GROUP 3 PROJECT 13
Group 3 Project: Patricia Benner – From Novice to Expert
Jenna Cook
Roshani Patel
Sherley Thervil
Brandie Turner
Running Head: GROUP 3 PROJECT 1
Lissette Valcarcel
Novice to Expert Outline of PowerPoint Presentation
1) TITLE PAGE
a) From Novice to Expert – Skills Acquisition Model
b) Jenna Cook, Roshani Patel, Sherley Thervil, Brandie Turner, Lissette Valcarcel
2) BACKGROUND ON PATRICIA BENNER
a) Self-Portrait
b) Birth place
c) Educational Background
3) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Professional Appointments
b) Career Positions
4) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Awards
b) Recognitions
5) FRAMEWORK OF NOVICE TO EXPERT THEORY
a) Overview
b) Framework Development
6) FOUR METAPARADIGMS
a) Person
i) Definitions
b) Environment
GROUP 3 PROJECT 2
ii) Definitions
c) Health
iii) Definitions
d) Nursing
iv) Definitions
7) ADDITIONAL CONCEPT
a) Skills Acquisition Model
i) Novice to Expert Graph
ii) Stage 1 – Novice
iii) Stage 2 – Advanced Beginner
iv) Stage 3 – Competent
v) Stage 4 – Proficient
vi) Stage 5 – Expert
8) ADDITIONAL CONCEPT
a) Seven Domains
b) List of Seven Domains
9) THEORETICAL ASSUMPTIONS AND PROPOSITIONS
10) STRENGTHS OF THE MODEL & WEAKNESSES OF THE MODEL
a) Strengths
b) Weaknesses
11) IMPLICATIONS IN NURSING PRACTICE
GROUP 3 PROJECT 3
12) IMPLICATIONS IN NURSING EDUCATION
13) IMPLICATIONS IN NURSING RESEARCH
14) APPLICATIONS IN NURSING PRACTICE
15) CONCLUSION
16) REFERENCES
17) REFERENCES
GROUP 3 PROJECT 4
Article #1: Cook, C. (2016). A TOOLKIT FOR CLINICAL EDUCATORS TO FOSTER LEARNERS’ CLINICAL REASONING AND SKILLS ACQUISITION. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Summary by Brandie Turner:
The basis of the article is to discuss the characteristics of the expert nurse when given the circumstances of becoming the educator. The expert nurse often makes decisions and provides care to patients using pure intuition. Intuition cannot be taught or studied. When the expert nurse becomes a preceptor it is important for the preceptor to take on a novice approach to teaching to ensure full learning opportunity to the preceptee. The importance of the novice nurse to be able to work alongside of the expert nurse is a valuable learning experience. (Cook, 2016)
The article offers several options to assist in the education layout for the preceptor following Benner’s novice to expert model. The Model of Practical Skill Performance (MPSP) has five components: central to learning, content knowledge, substance, sequence and accuracy (Cook, 2016). The MPSP focuses on the role that the educator plays when preceptorship is in effect and how the novice nurse learns better when there is a caring component and the preceptor values the responsibility (Cook, 2016).
GROUP 3 PROJECT 5
The 4A model focuses on a series of questions; “Have you undertaken this procedure before?” “Tell me what you already know about…” “What went well?” “What was challenging last time you…?” The 4A model helps the novice nurse focus on their clinical skill and reflection of the knowledge from which the skill is drawn (Cook, 2016). Another model for the preceptor to follow is the Five Minute Preceptor (5MP) (Cook, 2016). The 5MP involves three steps. Step one is to have the student take a stand and know what is going on with the patient and the care that is being provided (Cook, 2016). Step two is to probe the student for answers this allows the preceptor to learn the students’ knowledge and the gaps that may be present (Cook, 2016). Step three is where the preceptor enables the student to apply their knowledge to their skill (Cook, 2016).
Article #2: Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
Summary by Roshani Patel:
The conceptual framework used in this study is Benner’s Novice to Expert Theory which used a variety of databases to find relevant studies that included the keywords ‘from novice to expert’ and ‘Benner’s theory’. The authors explain that the purpose of the study is to address the application of Benner’s novice to expert theory in nursing career. Benner, as a nursing theorist emphasizes on experience and the knowledge gained through experience (Oshvandi et al, 2016).
Benner explains expertise as a road with five sections which should be passed through by a practitioner to become clinically skilled and these sections are as follows (1) novice, (2) advanced beginner, (3) competent (4) proficient, (5) expert. The authors in this study aimed at examining the theory by explaining four scopes of nursing – education, practice, research, and management.
From the 988 articles gathered, all articles were assessed qualitatively and from those, eleven deemed relevant to the subject of the study. The articles were assessed using the STROBE Statement. To assess the representational quality of results in an observational study, ten outstanding researches from various countries such as Netherlands, Switzerland, Germany, England, Denmark, and United States of America developed a checklist composed of 22 main issues which would be taken into account to assess the quality of the journal article. This check is known as STROBE statement (Oshvandi et al, 2016). Poorolajal (2009) outlines the three main categories of observational studies have been considered by STROBE statement: cohort studies, case-control studies, and cross-sectional studies.
This study used all 22 items of the checklist to assess the quality of the articles and the results were categorized into four subsections and in each subsection the authors addressed the application of the novice to expert theory. The four subsections include application of the theory in: (1) nursing practice, (2) nursing education, (3) nursing research, (4) nursing management (Oshvandi et al, 2016).
The study noted that simulators are very useful training tools which can be employed in the novice and advanced novice steps for providing nursing with required skills. Neil (2009) adds that according to Benner’s theory nursing instructors can use simulators to facilitate the progress of nursing students in gaining clinical competencies. The simulators would provide students with a positive experience which make them enable to manage patients in a more proper manner. In using Benner’s theory, the competencies of performing special tasks and finding strategies for improving their performances would be assessed (Oshvandi et al, 2016).
GROUP 3 PROJECT 6
Cash (1995) summarizes that although the theory is regarded as an easy to understand model, there still are some complexities when it is used for distinguishing various strategies. Benner’s theory has been proven to be useful, effective tool by various related bodies, including nursing faculties, hospitals, community organizations, and Nursing Continuing Education Programs (Oshvandi et al, 2016). Altmann (2007) states that the role of education is not considered as important as it should be in this theory. The reason behind this deficiency is because the main focus of the theory is on gaining knowledge through experience rather than education. Applying the Benner’s theory principles in clinical scope and hospital require financial resource application for holding training courses and detection of situations through which knowledge of nurses can be promoted (Oshvandi et al, 2016). Cash (1995) states that in the nursing management domain, the theory is used for developing the career ladder, staff development plans, and reward programs.
Article #3: Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Summary by Lissette Valcarcel:
According to this article, new nurses graduate from nursing programs every year and start working in clinical settings. As the new nurses continue to gain more insight into the field and acquire knowledge in their new careers, they become seasoned nurses. They mentor new generations of nurses who are joining the clinical settings (Davis, 2016). Patricia Benner gave a detailed discussion of how long-term career development is essential in the nursing field due to responsibility and complexity of clinical nursing practice. She came up with a theory known as Novice to Expert theory.
The Novice to Expert theory was established and introduced to nursing practice by Dr. Benner in the year 1982. The theory discusses how nurses develop their knowledge, skills, understanding of patient care with time (Benner, 1982). Dr. Benner derived the theory form Dreyfus skill acquisition model. She focused on providing an objective way of assessing the progress of nursing skills and knowledge. The theory describes how a person starts at the novice stage (Davis, 2016). As the person gain new skills and knowledge, he/she progresses through several stages up to the expert stage.
The five proficiency stages in this theory are novice, advanced beginner, competent, proficient, and expert stages. In the first stage, novice, a person has no experience with any clinical situation. New nurses belong here, and they learn simple but objective attributes which they can identify easily (Davis, 2016). The second stage is advanced beginner. Nurses in this stage have participated in various real-world clinical situations which the recurrent element is identified easily. Nurses in this stage need help and support in the clinical area. The third stage is competent. The nurse can prioritize tasks or situations at hand using past experience. They can also work efficiently and in an organized manner. The next stage is proficient. Here, the performance of a nurse is guided and directed by maxims because of seeing a clinical situation as a whole (Benner, 1982). Nurses in this stage have a holistic understanding of clinical situations they face. The last stage is the expert stage. Nurses in this stage have substantial knowledge of various clinical situations, this allows for confidence as well as intuitive understanding of complex clinical situations.
The Patricia Benner theory has been applied in many areas of the nursing field. It has had a major impact on clinical nursing practices in the healthcare sector. The theory facilitates for gaining knowledge and acquiring skills as a person progresses through every stage (Davis, 2016). The theory also describes essential teaching strategies for all stages of the theory. An example of this would be how nurses in the advanced beginner stage would benefit from mentoring because support is required in discovering important things and setting priorities (Davis, 2016). The Patricia Benner theory has also been used in professional development for nurse leaders and managers.
GROUP 3 PROJECT 7
In conclusion, Benner’s Novice to Expert theory has and is been applied in the healthcare sector to create and develop leadership programs, mentorship programs, enhance nurse retention and offering teaching aids for nurses and nurse leaders. In leadership programs development, using mentorship together with guides on self-assessment can enable constant growth and development for current as well as future nurse leaders. Commitment and appropriate leadership preparation can result in improved nursing staff retention, reduced costs of turnover, and improved quality and patient outcomes. Provision of professional growth and development based on the Benner theory for nurse leaders helps healthcare systems to create capable and confident leaders who can contribute to quality and safety in patient care while increasing staff retention.
Article #4 : Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
Summary by Jenna Cook:
This study evaluated and described a pilot program intended to improve education programs for oncology nurses. The conceptual framework was based on Patricia Benner’s From Novice to Expert theory, which attempts to explain how skills and knowledge are acquired and then used as building blocks on the path from novice nurse to expert nurse (Benner, 1984). Savage, Fitzgerald and Lee (2015) explain that the purpose of the article is to describe the education program that was implemented, and to assess the effectiveness after one year (Savage, Fitzgerald, & Lee, 2015).
Savage, et al. (2015) first identified barriers to obtaining the type of education necessitated by the oncology field, which included lack of funding and lack of staff. Then, a literature review on post-licensure nursing programs and training workshops was conducted, which revealed fewer than 10 studies on these types of programs (Savage et al., 2015).
Benner’s From Novice to Expert theory was used as the curriculum foundation and as a basis for the three distinct roles in oncology nursing, as well as nine standards of care and seven competencies (Savage et al., 2015). The three roles include generalist nurse (one who works in a non-specialized oncology setting), the specialized nurse (one who works in an oncology setting), and the advanced nurse (one with a Master’s degree and specializing in oncology) (Savage et al., 2015). The distinction between these roles is important in the oncology setting as it requires a completely different skill set and very specific knowledge.
The application of Patricia Benner’s theory is also evident in the description of the pathway program. The program is segmented into three phases, each of which have an associated timeframe. The emphasis Patricia Benner places on experiential learning, which is essentially hands-on learning with reflection on the experience, is also seen by the teaching instruments used in this study. The nurses who participated in this pilot program were also asked to rate their level of competence, from novice to expert, which further underlines the experiential learning component of Benner’s theory, and the reflection on the experience that helps to instill knowledge (Alligood, 2014).
GROUP 3 PROJECT 8
The authors of this paper concluded that although the results were limited due to the minimal one-year evaluation and small sample size, this program improved participants’ skill level and knowledge regarding nursing care in the oncology setting (Savage et al., 2015).
Article #5: Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Summary by Sherley Thervil:
In this article the author wants to promote a change in the health care system. She wants to make health care higher in quality, accessible and equitable. The author focuses on psychosocial issues such as illness management and prevention, also on the shaping of health care policy. She mentioned as well the poor image of nurses in the media, film, and television.
According to the author, women were not recognized as influential agents until the time of the equal rights feminist movements. Nurses voices were not recognized in the newspapers. The media had minimized or ignored the efforts of the nurse. Therefore, the negative effects of the depiction of women by the media, including the portrayal of nurses, tend to discourage women’s occupational aspirations. In addition, Nurses have not occupied places at the major health care policy-making tables.
According to the article, the nursing profession is considered primarily as a women’s profession, and is tremendous responsible for the welfare and well-being of the population. The profession has little recognition, little authority, almost no power associated within its level of responsibility. Nurses don’t have much say in the public arenas. As a profession, Nurses can no longer wait for the media to come to them, nor for health policy-making bodies to invite them to join the policy committees. Nurses must develop the skills in policy science and the skills of presenting themselves in the media and to the media. The have to take more responsibility for moving from silence to voice. Nurses can describe better what they know in their practice and science. According to Patricia Benner the health care reform and society will benefit from nurses contribution.
GROUP 3 PROJECT 9
References for Five Articles
Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Cook, C. (2016). A Toolkit for Clinical Educators to Foster Learners’ Clinical Reasoning and Skills Acquisition. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
GROUP 3 PROJECT 10
Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
GROUP 3 PROJECT 11
Coble, R. (2015). Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/pedagogy-for-professional-schools-and-students/
Key Words and Definitions
1. Advanced Beginner – Demonstrates marginally accepted performance.
2. Competent – Plans nursing care and coordinates multiple complex care demands.
3. Concepts – The building blocks of the theory; abstract ideas or mental images of phenomena or reality.
4. Conceptual Framework – A group of related concepts.
5. Domains – An area of practice having a number of competencies with similar intents, functions, and meanings.
6. Environment – The internal/external surroundings of the client.
7. Expert – No longer relies on rules or guidelines to connect an understanding of the situation to an appropriate action.
8. Framework – A basic structure supporting anything.
9. Health – the Client’s state of well-being.
10. Metaparadigm – global concepts specific to a discipline
11. Novice – Nursing student or nurse entering a clinical setting with no clinical experience.
12. Nursing – A discipline from which client care interventions are provided.
13. Person – The recipient of nursing care (individuals, families, groups, and communities).
14. Proficient – Perceives a situation as a whole rather than just its individual aspects.
15. Proposition – A statement that expresses the relationship between concepts and is capable of being tested, believed, or denied.
16. Skill acquisition – The process whereby a learner progresses from slow, memory-intensive on a task, to rapid, automatic, near-error-free performance.
GROUP 3 PROJECT 12
17. Theory – set of interrelated concepts that guide thinking.
References
(for the Key Words and Definitions)
Johnson, T. R., Wang, H., & Zhang, J. (2005). Skill acquisition: Models. In L. Nadel, Encyclopedia of cognitive science. Hoboken, NJ: Wiley. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fwileycs%2Fskill_acquisition_models%2F0%3FinstitutionId%3D6543
Theory. (2010). In A. B. Powers, Dictionary of nursing theory and research (4th ed.). New York, NY: Springer Publishing Company. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fspnurthres%2Ftheory%2F0%3FinstitutionId%3D6543
Kozier, B., Erb, G., Blais, K., and Wilkinson, J.M. (1995). Fundamental of nurse: Concepts, process, and practice (5th ed.). Redwood City, California: Benjamin/Cummings Publishing Company, Inc.
Week 9 NURS 6512 SHADOW HEALTH DOCUMENTATION
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Documentation / Electronic Health Record
Vitals Student DocumentationStudent Documentation Model DModel D
B/P 128/82, HR 78, RR 15, T 37.2C, Pox 99%, Pain 0/10, FVC 1.78, FEV 1.549 N/A
Health History Student DocumentationStudent Documentation Model DModel D Identifying Data & Reliability 28 year-old AA female, calm/cooperative, good historian.
N/A
General Survey Mrs. Jones is a well appearing 28-year-old AA female, A+O x4, NAD VSS, 0/10 pain, last menstral period 2 weeks ago.
N/A
Reason for Visit Tina is in for a general physical required for her insurance through new job.
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History of Present Illness Patient is here to have a general physical for her new job and insurance requires it. Paitent has no real complaints at this time.
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Documentation
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Student DocumentationStudent Documentation Model DModel DMedications Metformin Daily (most likely steroid) Inhaler Albuterol inhaler Zantac Yaz (birth control)
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Allergies No known drug allergies Allergic to cats.
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Medical History DM2 Asthma GERD PCO2 Palpitations Lower back pain Hypertension Anxiety Sleeplessness irregular menstral cycles
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Health Maintenance Eating better, exercising, recent weight loss. Eye exam 3 months ago, new Rx eye glasses GYN visit 4 months ago. Physical 5 months ago. Had denal visit.
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Family History Mother has hypertension and hyperlipidemida; Father has hypertension, hyperlipidemia, and diabetes; Paternal grandparents and Maternal grandparents patient is unceratin with health history.
N/A
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Student DocumentationStudent Documentation Model DModel DSocial History Patient follows fairly strict diabetic diet, keeps caffeine intake to 2 diet soda a day, patient is occaisonal drinker and never has more than a few sporadically, patient engages in walking at least 3 to 5 times a weeks for over 30 minutes, and patient is currently seeing new boyfriend, not sexually active yet, and has support system of mom, friends, and siblings and currently lives with mother.
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Mental Health History Patient denies any real anxiety or stress at present time, but history of both due to passing of grandparent, but denies ever having depression, and verbalizes appropriate sleep patterns.
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Review of Systems – General General: Tina denies fatigue, fever, or chills HEENT: patient denies hearing issues, double vision, sneezing/rhinitis, denies issues with swallowing/eating, denies tenderness to neck and has full ROM. Skin: denies any rashes, itchiness, dry skin, wounds, scars, Respiratory: patient denies SOB, wheezing, asthma excaerbations, cough. Cardiovascular: Tina denis palpitations, chest pain, tightness, discomfort, or edema Gastrointestinal: denies nausea, vomiting, diarrhea, constipation, heartburn, gas Genitourinary: Denies frequency, urgency, polyuria, urine yellow straw-colored, denies heavy period flow, irregular menses, or cramping. Neurological: denies any numbness, tingling, dizzyness, headaches, or change in bowel/bladder control. Musculoskeletal: denies weakness, pain, verbalizes steady gait, Hematologic/Endocrin: denies any easy bruising, blood clots, denies issues iwth diabetes (in good control), denies heat/cold intolerance Psychiatric: denies depression, anxeity, mood swings, stress.
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HEENT Student DocumentationStudent Documentation Model DModel D
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Student DocumentationStudent Documentation Model DModel DSubjective Patient verbalizes use of glasses, no problems with hearing, swallowing, mourht, or neck problems.
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Objective Head: head supples, no masses noted, no tenderness Eyes: no limitations to vision, extraoccular movemnts intact, sclera white and conjunctiva pink/moist, field of vision intact. Ears: hearing normal, passed whisper test, all structures intact and WNL Nose: membranes moist/pink, no inflammation, drainage noted. Mouth: teeth intact, gums pink/intact, toungue pink without defect Neck: no tenderness, no masses palpaable, full ROM, thyroid normal size
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Respiratory Student DocumentationStudent Documentation Model DModel D Subjective No complaints of SOB, wheezing, cough, pain upon inspiration/expiration, uses inhalers as prescribed.
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Objective Inspection of chest anteriorly and posteriorly WNL, no tactile fremitus throughout, chest expansion equal/symmetrical and without difficulty, all areas posteriorly resonant, and anteriorly as well, lung sounds clear throughout without any crackles, or wheezes, or rubs noted.
N/A
Cardiovascular
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Student DocumentationStudent Documentation Model DModel DSubjective Patient denies palpitations, chest pain.
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Objective S1, S2, no murmurs, all pulses 2+ throughout with no bruits/thrills, PMI nondisplaced with no heaves or lifts, capillary refill in both hands and feet <2 sec/brisk.
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Abdominal Student DocumentationStudent Documentation Model DModel D Subjective No complaints of reflux, gas, pain, diarrhea, constipation, bleeding in stools, daily bowel movements with no difficulties.
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Objective Bowel sound normoactive all quadrants, no masses palpable, soft and non-tender, liver palpable 1cm below right costal margin, spleen not palpable, kidneys not palpable and no masses, absence of CVA tenderness,
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Musculoskeletal Student DocumentationStudent Documentation Model DModel D Subjective No complaints of weakness, pain, or difficulty walking, or picking up, or bending/twisting.
N/A
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Student DocumentationStudent Documentation Model DModel DObjective All extremities,neck, shoulder, hip, back 5/5 strength, ROM WNL for all extremites, neck, all areas adduction, abduction, inversion, eversion, extension, flexion, bending, supination, pronation, normal, spine midline,
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Neurological Student DocumentationStudent Documentation Model DModel D Subjective Patient denies dizzyness, headaches, numbness/tingling, sharp/dull sensation normal throughout.
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Objective Heel moving to shin intact, able to touch ringer to nose without difficulty, alert and oriented times 4, memory intact, gross and fine motor movement intact, sharp/dull/soft sensation intact throughout, some sensation loss to left foot near pad/toes, all reflexes 2+, sterognosis and graphesthesia are intact.
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Skin, Hair & Nails Student DocumentationStudent Documentation Model DModel D Subjective Patient has no complaints of rashes, itching, dry skin, wounds, scars.
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Student DocumentationStudent Documentation Model DModel DObjective No obvious wounds, scars, rashes, discoloration, skin warm.dry, normal for race, nails have no ridges or abnormalities, hair is thick, full, no issues.
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The Nurse Leader as Knowledge Worker
/in Nursing /by adminAssignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an infographic to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.
Present the hypothetical scenario you originally shared in the Discussion Forum( the answer of the discussion question is attached bellow in a document). Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
• Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)
• Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)
• Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)
24Slides. (2018). How to make an infographic in PowerPoint. Retrieved September 27, 2018, from https://24slides.com/presentbetter/how-make-infographic-powerpoint/
Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving role of the nursing informatics specialist. In J. Murphy, W. Goossen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212–221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF
Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).
Note: You will access this article from the Walden Library databases.
Required Media
Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.
Accessible player
Public Health Informatics Institute. (2017). Public Health Informatics: “translating” knowledge for health [Video file]. Retrieved from https://www.youtube.com/watch?v=fLUygA8Hpfo.
“knowledge worker”
/in Nursing /by adminThe term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.
To Prepare:
The Assignment:
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.
A good example of a scenario that would benefit from access to data is a case where a healthcare centre wants to know the number of patients visiting on a daily basis so as to establish whether the available staff is enough. Data of this nature can be collected by registering all the patients that come to seek medical services on a daily basis for a period of one month. Upon registering the patient, the data might be stored in the computer and retrieved when needed. The only people that will be allowed to access such information are the staff members (McGonigle, 2017).
The specific knowledge that will be derived from the data on a number of the patient visit is information on whether there is a shortage of labour force. In any case, the health facility will, for instance, establish that the number of patients visiting the facility is too high when compared to the available number of nurses; this will be taken to mean that there is a staff shortage. It will also be interpreted to mean that the current staff is being overworked and so the quality of health services being provided is more likely to be compromised (Sweeney, 2017).
A nurse leader can use clinical reasoning and judgment in the formation of knowledge from this experience to approximate the overall performance of the health facility being managed. The nurse leader could for example reason that since the health facility is understaffed, it may not be performing well. The nurse leader could judge that the patient feedback is more likely to be negative suggesting poor performance. This is due to the fact that feedback from the patients is one of the tools used to tell whether a health facility is performing well or not (McGonigle, 2017).
References
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Sweeney, J. (2017). Healthcare Informatics. Online Journal of Nursing Informatics, 21(1).
**Attached is an example of one presentation**
(8 to 10 slides)
concepts and the conceptual framework/theoretical framework/model
/in Nursing /by adminGroup 3 Project: Patricia Benner – From Novice to Expert
Jenna Cook
Roshani Patel
Sherley Thervil
Brandie Turner
Running Head: GROUP 3 PROJECT 1
Lissette Valcarcel
Novice to Expert Outline of PowerPoint Presentation
1) TITLE PAGE
a) From Novice to Expert – Skills Acquisition Model
b) Jenna Cook, Roshani Patel, Sherley Thervil, Brandie Turner, Lissette Valcarcel
2) BACKGROUND ON PATRICIA BENNER
a) Self-Portrait
b) Birth place
c) Educational Background
3) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Professional Appointments
b) Career Positions
4) BACKGROUND ON PATRICIA BENNER CONTINUED
a) Awards
b) Recognitions
5) FRAMEWORK OF NOVICE TO EXPERT THEORY
a) Overview
b) Framework Development
6) FOUR METAPARADIGMS
a) Person
i) Definitions
b) Environment
GROUP 3 PROJECT 2
ii) Definitions
c) Health
iii) Definitions
d) Nursing
iv) Definitions
7) ADDITIONAL CONCEPT
a) Skills Acquisition Model
i) Novice to Expert Graph
ii) Stage 1 – Novice
iii) Stage 2 – Advanced Beginner
iv) Stage 3 – Competent
v) Stage 4 – Proficient
vi) Stage 5 – Expert
8) ADDITIONAL CONCEPT
a) Seven Domains
b) List of Seven Domains
9) THEORETICAL ASSUMPTIONS AND PROPOSITIONS
10) STRENGTHS OF THE MODEL & WEAKNESSES OF THE MODEL
a) Strengths
b) Weaknesses
11) IMPLICATIONS IN NURSING PRACTICE
GROUP 3 PROJECT 3
12) IMPLICATIONS IN NURSING EDUCATION
13) IMPLICATIONS IN NURSING RESEARCH
14) APPLICATIONS IN NURSING PRACTICE
15) CONCLUSION
16) REFERENCES
17) REFERENCES
GROUP 3 PROJECT 4
Article #1: Cook, C. (2016). A TOOLKIT FOR CLINICAL EDUCATORS TO FOSTER LEARNERS’ CLINICAL REASONING AND SKILLS ACQUISITION. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Summary by Brandie Turner:
The basis of the article is to discuss the characteristics of the expert nurse when given the circumstances of becoming the educator. The expert nurse often makes decisions and provides care to patients using pure intuition. Intuition cannot be taught or studied. When the expert nurse becomes a preceptor it is important for the preceptor to take on a novice approach to teaching to ensure full learning opportunity to the preceptee. The importance of the novice nurse to be able to work alongside of the expert nurse is a valuable learning experience. (Cook, 2016)
The article offers several options to assist in the education layout for the preceptor following Benner’s novice to expert model. The Model of Practical Skill Performance (MPSP) has five components: central to learning, content knowledge, substance, sequence and accuracy (Cook, 2016). The MPSP focuses on the role that the educator plays when preceptorship is in effect and how the novice nurse learns better when there is a caring component and the preceptor values the responsibility (Cook, 2016).
GROUP 3 PROJECT 5
The 4A model focuses on a series of questions; “Have you undertaken this procedure before?” “Tell me what you already know about…” “What went well?” “What was challenging last time you…?” The 4A model helps the novice nurse focus on their clinical skill and reflection of the knowledge from which the skill is drawn (Cook, 2016). Another model for the preceptor to follow is the Five Minute Preceptor (5MP) (Cook, 2016). The 5MP involves three steps. Step one is to have the student take a stand and know what is going on with the patient and the care that is being provided (Cook, 2016). Step two is to probe the student for answers this allows the preceptor to learn the students’ knowledge and the gaps that may be present (Cook, 2016). Step three is where the preceptor enables the student to apply their knowledge to their skill (Cook, 2016).
Article #2: Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
Summary by Roshani Patel:
The conceptual framework used in this study is Benner’s Novice to Expert Theory which used a variety of databases to find relevant studies that included the keywords ‘from novice to expert’ and ‘Benner’s theory’. The authors explain that the purpose of the study is to address the application of Benner’s novice to expert theory in nursing career. Benner, as a nursing theorist emphasizes on experience and the knowledge gained through experience (Oshvandi et al, 2016).
Benner explains expertise as a road with five sections which should be passed through by a practitioner to become clinically skilled and these sections are as follows (1) novice, (2) advanced beginner, (3) competent (4) proficient, (5) expert. The authors in this study aimed at examining the theory by explaining four scopes of nursing – education, practice, research, and management.
From the 988 articles gathered, all articles were assessed qualitatively and from those, eleven deemed relevant to the subject of the study. The articles were assessed using the STROBE Statement. To assess the representational quality of results in an observational study, ten outstanding researches from various countries such as Netherlands, Switzerland, Germany, England, Denmark, and United States of America developed a checklist composed of 22 main issues which would be taken into account to assess the quality of the journal article. This check is known as STROBE statement (Oshvandi et al, 2016). Poorolajal (2009) outlines the three main categories of observational studies have been considered by STROBE statement: cohort studies, case-control studies, and cross-sectional studies.
This study used all 22 items of the checklist to assess the quality of the articles and the results were categorized into four subsections and in each subsection the authors addressed the application of the novice to expert theory. The four subsections include application of the theory in: (1) nursing practice, (2) nursing education, (3) nursing research, (4) nursing management (Oshvandi et al, 2016).
The study noted that simulators are very useful training tools which can be employed in the novice and advanced novice steps for providing nursing with required skills. Neil (2009) adds that according to Benner’s theory nursing instructors can use simulators to facilitate the progress of nursing students in gaining clinical competencies. The simulators would provide students with a positive experience which make them enable to manage patients in a more proper manner. In using Benner’s theory, the competencies of performing special tasks and finding strategies for improving their performances would be assessed (Oshvandi et al, 2016).
GROUP 3 PROJECT 6
Cash (1995) summarizes that although the theory is regarded as an easy to understand model, there still are some complexities when it is used for distinguishing various strategies. Benner’s theory has been proven to be useful, effective tool by various related bodies, including nursing faculties, hospitals, community organizations, and Nursing Continuing Education Programs (Oshvandi et al, 2016). Altmann (2007) states that the role of education is not considered as important as it should be in this theory. The reason behind this deficiency is because the main focus of the theory is on gaining knowledge through experience rather than education. Applying the Benner’s theory principles in clinical scope and hospital require financial resource application for holding training courses and detection of situations through which knowledge of nurses can be promoted (Oshvandi et al, 2016). Cash (1995) states that in the nursing management domain, the theory is used for developing the career ladder, staff development plans, and reward programs.
Article #3: Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Summary by Lissette Valcarcel:
According to this article, new nurses graduate from nursing programs every year and start working in clinical settings. As the new nurses continue to gain more insight into the field and acquire knowledge in their new careers, they become seasoned nurses. They mentor new generations of nurses who are joining the clinical settings (Davis, 2016). Patricia Benner gave a detailed discussion of how long-term career development is essential in the nursing field due to responsibility and complexity of clinical nursing practice. She came up with a theory known as Novice to Expert theory.
The Novice to Expert theory was established and introduced to nursing practice by Dr. Benner in the year 1982. The theory discusses how nurses develop their knowledge, skills, understanding of patient care with time (Benner, 1982). Dr. Benner derived the theory form Dreyfus skill acquisition model. She focused on providing an objective way of assessing the progress of nursing skills and knowledge. The theory describes how a person starts at the novice stage (Davis, 2016). As the person gain new skills and knowledge, he/she progresses through several stages up to the expert stage.
The five proficiency stages in this theory are novice, advanced beginner, competent, proficient, and expert stages. In the first stage, novice, a person has no experience with any clinical situation. New nurses belong here, and they learn simple but objective attributes which they can identify easily (Davis, 2016). The second stage is advanced beginner. Nurses in this stage have participated in various real-world clinical situations which the recurrent element is identified easily. Nurses in this stage need help and support in the clinical area. The third stage is competent. The nurse can prioritize tasks or situations at hand using past experience. They can also work efficiently and in an organized manner. The next stage is proficient. Here, the performance of a nurse is guided and directed by maxims because of seeing a clinical situation as a whole (Benner, 1982). Nurses in this stage have a holistic understanding of clinical situations they face. The last stage is the expert stage. Nurses in this stage have substantial knowledge of various clinical situations, this allows for confidence as well as intuitive understanding of complex clinical situations.
The Patricia Benner theory has been applied in many areas of the nursing field. It has had a major impact on clinical nursing practices in the healthcare sector. The theory facilitates for gaining knowledge and acquiring skills as a person progresses through every stage (Davis, 2016). The theory also describes essential teaching strategies for all stages of the theory. An example of this would be how nurses in the advanced beginner stage would benefit from mentoring because support is required in discovering important things and setting priorities (Davis, 2016). The Patricia Benner theory has also been used in professional development for nurse leaders and managers.
GROUP 3 PROJECT 7
In conclusion, Benner’s Novice to Expert theory has and is been applied in the healthcare sector to create and develop leadership programs, mentorship programs, enhance nurse retention and offering teaching aids for nurses and nurse leaders. In leadership programs development, using mentorship together with guides on self-assessment can enable constant growth and development for current as well as future nurse leaders. Commitment and appropriate leadership preparation can result in improved nursing staff retention, reduced costs of turnover, and improved quality and patient outcomes. Provision of professional growth and development based on the Benner theory for nurse leaders helps healthcare systems to create capable and confident leaders who can contribute to quality and safety in patient care while increasing staff retention.
Article #4 : Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
Summary by Jenna Cook:
This study evaluated and described a pilot program intended to improve education programs for oncology nurses. The conceptual framework was based on Patricia Benner’s From Novice to Expert theory, which attempts to explain how skills and knowledge are acquired and then used as building blocks on the path from novice nurse to expert nurse (Benner, 1984). Savage, Fitzgerald and Lee (2015) explain that the purpose of the article is to describe the education program that was implemented, and to assess the effectiveness after one year (Savage, Fitzgerald, & Lee, 2015).
Savage, et al. (2015) first identified barriers to obtaining the type of education necessitated by the oncology field, which included lack of funding and lack of staff. Then, a literature review on post-licensure nursing programs and training workshops was conducted, which revealed fewer than 10 studies on these types of programs (Savage et al., 2015).
Benner’s From Novice to Expert theory was used as the curriculum foundation and as a basis for the three distinct roles in oncology nursing, as well as nine standards of care and seven competencies (Savage et al., 2015). The three roles include generalist nurse (one who works in a non-specialized oncology setting), the specialized nurse (one who works in an oncology setting), and the advanced nurse (one with a Master’s degree and specializing in oncology) (Savage et al., 2015). The distinction between these roles is important in the oncology setting as it requires a completely different skill set and very specific knowledge.
The application of Patricia Benner’s theory is also evident in the description of the pathway program. The program is segmented into three phases, each of which have an associated timeframe. The emphasis Patricia Benner places on experiential learning, which is essentially hands-on learning with reflection on the experience, is also seen by the teaching instruments used in this study. The nurses who participated in this pilot program were also asked to rate their level of competence, from novice to expert, which further underlines the experiential learning component of Benner’s theory, and the reflection on the experience that helps to instill knowledge (Alligood, 2014).
GROUP 3 PROJECT 8
The authors of this paper concluded that although the results were limited due to the minimal one-year evaluation and small sample size, this program improved participants’ skill level and knowledge regarding nursing care in the oncology setting (Savage et al., 2015).
Article #5: Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Summary by Sherley Thervil:
In this article the author wants to promote a change in the health care system. She wants to make health care higher in quality, accessible and equitable. The author focuses on psychosocial issues such as illness management and prevention, also on the shaping of health care policy. She mentioned as well the poor image of nurses in the media, film, and television.
According to the author, women were not recognized as influential agents until the time of the equal rights feminist movements. Nurses voices were not recognized in the newspapers. The media had minimized or ignored the efforts of the nurse. Therefore, the negative effects of the depiction of women by the media, including the portrayal of nurses, tend to discourage women’s occupational aspirations. In addition, Nurses have not occupied places at the major health care policy-making tables.
According to the article, the nursing profession is considered primarily as a women’s profession, and is tremendous responsible for the welfare and well-being of the population. The profession has little recognition, little authority, almost no power associated within its level of responsibility. Nurses don’t have much say in the public arenas. As a profession, Nurses can no longer wait for the media to come to them, nor for health policy-making bodies to invite them to join the policy committees. Nurses must develop the skills in policy science and the skills of presenting themselves in the media and to the media. The have to take more responsibility for moving from silence to voice. Nurses can describe better what they know in their practice and science. According to Patricia Benner the health care reform and society will benefit from nurses contribution.
GROUP 3 PROJECT 9
References for Five Articles
Benner, P. (January, 2005). In: Nursing Education Perspective. Retrieved from:
ebscohost-com.southuniversity.libproxy.edmc.edu/
Cook, C. (2016). A Toolkit for Clinical Educators to Foster Learners’ Clinical Reasoning and Skills Acquisition. Nursing Praxis in New Zealand, 32(1), 28-37. Retrieved from https://search-proquest-com.southuniversity.libproxy.edmc.edu/docview/1817528441?accountid=87314
Davis, A., & Maisano, P. (2016). Patricia Benner: Novice to expert-A concept whose time has come (again). Oklahoma Nurse, 61(3), 13-15.
Oshvandi, K., Moghadam, A.S., Khatiban, M., Cheraghi, F., Borzu, R., and Moradi, Y. (2016). On the application of novice to expert theory in nursing: A systematic review. Journal of Chemical and Pharmaceutical Sciences, 9(4), 3014-3020.
GROUP 3 PROJECT 10
Savage, P., Fitzgerald, B., & Lee, C. T. (2015). Piloting an integrated education pathway as a strategy to prepare for and encourage oncology specialty certification. Canadian Oncology Nursing Journal, 25(2), 195-200. doi:10.5737/23688076252195200
GROUP 3 PROJECT 11
Coble, R. (2015). Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/pedagogy-for-professional-schools-and-students/
Key Words and Definitions
1. Advanced Beginner – Demonstrates marginally accepted performance.
2. Competent – Plans nursing care and coordinates multiple complex care demands.
3. Concepts – The building blocks of the theory; abstract ideas or mental images of phenomena or reality.
4. Conceptual Framework – A group of related concepts.
5. Domains – An area of practice having a number of competencies with similar intents, functions, and meanings.
6. Environment – The internal/external surroundings of the client.
7. Expert – No longer relies on rules or guidelines to connect an understanding of the situation to an appropriate action.
8. Framework – A basic structure supporting anything.
9. Health – the Client’s state of well-being.
10. Metaparadigm – global concepts specific to a discipline
11. Novice – Nursing student or nurse entering a clinical setting with no clinical experience.
12. Nursing – A discipline from which client care interventions are provided.
13. Person – The recipient of nursing care (individuals, families, groups, and communities).
14. Proficient – Perceives a situation as a whole rather than just its individual aspects.
15. Proposition – A statement that expresses the relationship between concepts and is capable of being tested, believed, or denied.
16. Skill acquisition – The process whereby a learner progresses from slow, memory-intensive on a task, to rapid, automatic, near-error-free performance.
GROUP 3 PROJECT 12
17. Theory – set of interrelated concepts that guide thinking.
References
(for the Key Words and Definitions)
Johnson, T. R., Wang, H., & Zhang, J. (2005). Skill acquisition: Models. In L. Nadel, Encyclopedia of cognitive science. Hoboken, NJ: Wiley. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fwileycs%2Fskill_acquisition_models%2F0%3FinstitutionId%3D6543
Theory. (2010). In A. B. Powers, Dictionary of nursing theory and research (4th ed.). New York, NY: Springer Publishing Company. Retrieved from http://thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=https%3A%2F%2Fsearch.credoreference.com%2Fcontent%2Fentry%2Fspnurthres%2Ftheory%2F0%3FinstitutionId%3D6543
Kozier, B., Erb, G., Blais, K., and Wilkinson, J.M. (1995). Fundamental of nurse: Concepts, process, and practice (5th ed.). Redwood City, California: Benjamin/Cummings Publishing Company, Inc.
nursing management minimum data set (NMMDS)
/in Nursing /by adminPLEASE SEE THE ATTACHED DOCUMENT. IT IS A PAPER I HAD SUBMITTED & GOT 50/100. ON THE LAST PAPER IS THE INSTRUCTOR’S COMMENTS. PLEASE REVIEW IT.
Using the Data/Information/Knowledge/Wisdom Continuum
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:
By Day 7 of Week 4
Write a 4-page paper that addresses the following: MUST BE APA FORMAT
Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW).
Nurse’s Role And Responsibility
/in Nursing /by adminDescribe The Nurse’s Role And Responsibility As Health Educator. What Strategies, Besides The Use Of Learning Styles, Can A Nurse Educator Consider When Developing Tailored Individual Care Plans, Or For Educational Programs In Health Promotion?
Patient education is a significant responsibility for all nurses. A patient should be educated from the moment of admission to the date of discharge. There are always opportunities for nurses to teach patients and enforce teaching. According to Whitney, the first process of being health educator and teaching is patient assessment (2018). Patient assessment is necessary because each patient has different learning style, education level, values, and belief system. Nurses are also responsible to assess for any barriers in learning. Some of these barriers include culture, health disparities, environment, language, literary, and physiological barriers (Whitney, 2018). Patients need to be educated to make informed decisions, manage their health, prevent illness, and promote health. Nurses collaborate with an interdisciplinary team to develop a teaching plan tailored to a patient.
Nurse educator may collaborate with an interdisciplinary team to develop a tailored individual care plan. It is important for nurses to find out what is important to their patient and what motivated them to make the teaching more effective (Smith & Zsohar, 2013). This will be different for every patient because each patient has a different motivator and readiness to learn. Nurses should utilize the teach back method to demonstrate effective teaching. When developing educational programs in health promotion it is important for nurses to focus on a specific target group that share the same values and goals. It is important to determine the literacy level and any other barriers to learning. Providing various resources such as video, written, and audio material is essential for teaching and evaluating the patient’s knowledge in teaching.
Behavioral objectives should be utilized in a patient’s care plan when the patient is willing to learn and change. Before a nurse can utilize the behavioral objective, they need to determine the patient’s readiness to change and create on objective for the patient’s stage (Whitney, 2018). There are six stages of change. Nurses play a crucial role in patient education and are key players in improving patient health and wellness.
References
Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses. Nursing, 43(10), 1-3. doi:10.1097/01.nurse.0000434224.51627.8a
Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University.
Respond to the above student’s posting using 200 to 250 words APA format supporting with one or two references in discussions.
NURS 6051N
/in Nursing /by adminNURS 6051N
1. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.
To Prepare:
Reflect on the concepts of informatics and knowledge work as presented in the Resources.
Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.
Part 2:
Assignment: The Nurse Leader as Knowledge Worker
The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?
Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.
In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an info graphic to educate others on the role of nurse as knowledge worker.
Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.
To Prepare:
Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:
Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts.
NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.
Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.
Family Focused Assessment
/in Nursing /by adminDevelop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:
Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview.
Upon completion of the interview, write a 1000- 1250 word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.
Include the following in your paper:
Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the APA , NO PLAGIARISM PLEASE
Week 1 Discussion: Social Causes of Suicide
/in Nursing /by adminWeek 1 Discussion: Social Causes of Suicide
8 8
# Reply
Required Resources Read/review the following resources for this activity:
Lesson Minimum of 1 outside scholarly source
Initial Post Instructions Sociologist C. Wright Mills preferred to call the sociological perspective the sociological imagination, and he saw it transforming personal troubles into public issues. Let us begin our discussion this week by considering suicide, which is thoroughly explored in Chapter 1 of the textbook.
For the initial post, address the following:
How does the sociological imagination help to examine private acts such as suicide within a larger societal context? What are some examples of social forces influencing youth suicide trends in the United States, suicide trends in India, and suicide trends in the U.S. military? Use the sociological imagination to explain your observations, and how the sociological imagination helps us consider the causes and possible solutions to suicide.
Follow-Up Post Instructions Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification and/or include perspectives from outside scholarly sources shared in the discussion forum by classmates and/or the instructor.
Writing Requirements
Minimum of 3 posts (1 initial & 2 follow-up) APA format for in-text citations and list of references Include citations from at least the assigned textbook/lesson reading and one additional outside scholarly source to support your response.
Grading This activity will be graded using the Discussion Grading Rubric. Please review the following link:
Link (webpage): Discussion Guidelines
Course Outcomes (CO): 1, 2
Due Date for Initial Post: By 11:59 p.m. MT on Wednesday Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday
Reference
Kendall, D. (2018). Sociology in our times: The essentials (11 ed). Boston: Cengage Learning.
th
Sheila Farr (Instructor) Aug 25, 2019
# Reply $
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Hello Students,
As you begin to analyze “the sociological imagination, I encourage you to ask yourself the following question: “How can you analyze other situations, not just suicide as you will do in this question using what you have learned about the sociological imagination.” It may be helpful if you have this question in the back of your mind as you are addressing the various parts of this discussion question. I think this discussion will be a lively one!
This discussion covers the following outcomes: (CO #1 ) (PO #1 & #3) as outlined in your syllabus.
http://www.popularsocialscience.com/2013/04/29/t he-sociological-imagination-thinking-outside-the- box/
Best,
Sheila Farr
Sameera Farhood Thursday
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Suicide is more than a private act amongst oneself. The sociological imagination helps us place seemingly personal troubles, such as loosing one’s job or feeling like committing suicide, into a larger social context, where we can distinguish whether and how personal troubles may be related to public issues (Kendall, 2018). It helps us take personal troubles, that are happening worldwide, and make them into public issues. For example, in New Delhi, India, a new economic boom has increased suicide rates in the 15-29 age category, especially high among those living in the wealthier areas. Many people would read about an economic boom and automatically think about how the civilians living in that area must be living a “good” life, when in reality, it is causing a major public issue behind the scenes. The result? Intensified job anxiety, higher expectations, and more pressure for individual achievement (Kendall, 2018). The sociological imagination is the reason today that we are able to take personal troubles, such as suicide, and link them to many different public issues, figuring out what the cause is. It has helped us focus more on the social problems causing individuals to act out rather than blaming individuals for creating their own problems, making them act in such ways. Many sociologists have also used the sociological imagination in a way to explore the relationship between suicide and today’s society, creating theoretical perspectives. One perspective that was applied to suicide is the Symbolic Interactionist Perspective which focuses on studying at a microlevel, analyzing people’s face-face interactions and the roles they play in society. From this point of view, a suicide attempt may be a way of garnering attention-a call for help- rather than ending ones life (Kendall 2018). Social forces influencing youth suicide trends starts with what one see’s, hears about or is exposed to. About a third of respondents reported hearing about cutting from an outside source, such as books, magazines, TV, or friends. In some instances, it was picked up from friends who were engaged in the practice. These findings suggest that some self-injurers do in fact learn the practice from others ( Taylor & Ibañez 2015). In today’s society I have observed many different things when referring to suicide. I believe that there are still problems with people blaming an individual instead of trying to solve the issue, whether it is personal or public; I have also seen many areas, globally, attempt to reach out and help suicidal people, making them feel like they have another option, another reason to continue living. Overall, the sociological imagination has helped us look deeper into the causes of suicide, analyzing the individual at a micro and macro-level, which has helped us realize the private issue is more of a public issue in todays society.
Taylor, J., & Ibañez, L. (2015). Sociological approaches to self-injury. Sociology Compass, 9(12), 1005-1014. doi:10.1111/soc4.12327
Kendall, D. (2018). Sociology in our times: The essentials (11 ed). Boston: Cengage Learningth
Amber Britt Yesterday
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Hello, Sameera! I loved your interpretation of C. Wright Mills sociological perspective. I also agree that a problem often seen is blaming. I’d personally have to say blaming is another form of and/or can lead to shaming which is a big concern for me. An approach I’ve recently learned about that can help minimize such acts are social support as introduced in the functional perspective of sociological imagination! Like any plan, it could be disrupted, leading to a disorderly system, so I encourage anyone dealing with their own “private affairs or distresses” to continue to seek help and guidance and to be reminded that their problem is not being faced by only them but others too (global interdepence—a relationship in which the lives of all people are closely intertwined and any one nation’s problems are part of a larger global problem).
Eric Devich Yesterday
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Sameera, I agree that personal troubles refer to the problems affecting the individuals, that the affecting individual, including other members of the society, typically will blame on the individuals own personal and moral failings. As you have said, blaming is a form of rejection that society uses to reject a person who made mistakes or failed at something. Instead society should do everything to still accept that person and help pick them back up. Just like Amber said in her reply, there are many things in society that will help an individual. Social Support definitely is a big one. Social issues are the main reasons why individuals commit suicide. When society makes you feel like you belong, you get a since of being wanted. This in turn gives that individual a since of purpose. Appraisal support is another key concept that should be followed. Having another person to get reasonable advice from to help in a certain situation is very beneficial. I agree that the Social Imagination helps us to get a bigger picture of what may cause suicide and being able to look at the smaller details, which help us to realize that an individual issue is more of a public issue.
Amber Britt Yesterday
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One would think their struggles are supposedly lived alone and told they are brought on because of their own personal actions and decisions. C. Wright Mills proposes those thoughts to be disprovable through a systematic study called sociological imagination. It is simply not ‘you vs. the world’, but you AND the world. This perspective gives one the ability to differentiate experiences of oneself and societal molding and to see private affairs like financial instability or unemployment are caused by social causes like environmental concerns or even poverty. Social Imagination is constructed of research methods (e.g. surveys, questionnaires and interviews) and theoretical perspectives such as the functionalist perspective and symbolic interactions which views society on a microlevel.
Global interdependence—a relationship in which the lives of all people are closely intertwined and any one nation’s problems are part of a larger global problem (Kendall, 2018)
is introduced when grasping an understanding of the relations of both personal distresses and public affairs. Mills points out that your problem is faced by others but even so your simple daily activities like jeopardizing study time to scroll on a social media platform and like pictures. (Examples of Sociological Imagination, n.d.) Sociological imagination, encourages one to think outside of their norm, to remove themselves and think beyond in certain approaches, global for example. Society removes individualistic decision making. One might think that their subconscious decision to take a certain route over the other or choice to purchase a specific brand instead of the other is commonsense, almost like an un-doubtly right decision that’s been shaped by past experiences. C. Wright Mills deems “commonsense” not commonsense at all but rather myths. (Kendall, 2018 p.6) For example, memes created by users on the internet and shared by thousands a day can be said to be agreeable or felt need to be. They encourage groupthink and could produce harmful outcomes like suicide. Memes or rather social media ultimately, are big social forces influencing suicide trends in the United States. Social media includes any coverage that can be seen, heard or experienced like tv shows (copycat suicides), the news, and peer pressure from (cyber)bullies or friends who’ve attempted themselves. Social media in the U.S. even effects our food and drinking consumption which becomes social rituals that places more importance on the symbolic value of a cup of coffee or tea than the food itself. A cup of tea could be more than for a health benefit but rather social interaction or coffee for its drug effects on the brain rather taste. (Crossman, 2019)
Is the saying, “money can’t buy happiness” true? The economic boom in Dehli, India proves it to be. The suicide rates in India are highest amongst the rich, in ages ranging from 15 to 29, as well the well educated. (NDTV.com, 2012;Lancet 2012; Kendall, 2018 p.7) It is understandable that with wealth and proper education more opportunities are introduced, however, so are job performance anxieties, mental and health issues (e.g. sleep disorders, depression, heart issues) and weakened relationships with people because of moving. When people move because of an increase of income, they lose social support which is expressed to be very important in the functionalist perspective of sociological imagination. The functionalist perspective, when disrupted leave people to question their lives and their ability to live it. One study that examined the functions of social support in reducing or preventing suicidal ideation in Air Force personnel during U.S. combat operations in Iraq and Afghanistan found that all forms of social support were not equally important in protecting individuals against suicidal thoughts or actions. Esteem support played a big factor in the severity of the Air Force personnel’s thoughts of suicide. (Kendall, 2018 p.15)
Sociological imagination helps identify the causes (and indirect preventions) and solutions by placing flaw in public issues rather than a person’s life’s decisions. Shame is a factor I’ve observed that results in suicide and many seemingly private acts like it. Others shame people into losing their interests and rob them of the fact they are human. This shame tactic is often seen with teen pregnancies, addiction, homelessness, incarceration and even simply music taste. Resources for help and guidance in certain communities are limited or not utilized as a result of self-shame or fear of being ridiculed.
Overall, the sociological approach has allowed for us the opportunity to look more in depth to an act deemed private. It allows us to take the action of an individual that would other wise be classified as personal and relate it to and identify society’s role in that action. We are able to then use theories and perspectives to help further understand an individual and find solutions to help.
Kendall, D (2018) Sociology in our times: The essentials (11 ed). Boston: Cengage Learning
Examples of Sociological Imagination. (n.d.). In YourDictionary. Retrieved from https://examples.yourdictionary.com/examples-of- sociological-imagination.html
Crossman, Ashley. (2019, March 26). Definition of the Sociological Imagination and Overview of the Book. Retrieved from https://www.thoughtco.com/sociological-imagination- 3026756)
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Sheila Farr (Instructor) Yesterday
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Hello Students,
Thinking specifically about the connection between personal troubles and public issues, do you think there are any social problems in which this connection is hard to make? For example, can you look at poverty in general from this perspective?
Best,
Sheila Farr
Sameera Farhood Yesterday
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Poverty from a sociological stand point can be interpreted in many different ways. Two main ways are; someone living in poverty brought it upon themselves or someone is living in poverty due to the society they live in and social forces around them. Generally speaking I truly think linking poverty (a personal trouble) to public issues is a hard connection to make.
Think of it this way, you can attempt to link poverty to unemployment issues globally but; not everyone who is unemployed is poor and not everyone who is poor is unemployed. Poverty is one of those things that is not fully understood yet due to the many different people/social classes dealing with the issue.
I do believe that there are some social forces and public issues that can be linked to poverty, especially those who are dealing with it while employed. For example, you have a single mother who is living in poverty while working a full time job but she’s only being paid minimum wage and she has to provide for herself and her child. With that example, we could definitely link minimum wage being too low (a public issue) to poverty (a personal trouble).
Although looking at poverty from a sociology stand point can be difficult, there are some ways you can look at it from the perspective of linking a personal trouble to a public issue.
Eric Devich Yesterday
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The Sociological Imagination helps to examine private acts such as suicide in a larger societal content as explained by the Sociologist C. Wright Mills. He helped individuals see the relationship between personal experiences and the larger social world. Suicide is more of an individual act of oneself that may be the result of personal troubles or social issues. Personal troubles are private problems that affect individuals and the networks of people with whom they regularly associate (Kendall, 2018, p. 6). Today, there are many trends in different countries all around the world that influence the current rise of youth suicide. One example, in New Delhi, India, suicide rates are highest in the 15-29 age category and are especially high among those living in the wealthier and more educated regions of the nation (NDTV.com, 2012;Lancet 2012; Kendall, 2018, p. 7). One might believe that in the world today, areas of great wealth would have lower risk of suicide. When in reality, they have the highest risk. Intensified job anxiety, higher expectations, and more pressure for individual achievement (Kendall 2018, p. 6). People would normally think the poor and uneducated would have the greater risk of suicide.
Some trends that are increasing youth suicide in the United States are income, gender disparities, age group differences and risk factors. In the United States, females are more likely to commit suicide than males. Some risk factors may include not having access to healthcare, to help prevent the chance of an individual committing suicide. Trends that lead to suicide in the U.S. Military may include unequal social support or companionship. Tangible support, which an individual has someone who is willing to help them with money or assistance. Appraisal support, which requires having someone to listen and hear problems and provide useful information on how to solve them. Esteem support deals with having people show concern for an individuals well-being and have confidence in that individual to overcome any obstacle. Esteem support was found to be one of the most important factors in whether the Air Force personal had experienced severe suicidal ideation (Kendall 2018, p. 15).
Today, the sociological imagination allows us to bridge the connection between why an individuals problems and thoughts of suicide occur in relation to problems in society. Social issues are the main reason why individuals commit suicide. Being able to distinguish between personal troubles and greater social issues is the true heart of of thinking sociologically (Wiley 2015). I have observed many ways that suicide has been expressed to the public. Whether it has been on television or on social media. It does not help that almost everyone in the world has easy access to both of these and in return is exposed to the ways that some individuals live their daily lives. Seeing this puts an added pressure on individuals who may not live an extravagant lifestyle. Individuals posting on social media such as, Facebook and Instagram, expressing a new job and are advancing up the ladder of success. Individuals today are triggered by this because they may not possess the same skills and advantages that some individuals may have. Many times individuals feel that their failure to get hired is a personal problem due to a poor interview or lack of experience (Wiley 2015). Another problem in society today are structures. Structures are “common and persistent roles and relationships that shape human interaction (Wiley 2015). Relationships could be husband and wife, boyfriend and girlfriend, employee and employer. Problems between structures can lead to suicide. Whether it may be an argument between a husband and a wife or the loss of a job to an employer. Both of these are reasons in a society that lead to suicide. Individual choices of a person reflect how they see themselves. Society looks at individuals who are different from the rest and considers them to be outcasts. Individuals involved in teen pregnancy, drugs, or even who smoke are open targets for society to single out and look at differently. Social media has a big influence on depicting this and how these individuals are shown. Television shows picturing women who became pregnant at a young age and now have trouble supporting there children because they’re trying to go to school and work at the same time. All of this shows what can happen after making poor choices. Society today looks down on individuals who make the poor choices. As a result, that individual becomes ignored and feels like they are not accepted anymore in society.
Overall, C. Wright Mill’s Social Imagination has helped us to paint a bigger picture and really understand how society has an influence on the lives of its people. If we don’t make a change, suicide as a resort to end individual problems will continue to rise. It is clear that being aware of structures and institutions can drastically alter the way we view the world. They act as tools within the greater sociological imagination to help us think critically about why individuals may make choices (Wiley 2015). Being able to analyze the smallest problems with the biggest problems of an individual, will help to understand how an individual issue can become more public in society.
Kendall, D. (2018). Sociology in our times: The essentials (11 ed). Boston: Cengage Learning
Wiley, Jeanette. “Sociological Imagination: A Critical Way to the World (Community, Environment, and Development: An Undergraduate Research Journal).” Community, Environment, and Development: An Undergraduate Research Journal (Penn State University), 6 May 2015, https://aese.psu.edu/students/research/ced- urj/news/2015/sociological-imagination-a-critical- way-to-the-world.
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Home Safety Assessment
/in Nursing /by adminHome Safety Assessment
It is important to identify health issues or concerns that may impact an individual or family in any setting. This identification can help the nurse to address health promotion and disease prevention.
To complete this activity, you must complete the Family Support Assessment activity. Click on Enter Sentinel City®. Once in the city, click on the map to locate the apartment dwelling in Nightingale Square. Approach the door next to the laundromat and enter the apartment. Here you will complete the Home Safety Assessment by noting any health, safety, and environmental hazards in the apartment. Note as many of the hazards that you observe. Select and prioritize the top two hazards for health, safety, and environmental areas for a total of six hazards that the healthcare professional should address first:
#1 = most serious hazard-life threatening
#2 = second most important-potential to affect the most people or cause long-term injury
Try to avoid prioritizing the same hazard in multiple categories. Provide an evidence-based rationale and a recommendation for addressing the top two hazards in each category. Click the “Family Support Assessment” tab at the top of the screen and review the information on the form.
Reading and Resources
Chapter 16 pages 297-316, Chapter 23 pages 395-404, Chapter 20 pages 367-375, Chapter 26 pages 439-447 in Fundamentals of Case Management Practice.
Review clinical guidelines of the AHRQ
Clinical Guidelines and Recommendations
Evidence-based research provides the basis for sound clinical practice guidelines and recommendations. The datab…
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
**Family Support Assessment Required
Submission Option
Instruction:
Paper
4 to 6-page paper. Include title and reference pages