patients agree to it) patient’s be bathed between the hours of 12-4am. This has been a work in progress for us.
Another committee I sit on is the HUSH committee. “help us support healing”. We really don’t have very many meetings for this and it is really about keeping the noise down and lights dim during evening hours so that patient can get rest and heal. Each unit has a HUSH representitvie and my job is to dim lights, keep HUSH signs posted everywhere, remind staff to speak quietly (not to yell down the hall at other staff memebers, keep cell phones on vibrate, IV alaris pump alarms on a quieter setting, etc.) For our patient’s that are unable to sleep and they want to watch t.v. we give them headphones so as not to disturb their neighbors.
I am the unit rep for the National Nurses United (NNU), our union. We have meetings the first Wednesday of every month and it is my job to ask my fellow co-workers if they have any issues they want me to address at my meetings. I take those issues with me and whatever is discussed at the meetings or information I receive I post it for all to see on my unit on our union peg board that I created in our breakroom.
My professor wants these things addressed:
• Communication & Collaboration – across disciplines as well as nursing
• A Culture of Patient Safety
• Quality Nursing Care
• Process of Decision-Making
How do these councils help in these ways. I do not have time to answer these questions or do this assignment as I am currently working 68 hour work weeks.

 
You will be required to use databases to locate a minimum of 10 secondary literature sources that closely relate to the nursing issue allocated below
Acceptable sources include:
• systematic literature reviews, i.e. Cochrane review
• practice guidelines
• clinical protocol or guideline
• government report
• position paper or guideline from a reliable web-based resource

You will be required to construct a CPI report using the supplied template (the template – which includes the marking rubric – is attached to the end of this letter FYI). In order to pass the supplementary you need to successfully address each of the criteria outlined on the marking rubric. The template and rubric are also available to download as a single word document on FLO next to the assignment drop box.
STUDENTS MUST DESIGN A POTENTIAL CPI PROJECT RELATING TO THE FOLLOWING ISSUE.
Individual and/or system issues that can reduce or prevent medication errors by nurses in the acute care setting.

Dear writer,its not rssay but its project. I have attached 4 files one of them is named BAD PROJECT ASSIGNMENT which was written by one of the superior’s writers HOWEVER, unfortunately it was graded 27 from 100. Its contain teacher comments written by green color please read it carefully and follow his instructions although the topic is different but its same style.

 
Locate an advertisement that portrays nursing in some way (this can be print or web-based, or TV) and address the following questions in a 500-750 word paper:

Whose message is this? Who created or paid for it? Why?
Who is the “target audience”? What is their age, ethnicity, class, profession, interests, etc.? What words, images or sounds suggest this?
What is the “text” of the message? (What we actually see and/or hear: written or spoken words, photos, drawings, logos, design, music, sounds, etc.)
What is the “subtext” of the message? (What do you think is the hidden or unstated meaning?)
What “tools of persuasion” are used?
What positive messages are presented? What negative messages are presented?
What part of the story is not being told?

Your paper should be in proper APA format, double-spaced and a Microsoft Word document. All sources should be cited and referenced appropriately.