NRS 493 -0503 Professional capstone

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.

The assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.     After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Case Study

GERD

If you can not do it please don’t accept

 

Mrs. B is a 55-year-old, white, female

Source: Self, reliable source

Subjective:

Chief complaint: “I have acid reflux.”   

HPI:  Patient states she has been having burning in her chest over the past 2-3 weeks. It is worse with consumption of spicy foods, alcohol and caffeinated beverages. She denies any nausea, vomiting, abdominal pain, blood in stools, food getting caught in throat or painful swallowing. She denies any chills or fever. She states she has been more stressed at work, which seemed to coincide with the onset of her symptoms. She has been taking Tums, which helps “a little.”

Allergies: NKA

Current Mediations:

Ferrous sulfate, 325 mg, daily

Clopidogrel, 75 mg, daily

Aspirin, 81 mg, daily

Ramipril, 5 mg, daily

Rosuvastatin, 20 mg, daily

Oxybutynin, 3.9 mg/24 patch

Fluoxetine, 10 mg, daily

Ibandronate, 150 mg, monthly

Tums, PRN                                                                                                                

Pertinent History: Iron deficiency anemia, STEMI (two months ago), hypertension, hyperlipidemia, urge incontinence, depression, osteoporosis

Health Maintenance. Immunizations: Immunizations and pertinent screening up-to-date

Family History:

            Father – Myocardial infarction (deceased age 52)

            Mother – Atrial fibrillation (deceased age 79)

Social History: Patient lives with her husband. She smokes 1ppd (40 pack year history). She drinks a glass of wine each evening with dinner. She denies drug use.

ROS: Incorporated into HPI

Objective:

VS – BP: 145/92, HR: 86, RR: 16, Temp 97.6, oxygenation 96%, weight: 240 lbs, height: 54 inches.

Mrs. B is alert, awake, oriented x 3.  Patient is clean and dressed appropriate for age.

ENT: The tympanic membranes are pearly gray. The nasal mucosa is pink with no discharge. The oropharynx is pink with no tonsillar erythema or exudate. There is no evidence of abnormal masses or leukoplakia. No cervical lymphadenopathy

Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop. No peripheral edema or jugular vein distention

Respiratory: Clear to auscultation, but decreased breath sounds

Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly      

ECG: Sinus rhythm

CBC: Hematocrit and hemoglobin within normal range

H pylori breath test: Negative    

Assessment:

Diagnosis: Gastro-esophageal reflux, ICD-10: K21.9

Please answer the following:

  1. What is your prescribed treatment plan (include specific dosage, frequency)? Why did you choose this treatment plan? In your answer, please describe, briefly, the pharmacodynamics (1 point) and pharmacokinetics (1 point) of your treatment choice and how they influenced your choice. Please describe how the patient comorbidities influenced your choice as well (1 point).  Are there any medical interactions to your choice (1 point)? 
  2. Document the education you would provide for this patient, specific to the prescribed medication. Please include information pertinent to the patient (2 points) and common potential adverse effects (2 points).

Capstone Paper: Introduction

 Review the Capstone Paper Assignment Guide

Remember: Each section of the Capstone Paper must meet the Academic Writing Expectations for the Capstone Level.

For this Assignment, write a paragraph that addresses the following:

  • Practice Problem )Controlling pain in dying pt or hospice pt
    • State the practice problem in measurable terms and that reflect quality indicators. Include data that suggests a practice problem exists. Do not use anecdotal experiences or opinions.
      • This is the same problem described in the Week 1 Practice Experience discussion.
      • Keep in mind that this section may need to be revised after you complete all of the other sections.
    • Provide the rationale for selecting the practice problem. See Chapter 3, page 69, Exhibit 3.15 in the Spath (2018) text for examples.

Diversity Project Kickoff Presentation

 

Create a 5–7 slide presentation (with detailed speaker’s notes) on how you would select, foster collaboration among, and educate a team dedicated to solving a diversity issue.

Assessments 1 and 2 are scenario-based, so you must complete them in the order in which they are presented.

Finding, organizing, and motivating teams is a key leadership skill as is the ability to communicate and present information.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply qualities, skills and practices used by effective healthcare leaders.
    • Outline goals and initial priorities that reasonably reflect the project.
  • Competency 2: Apply practices that facilitate effective interprofessional collaboration.
    • Outline a plan that effectively fosters interprofessional group collaboration.
  • Competency 3: Apply ethical codes and diversity best practices in health care organizations.
    • Define the composition of a team with characteristics that could effectively address a diversity issue.
    • Describe the basic characteristics of a diverse and inclusive workplace.
    • Explain the benefits of promoting and supporting diversity within an organization using scholarly resources.
  • Competency 4: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
    • Create an organized presentation that clearly communicates all specified content.

 

Overview

In this assessment you will continue your work on the project by creating a 5–7 slide PowerPoint presentation for the diversity project kickoff meeting.

Preparation

  • View the PowerPoint Presentation Instructions for guidelines and hints for an effective presentation.
  • Download the PowerPoint Template found in the resources and use it to complete this assessment.

Scenario

Imagine that Lynette follows up with you in an e-mail shortly after reading your views on leadership and collaboration:

Hi,
Thanks for sending me your thoughts last week on the diversity issue at the clinic. Your next step is to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.
I want you to prepare a presentation to serve as a brief, but substantive introduction for the first meeting with a group of 4–5 members who will participate on the committee tasked with addressing the diversity issue. Once I review more information about the proposed team I can help you with the recruitment. The presentation should be 5–7 minutes and use 6–8 slides with detailed speaker’s notes so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:
Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group. Also, explain why they are important.
Explain the composition of the team and why you chose them. Note that you will not know the exact individuals yet, but assume we will recruit the people with the desired qualities and characteristics that you outline in the presentation. Consider the following:Include a group of professionals you believe can help define the problem and ultimately make recommendations on how to address it.
Make sure each member is either trained in, sensitive to, or has experience with the concept of workplace diversity.
Give some thought to having some members from outside the organization.
Provide member profiles: their diversity, qualifications, experience, internal versus external, and so forth.
Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration.Describe how the group will communicate. How and when they will meet.
Describe how ideas will be shared and decisions made.
Describe roles, group function, and structure.
Describe the basic characteristics of a diverse workplace.
Provide a convincing argument regarding the benefits of a diverse workforce using support from current research.Thanks,
Lynette

Instructions

Create a 5–7 slide presentation in response to the content defined in the above scenario and submit it in the courseroom.

Presentation Guidelines

  • Length: 5–7 PowerPoint slides (not including title slide) that would accompany an approximately 5-minute oral presentation.
  • Notes: Prepare detailed speaker’s notes describing items on each slide so that the viewer can accurately interpret the deeper meanings and intentions that would have been conveyed orally. Support your claims, arguments, and conclusions with credible evidence from 2–3 current, scholarly or professional sources.
  • Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, and formatting and other design principles that make the information clear and generally add to the aesthetic of the presentation.

Please refer to the scoring guide for details on how your assessment will be evaluated.

Grading Rubric:

1- Outline goals and initial priorities that reasonably reflect the project. 

Passing Grade:  Outlines insightful and goals and initial priorities that accurately reflect the project, along with reasonably stated assumptions. 

2-  Define the composition of a team with characteristics that could effectively address a diversity issue. 

Passing Grade:  Defines the composition of a team, with characteristics that is highly diverse and well equipped to effectively address a diversity issue. 

3-  Outline a plan that effectively fosters interprofessional group collaboration. 

Passing Grade:  Outlines a plan that effectively fosters interprofessional group collaboration and includes multiple proven methodologies. 

4-  Describe the basic characteristics of a diverse and inclusive workplace. 

Passing Grade:  Describes the basic characteristics of a diverse and inclusive workplace, with support from scholarly resources. 

5-  Explain the benefits of promoting and supporting diversity within an organization using scholarly resources. 

Passing Grade:  Explains the benefits of promoting and supporting diversity within an organization, using scholarly resources that include specific examples of where it has worked. 

6-  Create an organized presentation that clearly communicates all specified content. 

Passing Grade:  Creates an organized presentation that clearly communicates all specified content, using effective visuals and detailed descriptive speaker’s notes. 

Discussion theory 7

A 23-year-old male patient is admitted with a fracture of C6 and C7 that has resulted in quadriplegia. He was injured during a football game at the university where he is currently a senior. His career as a quarterback had been very promising. At the time of the injury, contract negotiations were in progress with a leading professional football team.

1. Use Roy’s criteria to identify focal and contextual stimuli for each of the four adaptive modes.

2. Consider what adaptations would be necessary in each of the following four adaptive modes: (1) physiological, (2) self-concept, (3) interdependence, and (4) role function.

3. Create a nursing intervention for each of the adaptive modes to promote adaptation.

Self Breast Cancer Screening and Prevention

Description:
In this vignette, a patient expresses her concern that her estrogen treatments, combined with her family history of breast cancer, may increase her chances of developing breast cancer. This vignette highlighted various aspects of the health of LGBT and gender nonconforming populations and is designed to give learners the opportunity to analyze clinician-patient communication strategies. 

Learning Objectives:
By the completion of this vignette/vignette series, the learner will be able to:

  • Identify three strategies to engage LGBT patients in the clinical environment.
  • Discuss methods to sensitively approach history taking and physical examination with LGBT patients.
  • Describe three verbal or non-verbal strategies to identify sexual orientation and gender identity in the clinical environment.
  • Describe three unique risk factors for health conditions related to sexual orientation and gender identity.
  • Outline three techniques for tailoring health promotion strategies to the needs of LGBT patients.

 1. What questions did the clinician ask to assess this patient’s risk for developing breast cancer? Are there any additional questions you would have asked? should be a minimum of 250 words with three references in correct APA format.

2. How effectively did the clinician address the patient’s concerns about estrogen risk? What do you think about the safety of estrogen risk? What do you think about the safety estrogen prescription in a transgender patient at high risk for breast cancer? should be a minimum of 150 words with two references in correct APA format.

Nursing Leadership

Need to have access to this text.

 

Essentials of Nursing Leadership and Management

By: Sally A Weiss, Ruth M Tappen

  • Publisher: F.A. Davis Company
  • Print ISBN: 9780803636637, 0803636636
    Print ISBN: 9780803636637, 0803636636
  • eText ISBN: 9780803640566, 0803640560
    eText ISBN: 9780803640566, 0803640560
  • Edition: 6th