NUR 200 Effective Use of Technology in Clinical Practices

Learning Objectives

1. Demonstrate effective use of technology to conduct a literature review of Covid-19 to obtain evidence-based articles from reliable peer review nursing journals. (EBP, Informatics)
2. Summarize evidence-based practice presented in the peer review nursing journal. (EBP)
3. Apply evidence-based practice to nursing practice today. (EBP, Safety, Patient Centered Care, Practice)
4. Correlate a QSEN competency with current trends in healthcare related to COVID 19/nursing practice with an appropriate journal article. (Patient-Centered Care, Teamwork & Collaboration, EBP, Quality Improvement, Safety, Informatics)
5. Review a journal article summary of a peer and make related comments and suggestions. (EBP)

Assignment

This assignment is designed to teach students how to develop research and application skills through formal review of literature related to a current trend in health care (Covid-19 Pandemic). Current event must pertain to one of the six competencies of Quality and Safety Education for Nurses (QSEN) (click here for competencies). The area of interest, clinical issue, or research problem must focus on current nursing trends directly related to Covid-19.

The article for summary must be approved by clinical instructor. Once approved, students are to write a professional summary of the chosen article. The summary should describe relevance to your chosen QSEN competency and how the findings impact nursing practice.

Summaries must follow APA guidelines and are to include a title page, article summary page, and reference page (example video uses MLA – you must use APA).

Once completed, students are to perform a peer review of summary. Your assigned peer reader is listed here. This must be emailed to your peer and clinical instructor no later than 4/28 by noon. Peer is to proof document, add corrections/suggestions as needed, and email updated doc to back to student and clinical instructor by noon on 4/29.

Student is to make corrections, as needed, and submit via D2L by 4/30 at 08:00. Your finished summary should be of quality that you could present at a DTCC nursing student related event.

Evaluation

Evaluation of the learning objectives is completed through earning a passing grade on the completed written assignment. Through this project, students are able to identify QSEN competencies while identifying how patient care can be improved utilizing current evidence-based practice protocols.

Resources

Example of Assignment: Johnny reviews QSEN competency categories and has an interest in safety and emergency nursing. Johnny does a literature review of all safety issues related to Covid-19 and emergency room nurses. Johnny finds a peer-reviewed journal article on emergency nursing and lack of PPE while treating Covid-19 patients.

Johnny writes a summary of article in APA and emails it to Joanie, his assigned peer proof reader, and cc’s Andria, his clinical instructor. Joanie writes her suggestions for editing and emails this back to both Johnny and Andria. Johnny makes edits and submits final draft to D2L before submission due date.

An APA summary has four crucial components:

1. 1. An original peer reviewed research article (click here for example of peer reviewed article). Make sure you have the full-text of the article (can use DTCC library website or Christiana Care Medical Library website).
2. Your summary (click here to learn how to do summary) of the original research article.
3. The APA for original research article (click here for APA).
4. Have an outside reader proof your writing – use your assigned student in your clinical group (listed here).

NUR 200 Effective Use of Technology in Clinical Practices

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Digital Clinical Orientation, Conversation Concept lab, Health History

Important information: Please read this entire document because it will save you a great deal of time in the long run! (And all the other module instructions are shorter!)

In this Module 1 document, you will be introduced to the new technology you will be using (Shadow Health) so there are extensive notes to help you. In the future modules, the instructions are not so extensive, but because we are using products and procedures with which you may not be familiar, we have provided details here that will maximize your efforts with a minimum of frustration and do-overs! A pdf of the course schedule is located in the syllabus are in the left- hand menu in Canvas and is two and one half pages in length. We recommend that you use it (Print it off and write in the due dates) or the dates provided by Canvas in the course. The advantage of the pdf is that it has estimated times to complete each activity in Shadow Health, to help you plan.

·   A quiz is given in every module, due at 2359 on Saturday nights.

• No discussion board is assigned for Modules 1 and 2, but these begin in Module 3, and continue through the end of the class in Modules 4 and

·   All assignments and quizzes are open from the first day of class, so you can work ahead if you see you are going to be busy. Assignments and quizzes are due weekly at 2359, even though they are all open from the beginning, so plan your time accordingly. (Note that Shadow Health has 5- minute increments for due times, so your due date will appear as 12 AM Sunday morning rather than 11:55 or 1159 PM Saturday night. (How we wish it showed 2359, which is so much clearer than 12 AM!!)

• Late work: Quizzes close at 2359 on the due date, so cannot be taken late. Assessment assignments in Shadow Health can be completed up to 48 hours late and will receive a late penalty of 5% per day unless documentation for approved extenuating circumstances is provided, such as medical emergencies for a family member, or funeral documentation. You may submit only up to 48 hours late, with late penalty. The otoscope assignment in Module 2 (for which you will need a real otoscope—so plan accordingly) is not in Shadow Health and the same rules apply: You may submit up to 48 hours late with late penalty of 5% per After 48 hours, work is not accepted without documentation.

·   Discussion boards: These have structured forms to fill out and post, and the initial posts can be done early—at any time once the class opens. The first discussion board is found in Module 3 and the first post must be done by Wednesday at 2359, with 2 replies needed by Saturday night at 2359.

• There is an optional Syllabus Quiz you can take for bonus It is untimed and must be done in the first week of class.

·   Start by reading the “How to get an A in Assessment letter” which is found on the Syllabus page on Canvas. That will get you “up and running” the quickest.

In this class you will be doing most of your assessments in Shadow Health, so you will need to go to the following website and register to receive an account: app.shadowhealth.com. The cost is approximately $100.00 and gives you lifetime access.

(In Module 2, the ear will be assessed using Shadow Health, but also on a living person, using an otoscope—so now is the time to obtain an otoscope if you do not have access to one elsewhere. An inexpensive model is available at many drug stores and online, if you don’t have one.)

Save time—use “voice-to-text” in Google Chrome! You may communicate with your online simulated patient in Shadow Health by typing your questions and responses into the blank areas, or you may use the voice-to-text function, which saves time once you have learned to use it. (You can only access the voice-to-text function in Google Chrome—the

other browsers to not support it.) The app understands a wide variety of speaking styles and accents, but you will need to speak clearly and moderately slowly—experiment with it to see how it works for you.

Assignments:

1. Quiz # 1—this is over the chapters which include the reading topics of: Nurse Role, Nursing Process, Subjective Data, Objective Data, Validation and Documentation, Analysis of Data with Critical Thinking, Vital Signs, Pain, Nutrition.

An extensive amount of reading is represented here—we estimate that you will be spending 3 – 6 hours per week reading the textbook. (Remember that a 3- hour class will take an estimated 9 hours per week of work, outside class. Since there is no class, the 3 hours are added in, making 12 hours a reasonable amount of time to spend on this class weekly. This is an accelerated class that would normally be given over an entire semester of 14 weeks, so that represents 12 hours per week for 14 weeks as an estimated time commitment. (If you are not one who reads fast, you may spend additional time on this step). Suggestions for tackling it include scanning first, followed by reading of the areas in which your knowledge base is weak.

Quizzes in this class are open-book, open-resource, but they are timed. You will not have time to look up every question, so scanning your book and reading and marking the areas in which you know you are weak is recommended. Question banks are used, with questions selected by the computer, so every student receives a unique quiz. If you are using the ebook, you may find the word-search option helpful. Of course, you may “google” topics, but you will find the questions are quite specific and detailed, and the answers found in your textbook will be considered as the authority for quiz purposes: If you find a different answer somewhere on the internet than what is given in your book, the book answer will be considered as the correct answer.

Assignments for Module 1 (all are done in Shadow Health this week):

Note that all Shadow Health assignments (except the Final Assignment in Module 5) can be re-done for a higher score, meaning you have multiple attempts for each

assessment, and can re-do until 48 hours after the due date. (In some places we state there are two attempts because students rarely do more than two, although you can do as many as you like.) You will be able to access a transcript of what you did, versus what was possible for full points. Use this to improve your score on the second attempt. In this way, every student may make an A in the class, if willing to go back to re-do. Here is a time-saving tip: Some students go through quickly the first time, still doing a good solid assessment, then use the transcript to improve. The program requires that nurses empathize and educate during the assessment or health history sections, and you will learn what is expected during the process of reviewing the transcript, and this is covered in the Digital Clinical Orientation. A way to get around re-doing assignments for higher scores, and yet to end up with a high score anyway, is to use the Interview Guide you will see embedded in Shadow Health each assignment.

1. Digital Clinical Orientation: Learn to navigate the Shadow Health Digital Clinical No points are given for this, but it is necessary in order to be able to access the other assignments. This should take about 15 minutes.

2. Conversation Concept Lab: These activities and exercises will introduce you to the functions of open and closed questions in effective nursing communication. The average time to complete this assignment is 40 minutes.

3. Health History: Interview your first Digital Standardized Patient, Tina Jones, document her comprehensive health history, and complete post-exam activities. Students spend, on average, two and a half hours on this assignment.

Checklist:

1. Module 1 Quiz

2. Syllabus Quiz (optional but helpful to you since it is a bonus quiz!)

3. Assignments:

4. Digital Clinical Orientation (no credit but necessary to do other work)

5. Conversation Concept Lab

6. Health History (No discussion board until Module 3)

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Digital Clinical Orientation, Conversation Concept lab, Health History

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Well-Build Narrow Clinical Literature Paper
Literature review paper
A literature review aims to highlight the current state of knowledge regarding a topic under study.
Literature reviews are comprised of secondary sources and as such do not report any new or original
experimental work. The main purpose of a literature review is to situate the current study within the

body of literature and to provide context for the reader. A literature review is not a summary but a
synthesis of the material you have read. In this course the purpose of the literature review is to answer a
significant clinical question.
Instructions:
Your paper needs to follow the following criteria:
Choose a problem faced by clients in your practice area that you think is important and would like to
learn more about.
Use your knowledge of PICO to develop a well-build narrow clinical question. For example: In adult
patients with total hip replacements (P), how effective is pain medication (I) compared to aerobic
stretching (C) in controlling post-operative pain (O)? (the development of the PICO question should not
be including in the paper).
Write a five (5) page literature review paper on the standing knowledge of the chosen question.
Include a minimum of five (5) journal articles, at least three (3) from nursing journals. However, make
sure that the (5) journals are the one’s analyzed and synthesized in the results and discussion
sections.
The body of the paper should be made of the following titled sections: Title (introduction), Methods,
Results, Discussion, and Conclusion.
Provide a specific and concise tentative title for your literature review paper (You may use the results or
at least the variables in the title).
Abstract is not required
Include a 1-page introduction of your topic (background information), the focus/aim of your review.
The introduction should include a statement of the problem, briefly explain the significance of your topic
study, and act to introduce the reader to your definitions and background. Must include your main
statement (i.e. the purpose of this review is…{PICO Question}).
The method section should include sources, databases, keywords, inclusion/exclusion criteria, and other
information that establish credibility to your paper.
The results should summarize the findings of studies that have been conducted on your topic. For each
study you should briefly explain its purpose, procedure for data collection and major findings. This is the
section where you will discuss the strengths and weaknesses of studies.
The discussion should be like a conclusion portion of an essay paper. It serves as a summary of the body
of your literature review and should highlight the most important findings. Your analysis should help you
to draw conclusions. In this section you would discussion any consensus or disagreement on the topic. It
can also include any strengths and weaknesses in general of the research area. If you believe there is
more to research, you may include that here.
Finally, you will need to conclude your paper. At this point you have put substantial effort into your
paper. Close this chapter with a summary of the paper, major findings and any major recommendation
for the profession.

In general, your paper should show a sense of direction and contain a definite central idea supported
with evidence. The writing should be logical, and the ideas should be linked together in a logical
sequence. The ideas need to be put together clearly to the writer and to the reader.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Wk 1 Care Culture in Clinical Settings Discussion

Care expressed and practiced in professional nursing models provides a way of looking at the nursing role from the aspect of care. It may seem excessive to consider aspects of caring and compassion in nursing. However, precisely because it IS nursing makes it crucial to our continual progress of defining and upholding one of our central professional principles.

Address each of these items:

Reflect on a caring and compassionate experience with a patient or family encountered in your practice.

How was your compassion demonstrated?

How does your thinking about compassion expand to include self and colleagues?

Reflect on the iCARE Self-Assessment and share an insight related to this discussion.

I will also need one answer to two of my classmate’s answers, I am attaching their reply, below, thank you

Tacara: Compassion means caring about a sick person and treating them with kindness, love, respect, and decency in their time of need(Beasley, 2019). While working on the amputee unit, I provided compassionate care to a man who had tragically lost both of his legs. As a result, he was depressed. Traumatic events like amputation can have an impact on a person’s entire life. It can have a significant impact on a person’s professional, personal, and extracurricular endeavors in addition to the apparent impact on a person’s physical capacity, autonomy, and engagement in daily life. In addition, an amputation can alter one’s outlook on life and the future for the person who endures it. Many amputees must adjust their expectations, learn new skills, and deal with persistent health problems (such as pain) that may persist after amputation. Therefore, it is necessary for the affected individual and their support system to make substantial changes after a limb is amputated.

Initially, it is normal to experience a wide range of emotions, including shock, anger, frustration, sadness, and grief/loss. A lack of control and a sense of isolation are also common, as are increased stress and worry (for example, due to financial strain). Depression and anxiety are common because of the difficulties that people face. Researchers have found that as much as 41% of amputees suffer from some form of mental illness after their limbs have been amputated (Silander, 2018). Because of the detrimental effects untreated depression and anxiety can have on a person’s ability to heal and rehabilitate, as well as their physical and mental health, people must take action to combat these conditions. When I first walked into the room, he seemed downcast. When I entered the room, my smile was wide and welcoming. After his amputation, I urged him not to let the loss of a limb get him down. “I want you to know that you are not alone. This is a struggle that many people who have lost a limb must face. It’s not a sign of weakness or negativity to admit this. Also, this doesn’t mean things can’t improve down the road a bit. Do not forget that there are many reasons for joy. How you feel about your physical self is just as important as how you feel about yourself overall. If you want a good body image, it’s important to work with your doctors to make healthy choices regarding your nutrition and exercise that will improve your physical and mental well-being.”

He eventually started talking to me and letting out his pain. I encouraged him and gave him some references to other people who had achieved similar results. These kind words strengthened him, and he felt delighted by them. In many ways, he was ready to start his new life. Patients will have a greater feeling of community and support if we treat them with respect and kindness in our interactions with them. We hope to internalize their emotions as though they were our own. My care for the patient was evident in the form of my undivided attention and the length of time I spent with him. My feelings of empathy for others at work are just natural. They can always count on me to be there for them professionally and personally. Like most others, I tend to put others’ needs before mine.

Karen:Compassion to me is to listen to someone’s story, connect with their suffering, and have a desire to help alleviate their distress in any way that I can. (Tierney et al., 2018) One human experience I had this week in my practice was with a young HIV+ patient; the patient was on disability related to his many health problems due to HIV. He could not secure new catheter supplies and has been self-catheterizing at home with the same catheter for four months. He now presented to the emergency room with a UTI infection, which to any other patient may not be as big a deal, but when you are immunocompromised, it becomes more urgent. After discussing his issues and attempts at securing more supplies, I was motivated to help fix the problem by ordering supplies and getting him some community resources to assist him with his healthcare issues. In the immediate moment, I discussed with the nurse giving the patient supplies to go home. Then I reached out to his medical supplier and the management team explaining the issue and the nature of the emergency failing to send his supply has caused. I was able to get a delivery for him later that week. By contacting his insurance company, I found out they y offer community case management services; I was able to enroll him into services with their community outreach team, so in the future, he has resources to help with supply issues and other medication issues that may arise before they become emergent issues requiring hospitalization.

I got the nurse involved with the patient’s issue after discussing it with him, and she was more than happy to round up the supplies he may need to take home with him. These past few years have taught me that compassion fatigue and burnout are real. I was able to recognize this in myself, and the way that I chose to address this was to change my role to refresh my outlook and experience in nursing. Studies have shown that environment has a significant factor in nursing burnout and compassion fatigue; being able to make positive changes to one professional quality of life will reinvigorate your passion, compassion, and empathy. (Baek et al., 2020) The iCare self-assessment is about reflection and taking the time to recognize your strengths and areas that need attention. As a nurse, learning to value research and evidence-based research helped me identify issues within myself and practice and make changes accordingly to have positive outcomes for my patients and myself.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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ECH 350 Nursing Clinical Field Experience Lesson Reflection

Pathos Logos and Ethos Discussion

1) Find an ad that you would like to analyze (include the ad in your post!).

2) Using the Carrol article to help you, outline a rhetorical analysis of the ad. Explain what rhetorical appeals are being used (ethos, logos, pathos) and explain the rhetorical context (exigence, audience and possible restraints).

3) Explain whether you found the appeals effective given the context (i.e., why–or why not–would this persuade you?)

4) Comment on at least one other student’s analysis, discussing whether they were thorough and what “gaps” they might want to address, if needed.

ECH 350 Nursing Clinical Field Experience Lesson Reflection

Clinical Field Experience D: Light, Sound, and Senses: K to Age 8/Grade 3

For this assignment, use the format of one of the “Lesson Plan Templates” to create a lesson plan for K to Age 8/Grade 3. The lesson plan should cover one or more of the following topics: Light, sound, and senses and contain the following information:

Clear, measurable learning objectives that align to early learning standards as well as your state’s subject standards.

Anticipatory set

Vocabulary

Reasoning and problem-solving

Relevant materials and resources including visual or audio resources

Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies used to achieve individual learning outcomes.

Assessments

Implement this lesson with changes based on previous feedback.

Write a reflection based on the feedback you received from your classroom teacher and personal observations about the experience, explain the following:

Strengths and opportunities for growth. Provide specific evidence from your lesson including changes based on previous feedback.

How did you implement direct and indirect guided questions into your lesson? What was the student response?

How well did problem-solving and inquiry work to address the diverse needs of students with disabilities, that struggled, or that needed enrichment?

What changes will you implement in your next lesson? Be sure to provide specific examples.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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The Clinical Nurse Leader Essay

When reading all of the resources this week there were many new ways to produce a portfolio, and parts of a portfolio, that I was previously not aware of.  The different resources that show exactly how to build our portfolio will be very helpful when putting a portfolio together.

One of the articles talks about the Clinical Nurse Leader (CNL) discussing successful and unsuccessful outcomes as this helps show the problem-solving skills of the CNL (Norris, Webb, McKeon, Jacob, & Herrin-Griffith, 2012).  This is not something I would normally think of to include in a portfolio.

This same resource also helps with a table stating what evidence should be included in your portfolio by the role you play as a CNL (Norris et al, 2012, p 49).  As a clinician, the portfolio would want to include a complex patient concept map and a couple of other items.  These are definitely some items that I need to remember when putting together my portfolio.

On another resource provided for us there is another table that lays out exactly how to compose a portfolio (Smith, 2011, p. 56).  This table also states that we should include problem-solving skills and critical thinking skills.  While in school we can use some experiences we have had or do have in our preceptorship to include in our portfolio.

Since I am so used to doing all of my documentation for school and work on a computer, I was very interested in the ePortfolio idea.  My resume, references and all of my papers from school are already on my computer, so why not generate a portfolio online and link them rather than print them out and create a separate binder to place them in.

One thing I’m happy that I read is to make sure you get permission from your references to have their information put on the ePortfolio since it will be a website (Hannas & Olivo, 2017).

I would not have thought of that when putting together the portfolio online.  This is also an easy way for one to include a professional photograph and develop a nursing philosophy statement to include online (Hannas & Olivo, 2017).

I researched the ePortfolio to see how difficult it would be to create one on Google.  There are many sites that provide step by step instructions to create an ePortfolio.  One of the best ones I found gave pictures, video and verbiage to walk you through, step by step, on setting up the ePortfolio and how to send it to potential employers (Ajanma, n.d.).

It is a generic portfolio, not a nursing portfolio, so using the other resources we have will help us know what content to place in the portfolio.  It is a great resource of information to make putting that information onto a website to send to employers much smoother.  This is definitely something I’ll be creating and adding information to after each term during my schooling to keep it updated with everything I’m learning and doing each term.

References

Ajanma, E. (n.d.). Eportfolio with google sites. Retrieved April 13, 2020, from Instructables Circuits: https://www.instructables.com/id/Eportfolio-With-Google-Sites/

Hannas, J., & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48-49. Retrieved April 13, 2020, from https://www.myamericannurse.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf

Norris, T., Webb, S., McKeon, L., Jacob, S., & Herrin-Griffith, D. (2012). Using portfolios to introduce the clinical nurse leader to the job market. The Journal of Nursing Administration, 42(1), 47-51. doi:10.1097/NNA.0b013e31823c18e3

Smith, L. (2011). Showcase your talents with a career portfolio. Nursing, 41(7), 54-56. doi:10.1097/01.NURSE.0000398641.62631.8e

The Clinical Nurse Leader Essay

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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The Clinical Nurse Leader Essay

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NUR 200 Effective Use of Technology Clinical Essay

NUR 200, Effective, Use,Technology, Clinical, Essay

Learning Objectives

1. Demonstrate effective use of technology to conduct a literature review of Covid-19 to obtain evidence-based articles from reliable peer review nursing journals. (EBP, Informatics)
2. Summarize evidence-based practice presented in the peer review nursing journal. (EBP)
3. Apply evidence-based practice to nursing practice today. (EBP, Safety, Patient Centered Care, Practice)
4. Correlate a QSEN competency with current trends in healthcare related to COVID 19/nursing practice with an appropriate journal article. (Patient-Centered Care, Teamwork & Collaboration, EBP, Quality Improvement, Safety, Informatics)
5. Review a journal article summary of a peer and make related comments and suggestions. (EBP)

Assignment

This assignment is designed to teach students how to develop research and application skills through formal review of literature related to a current trend in health care (Covid-19 Pandemic). Current event must pertain to one of the six competencies of Quality and Safety Education for Nurses (QSEN) (click here for competencies). The area of interest, clinical issue, or research problem must focus on current nursing trends directly related to Covid-19.

The article for summary must be approved by clinical instructor. Once approved, students are to write a professional summary of the chosen article. The summary should describe relevance to your chosen QSEN competency and how the findings impact nursing practice.

Summaries must follow APA guidelines and are to include a title page, article summary page, and reference page (example video uses MLA – you must use APA).

Once completed, students are to perform a peer review of summary. Your assigned peer reader is listed here. This must be emailed to your peer and clinical instructor no later than 4/28 by noon. Peer is to proof document, add corrections/suggestions as needed, and email updated doc to back to student and clinical instructor by noon on 4/29.

Student is to make corrections, as needed, and submit via D2L by 4/30 at 08:00. Your finished summary should be of quality that you could present at a DTCC nursing student related event.

Evaluation

Evaluation of the learning objectives is completed through earning a passing grade on the completed written assignment. Through this project, students are able to identify QSEN competencies while identifying how patient care can be improved utilizing current evidence-based practice protocols.

Resources

Example of Assignment: Johnny reviews QSEN competency categories and has an interest in safety and emergency nursing. Johnny does a literature review of all safety issues related to Covid-19 and emergency room nurses. Johnny finds a peer-reviewed journal article on emergency nursing and lack of PPE while treating Covid-19 patients.

Johnny writes a summary of article in APA and emails it to Joanie, his assigned peer proof reader, and cc’s Andria, his clinical instructor. Joanie writes her suggestions for editing and emails this back to both Johnny and Andria. Johnny makes edits and submits final draft to D2L before submission due date.

An APA summary has four crucial components:

1. 1. An original peer reviewed research article (click here for example of peer reviewed article). Make sure you have the full-text of the article (can use DTCC library website or Christiana Care Medical Library website).
2. Your summary (click here to learn how to do summary) of the original research article.
3. The APA for original research article (click here for APA).
4. Have an outside reader proof your writing – use your assigned student in your clinical group (listed here).

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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NUR 200 Effective Use of Technology Clinical Essay

NUR 200, Effective, Use,Technology, Clinical, Essay

Learning Objectives

1. Demonstrate effective use of technology to conduct a literature review of Covid-19 to obtain evidence-based articles from reliable peer review nursing journals. (EBP, Informatics)
2. Summarize evidence-based practice presented in the peer review nursing journal. (EBP)
3. Apply evidence-based practice to nursing practice today. (EBP, Safety, Patient Centered Care, Practice)
4. Correlate a QSEN competency with current trends in healthcare related to COVID 19/nursing practice with an appropriate journal article. (Patient-Centered Care, Teamwork & Collaboration, EBP, Quality Improvement, Safety, Informatics)
5. Review a journal article summary of a peer and make related comments and suggestions. (EBP)

Assignment

This assignment is designed to teach students how to develop research and application skills through formal review of literature related to a current trend in health care (Covid-19 Pandemic). Current event must pertain to one of the six competencies of Quality and Safety Education for Nurses (QSEN) (click here for competencies). The area of interest, clinical issue, or research problem must focus on current nursing trends directly related to Covid-19.

The article for summary must be approved by clinical instructor. Once approved, students are to write a professional summary of the chosen article. The summary should describe relevance to your chosen QSEN competency and how the findings impact nursing practice.

Summaries must follow APA guidelines and are to include a title page, article summary page, and reference page (example video uses MLA – you must use APA).

Once completed, students are to perform a peer review of summary. Your assigned peer reader is listed here. This must be emailed to your peer and clinical instructor no later than 4/28 by noon. Peer is to proof document, add corrections/suggestions as needed, and email updated doc to back to student and clinical instructor by noon on 4/29.

Student is to make corrections, as needed, and submit via D2L by 4/30 at 08:00. Your finished summary should be of quality that you could present at a DTCC nursing student related event.

Evaluation

Evaluation of the learning objectives is completed through earning a passing grade on the completed written assignment. Through this project, students are able to identify QSEN competencies while identifying how patient care can be improved utilizing current evidence-based practice protocols.

Resources

Example of Assignment: Johnny reviews QSEN competency categories and has an interest in safety and emergency nursing. Johnny does a literature review of all safety issues related to Covid-19 and emergency room nurses. Johnny finds a peer-reviewed journal article on emergency nursing and lack of PPE while treating Covid-19 patients.

Johnny writes a summary of article in APA and emails it to Joanie, his assigned peer proof reader, and cc’s Andria, his clinical instructor. Joanie writes her suggestions for editing and emails this back to both Johnny and Andria. Johnny makes edits and submits final draft to D2L before submission due date.

An APA summary has four crucial components:

1. 1. An original peer reviewed research article (click here for example of peer reviewed article). Make sure you have the full-text of the article (can use DTCC library website or Christiana Care Medical Library website).
2. Your summary (click here to learn how to do summary) of the original research article.
3. The APA for original research article (click here for APA).
4. Have an outside reader proof your writing – use your assigned student in your clinical group (listed here).

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Clinical Leadership in Nursing and Healthcare Essay

Clinical, Leadership, Nursing, Healthcare, Essay

The following post is another student post to wish i have to reply. Please Make sure to add other information related to what the student posted. APA style 2 references and less than 20 % similarity

Question 1

Nursing has become an essential sector in healthcare provision. Nurses interact with patients for the longest time than any other healthcare professionals. They offer valuable insights as well as unique capabilities that make them formidable partners in care delivery.

The advancement in the approach to care delivery is one factor calling for transformational leadership in the 21st century. Growth in technology and its increased adoption in the healthcare sector is another factor (Hauston, 2020). Transformational leadership is appropriate in managing these changes and focus them on increasing efficiency and reliability.

Question 2

A nursing unit has a high capacity for delivering quality when the leadership has a positive impact. The leader needs to have appropriate characteristics and traits to foster team spirit and motivation for the subordinates. The first characteristic is to lead by example; this works to build credibility and cultivate respect.

Next, the nurse leader needs to be an excellent communicator, and this helps to draw the attention of the targeted group and for them to respond accordingly (Stanley, 2016). The leader also needs to empower the members of the nursing unit to help them develop a sense of ownership and a spirit of innovation. This should be coupled with a drive to motivate and inspire members of the nursing unit to realize their full potential.

Question 3

Transformational leadership is organized around an inspirational approach to influence individuals. Transformational leaders are accountable and set clear goals that guide the entire course of operation. Transactional leadership, on its part, is based on the notion that people become followers of the leader when they accept employment. In this leadership, employees are judged and motivated as per their performance.

Complexity leadership works along with the premise that leaders’ key responsibility is to ensure that the attributes and preferences are aligned with the centralized goals of an organizational (Hauston, 2020). I think transformational leadership is the most effective to lead a nursing unit as it reflects key aspects of the contemporary organizational environment.

References.

Houston, C. (2020). Professional issues in nursing: Challenges and opportunities. Philadelphia: Wolters Kluwer.  ISBN-13: 978-1-4963-9818-5 American psychological Association (2009). Publication manual of the American Psychological Association. (6th Edition). Washington DC: American Psychological Association. ISBN: 976-1-4338-0561-5

Stanley, D. (Ed.). (2016). Clinical leadership in nursing and healthcare: Values into action. John Wiley & Sons.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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Sample Unstructured Clinical Interview Discussion

OPTIONAL RESOURCES

Mogensen, L., & Mason, J. (2015). The meaning of a label for teenagers negotiating identity: Experiences with autism spectrum disorder. Sociology of Health & Illness, 37(2), 255–269. Copyright 2015 by John Wiley and Sons. Reprinted by permission of John Wiley and Sons via the Copyright Clearance Center.

American Psychological Association. (2016). Testing and assessment. Retrieved from
http://www.apa.org/science/programs/testing/index….Main Discussion

Social media often entertains us with tests such as “Which Disney Animal Are You?”, “Which 80s Toy Are You?”, or “Which U.S. State Should You Live In?” While these tests are fun and can sometimes feel like an accurate depiction of one’s personality, they lack standardization, reliability, and validity. Clinical assessments are useful in gathering relevant information about a client’s experience and complaint. The information gathered must be accurate and helpful in informing diagnosis and treatment planning. This week you have the opportunity to review a sample clinical interview as well as take and critique two online psychological tests.
To prepare for this Discussion:
Review the assigned chapter in your textbook, paying close attention to sections on assessment reliability and validity as well as clinical interviews.
Read the Sample Unstructured Clinical Interview document and the Jones (2010) article provided in this week’s Learning Resources.
Visit the Queendom.com or Psychtests.com website and complete two tests.
By Day 3
Post a response to the following:
After reviewing the sample clinical interview and Jones (2010) article, describe which sections you feel are most critical to explore and why. Which do you feel are unnecessary? Why?
Compare and contrast the two tests selected in terms of reliability and validity.
Do you feel confident in the results of each test selected? Why or why not?
When considering the limitations of clinical interviews presented in your text, how do clinical tests fill the gaps in the diagnostic process?
Response instructions:
Support your reply to a colleague’s post with at least one reference (textbook or other scholarly, empirical resources). You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence (including in-text citations) from the source and provide a reference.

Score	Evaluation Criteria
Total score 100%	Meets all the criteria necessary for an A+ grade. Well formatted and instructions sufficiently followed. Well punctuated and grammar checked.
Above 90%	Ensures that all sections have been covered well, correct grammar, proofreads the work, answers all parts comprehensively, attentive to passive and active voice, follows professor’s classwork materials, easy to read, well punctuated, correctness, plagiarism-free
Above 75%	Meets most of the sections but has not checked for plagiarism. Partially meets the professor’s instructions, follows professor’s classwork materials, easy to read, well punctuated, correctness
Above 60%	Has not checked for plagiarism and has not proofread the project well. Out of context, can be cited for plagiarism and grammar mistakes and not correctly punctuated, fails to adhere to the professor’s classwork materials, easy to read, well punctuated, correctness
Above 45%	Instructions are not well articulated. Has plenty of grammar mistakes and does not meet the quality standards needed. Needs to be revised. Not well punctuated
Less than 40%	Poor quality work that requires work that requires to be revised entirely. Does not meet appropriate quality standards and cannot be submitted as it is to the professor for marking. Definition of a failed grade
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