All articles that I access, for any purpose, are evidence-based, peer reviewed literature. I usually obtain literature from the university library, but I have used CINAHL previously. I used the Chamberlain University Library for this assignment, which took me to ProQuest. Both articles I accessed were published in nursing literature related to my topic of concern.

The problem I identified just yesterday was that out of 58 students in my Pharmacology class, 6 of these students evidently had issues with how to use the Publication Manual of the American Psychological Association [APA] (use of quotation marks, citations, and references [also, using WebMD and WebEx] and they don’t know how to properly develop the reference list). I don’t think there was intentional plagiarism by a few students, but I looked for articles on how to help students with this kind of work. Again, for this literature search I utilized the Chamberlain Library and clicked on the “search articles” header, and from their I went straight to ProQuest Nursing. From there, I used the advanced search putting in key words: nursing students and APA, followed by checking the Peer Review box. Although I found 479 results, there is a dearth in more current literature that specifically addresses APA formatting in writing (McGuire, Gerber, Elgsti, & Currin, 2001), where the 4th edition of the APA manual was used as a reference. When I narrowed the date of publication down to 2010 to 2019, I found 279 results that were all over the map (279 results), and I found few that were focused on APA usage by nursing students.

I was able to locate one current article that was published in Nursing Open by authors at two Canadian schools of nursing. The authors identified the purpose: “To explore self-efficacy among first-year nursing students in the context of disciple-specific writing” (Mitchell, Harrington & McMillan, 2017, p. 240). The design was identified as a quasi-experimental study, and the methods used were data collection before and after a writing course was completed by nursing students during orientation (Mitchell et al.). The researchers described participants as 132 Baccalaureate nursing students that were spilt into 3 groups: full study participants that received the course and were tested pre- and post-course; experiment only group that did not receive the course but had both the pre- and post-test; and, a control group that had a pre- and post-test within a specific timeframe. The study was noted to have ethical (IRB) approval, and the authors also described the course with sources identified and these, in my opinion, seemed sound based on the topics and were taken from credible literature including the Journal of Nursing Education, Journal on Excellence in College Teaching, Nurse Education in Practice, Quality Advancement in Nursing Education, and others. The authors reviewed and discussed relevant literature review in the article as well. The authors used citations, references, and tables to substantiate the findings of the study. Study limitations were clearly identified as well as suggestions for further research.

The Self-Efficacy Scale for Academic Writing (SESAW) was created by Mitchell using a 4-point Likert Scale for 10 questions in the test. They also used the STAI (State Trait of Anxiety Inventory) tool by Spielberger (as cited by Mitchell et al.). A “One-way Analysis of Variance (ANOVA)” (Mitchell, et al., p. 243) was used by the authors for statistical significance. Pearson’s r calculations were used for statistical analysis as well as independent t tests. Results of the study findings are indicated by Mitchell et al., are as follows:

1. An improvement in APA usage and grammar over time

2. Correlations between anxiety trait and SESAW identified

3. Students that entered nursing school directly from high school did not do as well as others who had more academic experience

4. English as Second Language students showed no difference in performance

In the final conclusions, Mitchell et al., noted that the study indicates: “discipline-specific

writing instruction can influence writing self-efficacy in first year nursing students.” (p. 249).

              I plan to share this article with Chamberlain University leadership in hopes that we could have something like this for all our students and before they start their nursing courses (perhaps during orientation?). Moreover, I really wish I could focus my DNP project on just such a topic, but I don’t suppose it’s clinical enough. I look forward to hearing your thoughts and suggestions as well, even on my reference of an article without a DOI that I struggled with (see below).

References

McGuire, S.L., Gerber, D.E., & Currin, M.D. (2001). Helping students use APA format. Journal of

Nursing Education, 40(9), 414-416. URL: https://chamberlainuniversity.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fdocview%2F203935573%3Faccountid%3D147674 (Links to an external site.) accessed on 29 Sept 2020.

Mitchell K.M., Harrigan T. & McMillan, D.E. (2017). Writing self‐efficacy in nursing students: The

influence of a discipline‐specific writing environment. Nursing Open, 4(4), 240-50.

DOI:10.1002/nop2.90 accessed 29 Sept 2020.

I NEED A COMMENT FOR THIS POST WITH AT LEAST TWO PARAGRAPH AND TWO SOURCES NO LATER THAN FIVE YEARS

2-page case study analysis

Scenario 1: A 32-year-old female presents to the ED with a chief complaint of fever, chills, nausea, vomiting, and vaginal discharge. She states these symptoms started about 3 days ago, but she thought she had the flu. She has begun to have LLQ pain and notes bilateral lower back pain. She denies dysuria, foul-smelling urine, or frequency. States she is married and has sexual intercourse with her husband. PMH negative.

Labs: CBC-WBC 18, Hgb 16, HCT 44, Plat 325, ­ Neuts & Lymphs, sed rate 46 mm/hr, C-reactive protein 67 mg/L CMP within normal limit

Vital signs T 103.2 F Pulse 120 Resp 22 and PaO2

99% on room air. Cardio-respiratory exam WNL with the exception of tachycardia but no murmurs, rubs, clicks, or gallops. Abdominal exam + for LLQ pain on deep palpation but no rebound or rigidity. Pelvic exam demonstrates copious foul-smelling green drainage with a reddened cervix and + bilateral adnexal tenderness. + chandelier sign. Wet prep in ER + clue cells and gram stain in ER + gram-negative diplococci.

In your Case Study Analysis related to the scenario provided, explain the following:

• The factors that affect fertility (STDs).
• Why inflammatory markers rise in STD/PID.

As for all the case studies please focus on the following elements:

A detailed explanation of the pathophysiology

Clinical manifestations due to the pathophysiology

Genetic/ethnic considerations

Use research, current sources less than 5 years, and analysis to support your answers

rubric attached

Approach your written assignment as follows: 

1. Pick a health services organization that you may work for or with which you are familiar.  It can be a local or national organization. 
2. Research the organization by visiting its website and, if possible, its location. 
3. Research the industry in which your organization operates, e.g. nursing homes, private physician practice.
4. Using your findings, conduct a SWOT analysis of your organization. Use the SWOT Analysis Worksheet provided under Course Content
5. Conduct a competitive analysis of your organization.  Use the Competitive Analysis Worksheet provided under Course Content.  

Prepare your written assignment by addressing each of the following questions in order: 

1. What is the mission of the health care organization?
2. What are their corporate level goals?
3. Who are their customers?
4. From your SWOT analysis, what do you conclude are the organization’s main strengths and weaknesses?
5. From your SWOT analysis, what do you conclude are the organization’s main opportunities and threats?
6. Who are the primary competitors to the organization? 
7. Do you think the organization has a customer-focused orientation to its practices and procedures?  Why or why not? 

NOTE:  You will not find definitive information on your organization relating to these questions, some of the information is propriety or not available through public means.  Use and cite data whenever you find it, or use your best judgment as to what you think is occurring at the organization.  Be sure to offer your rationale for your conclusions. 

 Explain how the Florence Nightingale Theory is utilized in nursing education, practice, and nursing research.

 For this journal, I would like you to write 150 words about whatever you like. Tell me about your week, or tell me about one of your classes. This is a free journal where you can use this space to simply write and express yourself.  

Appendix J – Grief

Ticket to class:

• Place in dropbox prior to the start of class
• No single word responses (at least 100+ words in each response)
• Give examples
• Cite resources
• Give the questions some thought and answer honestly
• Number your answers to correspond with the question
• Worth 12 points / 10%

Watch the following videos:

These are short video of less than 3 minutes.

Questions:

1. How did each of the videos make you feel? Explain.
2. What thoughts came to mind after viewing each video? Explain.
3. What were some interesting facts that reached out to you while watching each video? Give examples.

 APA, less than 10 % similarity

Question

Research and discuss programs and resources available to assist family caregivers to reduce caregiver strain when taking care of tan older parent/family member at home.

 Discussion Question

Distractions are everywhere. They may include cellphones, multiple alarms sounding, overhead paging, monitors beeping, and various interruptions that disrupt your clinical practice.

Give an example of an ethical or legal issue that may arise if a patient has a poor outcome or sentinel event because of a distraction such as alarm fatigue. What does evidence reveal about alarm fatigue and distractions in healthcare when it comes to patient safety?

M3: Lesson 10 – Discussion

1. Create an original posting with a minimum of 250-300 words.
2. Back up your arguments with reliable evidence.

Sampling Methods 

Instructions:

1. Please find an experimental or quasi-experimental or descriptive article you wild like to use for the article critique assignment.  Make sure it is from a nursing journal and is not older than five years. on a topic of your interest.
2. Review the article and provide a summary of the article, and answer the following questions:
   1. Discuss whether you think the article is true-experimental, quasi-experimental, or no experimental. You must also state what type of quantitative design (descriptive, correlational, etc.)
   2. Where was the setting of the study?
   3. What are the sampling methods?  Does the sample reflect the population (representativeness)?  What about sample size?  What was the risk of sampling error in the study?  Did the author acknowledge the sample criteria?  Inclusion or exclusion?
   4. What are the variables being measured?
   5. What data collections methods were used?
   6. What is the intervention?

ABDOMINAL ASSESSMENT

Subjective:

• CC: “My stomach hurts, I      have diarrhea and nothing seems to help.”
• HPI: JR, 47 yo WM, complains      of having generalized abdominal pain that started 3 days ago. He has not      taken any medications because he did not know what to take. He states the      pain is a 5/10 today but has been as much as 9/10 when it first started.      He has been able to eat, with some nausea afterwards.
• PMH: HTN,      Diabetes, hx of GI bleed 4 years ago
• Medications: Lisinopril 10mg, Amlodipine 5      mg, Metformin 1000mg, Lantus 10 units qhs
• Allergies: NKDA
• FH: No hx of colon      cancer, Father hx DMT2, HTN,      Mother hx HTN, Hyperlipidemia, GERD
• Social: Denies tobacco use;      occasional etoh, married, 3 children (1 girl, 2 boys)

Objective:

• VS: Temp 99.8; BP 160/86; RR      16; P 92; HT 5’10”; WT 248lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall      symmetrical
• Skin: Intact without      lesions, no urticaria
• Abd: soft, hyperactive bowel      sounds, pos pain in the LLQ
• Diagnostics: None

Assessment:

• Left lower quadrant pain
• Gastroenterit

With regard to the Episodic note case study provided:

• Review this week’s Learning Resources, and consider the      insights they provide about the case study.
• Consider what history would be necessary to collect      from the patient in the case study.
• Consider what physical exams and diagnostic tests would      be appropriate to gather more information about the patient’s condition.      How would the results be used to make a diagnosis?
• Identify at least five possible      conditions that may be considered in a differential diagnosis for the      patient.

The Assignment

1. Analyze the subjective portion      of the note. List additional information that should be included in the      documentation.
2. Analyze the objective portion      of the note. List additional information that should be included in the      documentation.
3. Is the assessment supported by      the subjective and objective information? Why or why not?
4. What diagnostic tests would be      appropriate for this case, and how would the results be used to make a      diagnosis?
5. Would you reject/accept the      current diagnosis? Why or why not? Identify three possible conditions that      may be considered as a differential diagnosis for this patient. Explain      your reasoning using at least three different references from current      evidence-based literature.