Nursing

Assignment: National Institute of Nursing Research
Assignment: National Institute of Nursing Research
Question
Explore the National Institute of Nursing Research (NINR) website:www.ninr.nih.gov/ Review their publication Bringing science to life: NINR strategic plan (2011, p. 7) to identify the current priorities for nursing research. Do you agree with the priorities or would you recommend addition or elimination of some of the priorities? What effect do the nursing research priorities have on nursing researchers?
What criteria must be met in order to consider a practice, evidence-based? Provide examples. Explain the role quality plays in evidence-based practice?
Based on the information you’ve learned to this point, write a research proposal that relates to the topics you chose for a previous assignment. Be sure to include the following information in your proposal:
Hypothesis
Theory
Design model
Method
Anticipated results
Potential Dissemination Avenues
The assignment should be between 1500 and 2000 words in length and contain at least two scholarly sources, in addition to the textbook.
Mission
The mission of the National Institute of Nursing Research (NINR) is to promote and improve the health of individuals, families, and communities. To achieve this mission, NINR supports and conducts clinical and basic research and research training on health and illness, research that spans and integrates the behavioral and biological sciences, and that develops the scientific basis for clinical practice. From premature infants in neonatal intensive care units, to adolescents living with diabetes, to elderly cancer survivors coping with pain, nursing research develops the science to help people strengthen the quality of their lives. Nursing science transcends the boundaries of disease and research disciplines to better understand the experiences of individuals and families living with illness and to develop personalized approaches that maximize health and well-being for individuals at all stages of life, across diverse populations and settings. NINR’s scientific programs encompass the following topics: symptom science, wellness, self-management of chronic conditions, end-of-life and palliative care, innovative technologies, and training nurse scientists.
The NINR Strategic Plan: An Overview
NINR’s Strategic Plan: Advancing Science, Improving Lives, focuses on areas of science in which the health needs are greatest, and in which NINR-supported research can have the largest impact.
It is organized around four areas of scientific focus: symptom science, wellness, self-management of chronic conditions, and end-of-life and palliative care. Two other areas, promoting innovation and developing the nurse scientists of the 21st century, are emphasized in all areas of NINR’s research programs.
The future research directions of these focus areas were shaped through the Innovative Questions (IQ) initiative, an initiative by NINR to encourage new thinking and creativity from the broader scientific community and general public. The innovative questions that emerged from the initiative are posted on the NINR website as a resource to all in the nursing science community.
The Plan is intended to be a living document, one which can be adapted as new opportunities and challenges arise.
Important Events in NINR History
November 20, 1985 — Public Law 99-158, the Health Research Extension Act of 1985, becomes law. Among other provisions, the law authorizes the National Center for Nursing Research (NCNR) to support research and training related to patient care at NIH.
April 18, 1986 — The U.S. Department of Health and Human Services (HHS) Secretary announces the establishment of NCNR at NIH.
April 1986–June 1987 — Dr. Doris Merritt, Special Assistant to the NIH Director, is appointed Acting Director of NCNR. NCNR’s initial budget is $16 million.
December 3, 1986 — The HHS Secretary appoints the first members of the NCNR Advisory Council.
February 17, 1987 — The NCNR Advisory Council holds its inaugural meeting.
June 1987–June 1994 — Dr. Ada Sue Hinshaw serves as the first Director of NCNR.
May 30, 1988 — The NCNR Advisory Council is renamed the National Advisory Council for Nursing Research.
1993 — NINR-funded researcher Dr. David Olds and colleagues establish that visits from home nurses significantly lower mothers’ high blood pressure during pregnancy, result in better timing of subsequent pregnancies, and reduce abuse and neglect of children.
June 10, 1993 — P.L. 103-43, the NIH Revitalization Act of 1993, becomes law. Among other provisions, it elevates NCNR to an NIH Institute. As such, NCNR is re-designated the National Institute of Nursing Research (NINR).
June 14, 1993 — The HHS Secretary signs the Federal Register notice establishing the National Institute of Nursing Research (NINR).
July 1994–April 1995 — Dr. Suzanne Hurd serves as Acting Director of NINR.
1994 — NINR-funded researcher Dr. Loretta Sweet Jemmott tests several gender-appropriate, culturally sensitive interventions on hard-to-reach vulnerable populations and significantly reduces sexual risk behaviors for HIV. Her “Be Proud! Be Responsible!” intervention becomes the Centers for Disease Control and Prevention’s model curriculum.

Assignment: Standard of Care In Nursing Perspective.
Assignment: Standard of Care In Nursing Perspective.
NUR3826 Ethical and Legal Aspects of Nursing
Week 1 discussion
DQ1 Right Wrong Picture
Differentiate between the terms “Ethics”, “Morals”, and “Values”.
Discuss why ethical theories are important to nursing practice.
Discuss a situation from your clinical practice or training where one or more ethical principles was supportive of care or was in conflict of care.
DQ2 Explain the term “standard of care” from a legal and a nursing perspective.
Include support for your explanation by using references from your ANA Essentials of Nursing Package (Scope and Standards of Practice, Guide to Nursing’s Social Policy Statement, and the Guide to the Code of Ethics for Nurses).
Evidence & Practice Previous Next
Legal, ethical and professional aspects of duty of care for nurses
Iwan Dowie Senior lecturer, Healthcare law, University of South Wales, Pontypridd, Wales
Duty of care is a fundamental aspect of nursing, and many nurses consider this to be an important part of their professional duties as a nurse. However, the legal underpinnings of duty of care are often overlooked, and, as such, nurses may be unsure about when to act if they encounter emergency situations or serious incidents, especially when they are off duty. This article examines the legal, ethical and professional aspects of duty of care, what these mean for nurses in practice, and how duty of care is intrinsically linked with standards of care and negligence.
Nursing Standard. 32, 16-19, 47-52. doi: 10.7748/ns.2017.e10959
@IwanDowie
Correspondence
iwan.dowie@southwales.ac.uk
Peer review
This article has been subject to external double-blind peer review and checked for plagiarism using automated software
Conflict of interest
None declared
Received: 15 July 2017
Accepted: 21 September 2017
Keywords :
accountability – duty of care – ethical issues – legal issues – negligence – professional issues – standards of care
550 × 431

Capella FP6103 Assessment 5 Presentation
Capella FP6103 Assessment 5 Presentation
Create a 12–20-slide PowerPoint presentation for teaching a legal or ethical issue pertinent to nurse educators.
As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting. We are familiar with licensing for health care professionals, perhaps, carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures. Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Additionally, nurse educators are often called upon to teach others about specific legal and ethical issues. This can create an interesting balance between adhering to the legal and ethical responsibility of the nurse educator’s role, while also providing enough context and real-world evidence to help assist others in learning about specific legal and ethical issues.
Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors.
Synthesize resource information needed to evoke a change in the described situation.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group.
Identify culturally sensitive issues and how they should be addressed in the change process.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards. Capella FP6103 Assessment 5 Presentation
Preparation: Capella FP6103 Assessment 5 Presentation
In this assessment, you will create a PowerPoint presentation of 12–20 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on.
Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
Research what the group needs to know to improve the legal or ethical situation that has occurred.
Use a minimum of seven references, of which at least five should come from peer-reviewed sources.
As you conduct research, synthesize information that will be needed to evoke a change in the situation.?
Instructions
Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.
Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.
Presentation Slides
For your 12–20 slide presentation:
Choose an appropriate theme and style.
Include an introductory slide that identifies the problem and your role.
Use slides to convey the important information and understandings to the group.
Provide a summary slide that reiterates the important points of the presentation.
Provide a slide that offers resources for the group after the teaching/learning experience.
Include a slide with any references used in preparing the PowerPoint.
Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.
Context Slides
For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):
Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?
Additional Requirements: Capella FP6103 Assessment 5 Presentation
Your presentation should meet the following requirements:
Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format for all citations and references.
Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Assignment: Narrative Reviews in Nursing
Assignment: Narrative Reviews in Nursing
Question 1 Which of the following statements is true of narrative reviews? (Select all that apply.) A. Narrative reviews engage a highly structured and rigorous approach to reviewing research evidence. B. Narrative reviews provide a general background discussion of a particular issue. C. Narrative reviews require a rigorous, systematic approach to searching the databases for evidence. D. Narrative reviews generally review literature that support the author’s point of view on an issue or topic. E. Narrative reviews are a type of primary research. 5 points Question 2 In qualitative studies, results are reported using words or themes. True False 5 points Question 3 What type of literature may a systematic review include to be considered Level 1 evidence on the Melnyk & Fineout-Overholt levels of evidence hierarchy? A. Phenomenology studies B. Grounded theory studies C. Descriptive studies D. Cohort studies E. Controlled trials without randomization F. Randomized controlled trials 5 points Question 4 In quantitative studies, results are reported using words or themes. True False 5 points Question 5 Randomized controlled trials are which type of research? A. Quantitative research B. Qualitative research C. Mixed-methods research D. Systematic review E. Literature review F. Cohort study 5 points Question 6 Order the following types of research evidence reviews in order of rigor from most rigorous to least rigorous: Systematic review with meta-analysis Integrative review Systematic review without meta-analysis Narrative review 5 points Question 7 You are forming a team to do a systematic review of the literature about interventions to treat post-traumatic stress disorder (PTSD). Which of the following would be your first step? A. Critically appraise the literature identified. B. Conduct an exhaustive search of multiple databases to identify the literature. C. Identify an explicit, reproducible methodology. D. Create a clearly stated set of objectives with predefined eligibility criteria for study inclusion. E. Create a dissemination plan for your systematic review. 5 points Question 8 A key characteristic of a systematic review is that it contains a meta-analysis. True False 5 points Question 9 What type of study is described in the following excerpt? An interprofessional team wants to test a new intervention to see whether it will improve central-line associated bloodstream infection (CLABSI) rates. Subjects were randomized into either the intervention or the control group by pulling a slip of paper with either a one or a two written on it from a manila envelope (those pulling ones were randomized to the intervention group; those pulling twos were randomized to the control group). When the study began, the intervention group received the intervention and the control group received equal attention. Data was collected and analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics were used to report the data. What type of research article is this? A. Quantitative research B. Qualitative research C. Systematic reviews D. Literature reviews E. Mixed methods F. Program evaluation 5 points Question 10 When trying to determine what type of research study is described in an article, which two sections of the article will give you the best information to make that determination? A. Abstract and conclusion B. Methods and limitations C. Methods and results D. Introduction and results E. Abstract and discussion F. Literature review and data analysis 5 points Question 11 Which of the following types of research can be categorized as primary research? Select all that apply. A. Cohort study B. Literature review C. Grounded theory study D. Randomized controlled trial E. Systematic review F. Controlled trial without randomization 5 points Question 12 What type of information would help you identify a research study as qualitative? (Select all that apply.) A. Data is collected using such approaches as interviews, focus groups, and open-ended questions on surveys. B. Data is collected using Likert scales on surveys. C. Results are reported using numbers and statistics. D. Results are reported using themes and words. E. Data is collected using surveys with fill-in-the-blank questions. F. Results are reported using a mixture of numbers and themes. 5 points Question 13 Both literature reviews and systematic reviews are types of research evidence reviews. True False 5 points Question 14 The methods used in conducting a systematic review are specific and rigorous. True False 5 points Question 15 What types of information would help you identify a research study as quantitative? (Select all that apply.) A. Data is collected using such approaches as interviews, focus groups, and open-ended questions on surveys. B. Data is collected using Likert scales on surveys. C. Results are reported using numbers and statistics. D. Results are reported using themes and words. 5 points Question 16 What kind of study is described in the following excerpt? Researchers are interested in studying the impact of living in a family where a child has been diagnosed with cancer. They collaborate with the oncology department at a large children’s hospital to identify and receive consent from families that have a child with a cancer diagnosis. Participants are consented and data is collected and triangulated using one-on-one interviews, focus groups, and surveys. Data is analyzed for thematic analysis. A. Quantitative research B. Qualitative research C. Mixed-methods research D. Systematic reviews E. Literature reviews F. Cohort studies 5 points Question 17 Mixed-methods studies are a combination of which two methodologies? A. Quantitative research methodologies and literature reviews B. Quantitative and qualitative research methodologies C. Qualitative research methodologies and systematic reviews D. Literature reviews and qualitative research methodologies E. Quasi-experimental and program evaluation 5 points Question 18 Which of the following is a type of quantitative research study? A. Phenomenology B. Case study C. Randomized controlled trial D. Ethnography E. Participative action research F. Ground theory 5 points Question 19 In a systematic review with a meta-analysis, researchers combine the results of each of the individual studies to create a larger sample size (and therefore greater power), then re-run the statistics to capture the true magnitude of the effect. The single-effect measure calculated and reported when the results from all the studies are combined is called what? A. Summary statistic B. Power analysis C. Confidence Interval D. Chi square E. Pearson’s co-efficient 5 points Question 20 What type of study is described in the following excerpt? Surveys to evaluate nurse satisfaction, medical errors, depression and anxiety, and demographics were given to 5,432 nurses from hospitals of various sizes and geographic locations; some had nurses working 8-hour shifts and 12-hour shifts. Nurses were asked to complete the survey. Upon completion of the survey, nurses were invited to participate in video conference focus groups and one-on-one interviews with a research assistant by video conferencing. Survey results were reported using descriptive statistics, and themes were identified and reported from the data collected in the focus groups and one-on-one interviews. A. Quantitative research B. Qualitative research C. Quasi-experimental research D. Mixed-methods research E. Systematic reviews
Source: https://www.homeworkjoy.com/questions/health-care/604582-Walden-nurs6052-Quiz-Week-2-September-2019/
© homeworkjoy.com

Assignment: PUBLIC HEALTH LEADERSHIP
Assignment: PUBLIC HEALTH LEADERSHIP
Permalink:
In the early 20th century, rural areas of China experienced deplorable health conditions. Due to extreme poverty and lack of access to adequate medical care, nearly 80% of China’s population, the percentage living in rural areas, teetered on the verge of death. In an attempt to solve the public health crisis, the Chinese government commissioned doctors, known as “barefoot doctors.” These doctors used specific behaviors that connected to and were understood by residents in the community. With specific behaviors that shaped a style of leadership, these doctors educated rural residents on basic healthcare practices. Although “barefoot,” these doctors projected a wealth of knowledge, leading others to better health and a better way of life (Valentine, 2005).
For this Discussion, select an article depicting a behavioral perspective to public health leadership. Think about particular strengths and limitations of this perspective. Consider how this perspective relates to Trait Theory of leadership.
Post a brief explanation of the behavioral perspective reflected in the article you selected. Then explain the strengths and limitations of this perspective. Finally, explain how this perspective you selected relates to both Trait Theory and the Skills Approach.
Please use the following headings:
· Article & Behavioral Perspective
· Strengths & Limitations
· Relationship to Trait Theory
· Relationship to Skills Theory

NUR2488 Rasmussen Module 07 Borderline Personality Disorder Discussion
NUR2488 Rasmussen Module 07 Borderline Personality Disorder Discussion
Read the case study about Borderline Personality Disorder and answer the following questions in your initial posting:
How would you use therapeutic communication and principles of cognitive behavioral therapy with the client?
Describe your assessment process. What are some likely co-morbid conditions? List one nursing diagnosis and an appropriate nursing intervention.
What interdisciplinary referrals might be appropriate?
NUR2488 Rasmussen Module 07 Borderline Personality Disorder Discussion
MODULE 07 CASE STUDY
S.is a 48-year-old divorced woman with one adult daughter and three grandchildren. She is currently working as an LPN part time in a nursing home and also works at a convenience store one or two days per week. She has had many jobs over the last 22 years, usually changing every one or two years. S notes that she has been called less often to work in the convenience store and worries that they don’t like her anymore. She reports being written up several times for arguing with customers. She also reports that her supervisor at the nursing home “is a bitch”; although she really liked her supervisor at first, she says “Now I hate her; she’s trying to get me fired.” S. reports that she has tried to get fulltime jobs five times in the last four years, was hired for three, but only lasted one or two weeks at each one.
reports that she is currently not talking to her daughter because “she is horribly mean to me and she needs to apologize or I won’t talk to her again”. She is upset that she hasn’t seen her three small grandchildren in about a year. She sends them presents and cards frequently that say “I still love you! Grandma”, but hasn’t called them since she stopped talking to her daughter. She is considering reporting to the county that her daughter is keeping her grandchildren from her.
is very unhappy that she isn’t in a relationship. She was abused by her ex-husband, and has a pattern of meeting and dating men who eventually abuse her. She states that her last relationship was very good, however; the man was not abusive and “I loved him very much”. The relationship ended for reasons that S. doesn’t understand, although she does report many arguments that ended in “scenes” such as her throwing chairs, stomping out of the house, making crank phone calls to his family, and calling the police with false reports. But S. also reports that she “couldn’t have loved him more and I showed it”. She gives examples of going to her boyfriend’s place of work with flowers, buying him expensive presents, surprising him with tickets to Mexico at the last minute – she was very upset that he wasn’t willing to drop everything and go with her. S. reports asking him why he didn’t love her and what she was doing wrong on a regular basis. When the boyfriend asked to break up, S. reports sitting outside his house for weeks, crying; she called his mother, called his boss, and called and texted him until he filed a restraining order. This occurred about 4 months ago.
admitted herself to the mental health unit when she felt suicidal. She reports that she had stopped her individual psychotherapy 3 months ago and stopped going to DBT. She also stopped her anti-depressant at that time, as she felt it wasn’t working, and missed her last two psychiatrist appointments.

Capella FP6011 Assessment 3
Assignment: Capella FP6011 Assessment 3
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Assignment: Capella FP6011 Assessment 3
Preparation: Assignment: Capella FP6011 Assessment 3
In this assessment, you will base your Patient-Centered Care Report on the scenario presented in the Evidence-Based Health Evaluation and Application media piece. Some of the writing you completed and exported from the media piece should serve as pre-writing for this assessment and inform the final draft of your report. Even though the media piece presented only one type of care setting, you can extrapolate individualized care decisions, based on population health improvement initiative outcomes, to other settings.
Requirements: Assignment: Capella FP6011 Assessment 3
Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed.
Writing, Supporting Evidence, and APA Style
Write clearly and logically, using correct grammar and mechanics.
Integrate relevant evidence from 3–5 current scholarly or professional sources to support your evaluation, recommendations, and plans.
Apply correct APA formatting to all in-text citations and references.
Attach a reference list to your report.
Report Content: Assignment: Capella FP6011 Assessment 3
Address the following points in a 4–6 page report:
Evaluate the expected outcomes of the population health improvement initiative that were, and were not, achieved.
Describe the outcomes that were achieved, their positive effects on the community’s health, and any variance across demographic groups.
Describe the outcomes that were not achieved, the extent to which they fell short of expectations, and any variance across demographic groups.
Identify the factors (for example: institutional, community, environmental, resources, communication) that may have contributed to any achievement shortfalls.
Propose a strategy for improving the outcomes of the population health improvement initiative, or ensuring that all outcomes are being addressed, based on the best available evidence.
Describe the corrective measures you would take to address the factors that may have contributed to achievement shortfalls.
Cite the evidence (from similar projects, research, or professional organization resources) that supports the corrective measures you are proposing.
Explain how the evidence illustrates the likelihood of improved outcomes if your proposed strategy is enacted
Develop an approach to personalizing patient care that incorporates lessons learned from the population health improvement initiative outcomes.
Explain how the outcomes and lessons learned informed the decisions you made in your approach for personalizing care for the patient with a health condition related to the population health concern addressed in the improvement initiative.
Ensure that your approach to personalizing care for the individual patient addresses the patient’s:
Individual health needs.
Economic and environmental realities.
Culture and family.
Incorporate the best available evidence (from both the population health improvement initiative and other relevant sources) to inform your approach and actions you intend to take.
Justify the value and relevance of evidence you used to support your approach to personalizing care for your patient.
Explain why your evidence is valuable and relevant to your patient’s case.
Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.
Propose a framework for evaluating the outcomes of your approach to personalizing patient care.
Ensure that your framework includes measurable criteria that are relevant to your desired outcomes.
Explain why the criteria are appropriate and useful measures of success.
Identify the specific aspects of your approach that are most likely to be transferable to other individual cases. Assignment: Capella FP6011 Assessment 3

Assignment: Aquifer Case Study
Assignment: Aquifer Case Study
For this assignment, you will complete a Aquifer case study based on the course objectives and weekly content. Aquifer cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the Aquifer case studies to promote the development of clinical reasoning through the use of ongoing assessment and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.
After you complete the Aquifer case study for the week, please print out the summary of your case session and submit as a PDF file to the Submissions Area. Note that the summary of your case session has your name in the top-right corner. You need to submit this document as evidence that you have completed the case.
The Aquifer assignments are highly interactive and a dynamic way to enhance your learning. Material from the Aquifer cases will be present in the weekly quizzes, the midterm exam, and the final exam. You must have all Aquifer assignments completed in order to successfully pass the course.
Use this link for information on how to access and navigate Aquifer.
This week, complete the case entitled “Case #18: 24-year-old female with headaches – Ms. Payne.”
Submission Details:
Name your document SU_NSG6440_W8_Project1_LastName_FirstInitial.pdf.
Submit your document to the Submissions Area by the due date assigned.
Groundwater and aquifers
A hole dug at the beach is a great way to illustrate the concept of how, below a certain depth, the ground, if it is permeable enough to hold water, is saturated with water. The upper surface of this zone of saturation is called the water table. (Credit: Howard Perlman, USGS)
I hope you appreciate my spending an hour in the blazing sun to dig this hole at the beach. It is a great way to illustrate the concept of how, below a certain depth, the ground, if it is permeable enough to hold water, is saturated with water. The upper surface of this zone of saturation is called the water table. The saturated zone beneath the water table is called an aquifer, and aquifers are huge storehouses of water. What you are looking at in this picture is a “well” that exposes the water table, with an aquifer beneath it. Of course, I am cheating here, as at the beach, the level of the water table is always at the same level as the ocean, which is just below the surface of the beach.
Groundwater is one of our most valuable resources—even though you probably never see it or even realize it is there. As you may have read, most of the void spaces in the rocks below the water table are filled with water. These rocks have different porosity and permeability characteristics, which means that water does not move around the same way in all rocks below ground.
When a water-bearing rock readily transmits water to wells and springs, it is called an aquifer. Wells can be drilled into the aquifers and water can be pumped out. Precipitation ventually adds water (recharge) into the porous rock of the aquifer. The rate of recharge is not the same for all aquifers, though, and that must be considered when pumping water from a well. Pumping too much water too fast draws down the water in the aquifer and eventually causes a well to yield less and less water and even run dry. In fact, pumping your well too much can even cause your neighbor’s well to run dry if you both are pumping from the same aquifer.
Visualizing groundwater
In the diagram below, you can see how the ground below the water table (the blue area) is saturated with water. The “unsaturated zone” above the water table (the gray area) still contains water (after all, plants’ roots live in this area), but it is not totally saturated with water. You can see this in the two drawings at the bottom of the diagram, which show a close-up of how water is stored in between underground rock particles.

Capella FP6103 Assessment 1
Assignment: Capella FP6103 Assessment 1
Write a 2-page article about the history of and trends in nursing and nursing education.
The role of the nurse educator has expanded with the times and moved beyond the faculty role in basic nursing education programs. Nurse educators are also staff development specialists, clinical nurse educators, nurse navigators, patient educators, researchers, and community health educators to name a few of the many options available. A multitude of forces beyond our control, including economic and political forces, may shape our profession of nursing. As nurse educators, however, it is our work to provide the educational foundations needed for patient care, for improved health status for all and for a well-prepared workforce of nurses.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the historical evolution of nursing education.
Explain historical influences on nursing and nursing education.
Analyze trends that may impact the future of nursing and nursing education.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and correctly format citations using APA format. Assignment: Capella FP6103 Assessment 1
Write a short article about the history and future trends of the nurse educator role. The article will run in a newsletter for nurses and nurse educators, and should be approximately 2 pages long.
In your article, be sure to do the following:
Explain five key historical influences on nursing and nursing education today. Be sure to address why these influences are important and how they have had an impact.
Analyze three trends you believe will impact nursing and nursing education in the future. Explain how those trends relate to what you understand about nursing history.
Support your assertions with credible sources. You can use the Resources in this assessment and conduct additional research in the Capella library. Assignment: Capella FP6103 Assessment 1
Additional Requirements
Your article should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format for all citations and references (if used).
Format: Submit your assessment as a Word document.
Length: Approximately two double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 Assessment 2
Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.
When we say we are nurse educators, the image that comes to mind for many is that of a nursing instructor in an undergraduate nursing program. The work that person is engaged in is teaching others how to be nurses. While that is certainly one aspect of the nurse educator role, the setting and the work may vary greatly. Some nurse educators, especially in university settings, will hold joint appointments as nursing faculty in a college of nursing and as clinicians in the university hospital. Other educators will work exclusively in a hospital or community setting, educating staff, patients, or community. Regardless of the setting, the role of educator encompasses more than teaching; there is also an expectation for scholarship and for service.
In this tripartite role, faculty in universities and colleges are expected to teach, participate in scholarly activities, and participate in service, which is defined as activities contributing to the good of the community, university, or profession beyond one’s defined job description. Many health care institutions will also have similar expectations for nurses in upper-level positions.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
Describe a specific nurse educator role.
Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
Explain opportunities for scholarship related to a specific area of expertise.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Generate a plan for meeting each aspect of the tripartite model.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional. Assignment: Capella FP6103 Assessment 1
Create a short (approximately 2 pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.
In your plan, do the following:
Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role’s title and explain the context in which that role works.
Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.
Additional Requirements
Your plan should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: Approximately two double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 assessment 3
Write a 3–5-page nurse educator philosophy.
As nurses, we develop our own philosophy about our role as a nurse. For some, it is steeped in the tradition of the nursing program we attended. For most of us, our philosophy has evolved over time, as we gain experience and develop specializations. We may not always articulate a clear philosophy, but each nurse does have a system of beliefs and values about health, health care, nursing, and his or her role as a nurse that guides practice. By developing a philosophy specific to the role of nurse educator, you will be able to reflect upon your individual values and beliefs, values and beliefs about nursing, and the educator role that each person is preparing for.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the historical evolution of nursing education.
Analyze the influence of historical events on a nurse educator role.
Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
Formulate an informed nurse educator philosophy statement.
Apply a nurse educator philosophy to the tripartite roles of teaching, scholarship, and service.
Competency 3: Analyze professionally established nurse educator competencies and models.
Analyze the competencies necessary for a specific nurse educator role.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
For this assessment, develop your own nurse educator philosophy statement. Identify your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator. Address how this philosophy will guide you in the tripartite roles of a nurse educator—how it will guide your teaching, scholarship, and service. Support your philosophy with your knowledge of historical events that are pertinent to your work. In addition, identify the competencies that you see as critical to your role.
In sum, your philosophy statement should guide your practice as a nurse educator.
Your educator philosophy statement should do the following:
Identify the area of nursing education or the area in health care in which you will apply your MSN, education specialization skills, and knowledge.
Formulate your nurse educator philosophy statement, which should comprise your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator.
Apply your philosophy statement to each of the tripartite roles of the nurse educator. What does your philosophy mean for your approach to teaching, scholarship, and service? As you discuss the role of teacher, be sure to address any theories (adult learning theory, learner-center education, and others) that shape your approach as an educator.
Analyze the relationship of significant historical events that have shaped the role you seek to fill.
Analyze the most essential nurse educator competencies necessary for this MSN-prepared nurse educator. Explain why you selected the competencies you did.
Conclude with a summary.
Additional Requirements
Your assessment should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: 3–5 double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 assessment 4
Write a 6–8-page professional development plan for your work as a nurse educator.
Learning never stops for the nurse educator. Lifelong learning is necessary to stay current both in the practice world and in education. Nurse educators need to have a plan for their own continued professional development that will help them maintain and advance their skills both as nurses and as educators.
The nursing profession needs nurse educators to educate more nurses, to introduce and educate about evidence-based practice changes, and more than ever, to join with our colleagues in other health care disciplines to exchange ideas and engage in interdisciplinary learning. As educators, we must continue to learn, be certified, and function at a high level to ensure continued growth for the nursing profession.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the historical evolution of nursing education.
Describe forces (social, economic, political, or institutional) that may influence the nurse educator role.
Competency 3: Analyze professionally established nurse educator competencies and models.
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Discuss development of a leadership role in a chosen area of nurse educator focus.
Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Write a 6–8-page professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:
Introduction: A brief introductory paragraph that clearly states the purpose of the paper.
Area of focus: A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
Professional goals: A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
Influences: A brief description of any additional forces (social, economic, political, or institutional) that may influence your nursing education role.
Analysis: An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
Leadership role: A discussion of specific ways (a minimum of two) that you will develop a leadership role in your chosen area of focus.
Development plan: Specific plans for professional growth and any additional education, certifications, or training to be acquired.
Reflection: A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.
Additional Requirements
Your assessment should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: 6–8 double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 assessment 5
Create a 12–20-slide PowerPoint presentation for teaching a legal or ethical issue pertinent to nurse educators.
As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting. We are familiar with licensing for health care professionals, perhaps, carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures. Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators.
Additionally, nurse educators are often called upon to teach others about specific legal and ethical issues. This can create an interesting balance between adhering to the legal and ethical responsibility of the nurse educator’s role, while also providing enough context and real-world evidence to help assist others in learning about specific legal and ethical issues.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors.
Synthesize resource information needed to evoke a change in the described situation.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group.
Identify culturally sensitive issues and how they should be addressed in the change process.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards.
Preparation
In this assessment, you will create a PowerPoint presentation of 12–20 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on.
Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
Research what the group needs to know to improve the legal or ethical situation that has occurred.
Use a minimum of seven references, of which at least five should come from peer-reviewed sources.
As you conduct research, synthesize information that will be needed to evoke a change in the situation.?
Instructions
Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.
Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.
Presentation Slides
For your 12–20 slide presentation:
Choose an appropriate theme and style.
Include an introductory slide that identifies the problem and your role.
Use slides to convey the important information and understandings to the group.
Provide a summary slide that reiterates the important points of the presentation.
Provide a slide that offers resources for the group after the teaching/learning experience.
Include a slide with any references used in preparing the PowerPoint.
Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.
Context Slides
For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):
Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?
Additional Requirements
Your presentation should meet the following requirements:
Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format for all citations and references.
Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Assignment: Epiphyseal Plates
Assignment: Epiphyseal Plates
• Question 1
0 out of 1 points
What statement is NOT true of epiphyseal plates?
• Question 2
0 out of 1 points
What sense organ allows for detection of the position of the head in the gravitational field?
• Question 3
1 out of 1 points
Which statement is true regarding the white matter of the spinal cord?
• Question 4
1 out of 1 points
What is not a symptom of diabetes mellitus?
• Question 5
1 out of 1 points
This sensory region of the cerebrum is involved with the ability to understand written and spoken language?
• Question 6
1 out of 1 points
Which statement is true regarding the neuron synapse?
• Question 7
1 out of 1 points
Which statement is NOT true of dendrites?
• Question 8
1 out of 1 points
What is NOT true of aerobic and anaerobic cellular respiration?
• Question 9
1 out of 1 points
Which endocrine hormone is involved with increasing the blood calcium levels of the body?
• Question 10
1 out of 1 points
Which statement is NOT true regarding skeletal muscle tissue?
• Question 11
1 out of 1 points
Which statement is NOT true regarding neurons?
• Question 12
1 out of 1 points
Which statement is NOT true regarding the special senses?
• Question 13
1 out of 1 points
A tendon is a band of connective tissue that attaches and stabilizes one bone to another within a joint?
• Question 14
1 out of 1 points
Which type of neuroglia cell forms myelin sheaths on axons within the peripheral nervous system?
• Question 15
1 out of 1 points
Which endocrine hormone, in higher quantities, can suppress the function of the immune system and decrease inflammation of the body?
• Question 16
1 out of 1 points
A neurotransmitter bound to a postsynaptic neuron membrane will affect its permeability of certain ions that will either cause an increase OR decrease ability to initiate an action potential?
• Question 17
1 out of 1 points
The nerve plexuses of the body allow for individual nerves to have axons from multiple nerve root levels?
• Question 18
1 out of 1 points
What statement is NOT true regarding the endocrine system?
• Question 19
1 out of 1 points
Both aldosterone and antidiuretic hormones have indirect effects of increasing blood volume and blood pressure?
• Question 20
0 out of 1 points
Which statement is NOT true regarding myelin sheaths?
• Question 21
1 out of 1 points
Which cranial nerve is not involved in motor control of eye movement?
• Question 22
1 out of 1 points
Which statement is true regarding action potentials?
• Question 23
1 out of 1 points
Grey matter of nerve tissue is a region or collection of nerve cell bodies whose main function is to transmit nerve impulses from one region of the nervous system to another?
• Question 24
1 out of 1 points
This endocrine hormone is stored in the posterior pituitary and increases the amount of water reabsorbed in the kidneys increasing blood pressure and blood volume?
• Question 25
1 out of 1 points
Which eye condition best describes the vision impairment that occurs when individuals age and the lens becomes less flexibility which causes the refracted light to fall behind the retina?
• Question 26
1 out of 1 points
Both the epidermis and dermis contain blood vessels?
• Question 27
1 out of 1 points
The parasympathetic nervous system is a branch of the somatic efferent peripheral nervous system while the sympathetic is a branch of the viscera efferent peripheral nervous system?
• Question 28
1 out of 1 points
Hyperthyroidism is commonly caused by insufficient amounts of the element iodine within the body?
• Question 29
1 out of 1 points
Damage to a lower motor neuron can cause a positive Babinski’s sign?
• Question 30
1 out of 1 points
The cerebellum is primarily involved with conscious thought and emotions?
• Question 31
1 out of 1 points
Which statement is NOT true regarding a spinal (peripheral) nerve?
• Question 32
1 out of 1 points
What is NOT true of the ciliary body and ciliary processes of the eye?
• Question 33
0 out of 1 points
Which endocrine hormone influences the uterine contractions during pregnancy and stimulates breast milk ejection during breast-feeding?
• Question 34
1 out of 1 points
The sense of taste depends upon the binding of food molecules dissolved in saliva onto sensory hair cells?
• Question 35
0 out of 1 points
The central nervous system provides neural integration of efferent information transmitted from the autonomic nervous system?
• Question 36
1 out of 1 points
Which statement is correct regarding the dorsal horn of the spinal cord?
• Question 37
1 out of 1 points
The spinal cord travels from the foramen magnum of the occipital bone down to the sacrum region?
• Question 38
1 out of 1 points
The autonomic nervous system will innervate both internal organs and skeletal muscles?
• Question 39
1 out of 1 points
What is NOT a symptom of hypothyroidism?
• Question 40
1 out of 1 points
The spiral organ contains hair cells that form action potentials when stimulated to allow for the sense of smell to occur?
• Question 41
1 out of 1 points
What statement is NOT true of otitis media?
• Question 42
1 out of 1 points
What statement is true regarding reflexes?
• Question 43
0 out of 1 points
What statement is NOT true regarding the peripheral nervous system (PNS)?
• Question 44
1 out of 1 points
What is not a function of cerebrospinal fluid?
• Question 45
1 out of 1 points
This organelle is responsible for producing adenosine triphosphate (ATP)?
• Question 46
1 out of 1 points
Which of the following is not an effect of the parasympathetic nervous system?
• Question 47
1 out of 1 points
Which of the following is NOT necessary for muscle contraction to occur?
• Question 48
1 out of 1 points
Which statement is NOT true regarding the meninges and cerebrospinal fluid (CSF)?
• Question 49
1 out of 1 points
The melanocytes are the most common cell in the epidermis and produce melanin?
• Question 50
1 out of 1 points
One of the main functions of the gyri and sulci is to allow for increased surface area of the cerebral cortex?
• Question 51
1 out of 1 points
Red bone marrow is only found in spongy bone and is involved in hemopoiesis?
• Question 52
1 out of 1 points
Which region of the brain stem is associated with nuclei centers that control various autonomic activities such as sneezing, coughing and respiration rate?
• Question 53
1 out of 1 points
Blockage of the auditory (Eustachian) tube can result in conductive hearing loss?
• Question 54
1 out of 1 points
Peripheral neuropathy can cause damage to axons of peripheral nerves leading to dysfunction of the conduction of an action potential?
• Question 55
1 out of 1 points
A dermatome is associated with a specific cranial nerve that innervates the body’s skin?
• Question 56
1 out of 1 points
What statement is true regarding the eye?
• Question 57
1 out of 1 points
What statement is NOT true regarding the special senses?
• Question 58
1 out of 1 points
Addison’s disease is due to increased amounts of cortisol being secreted?
• Question 59
1 out of 1 points
This type of bone cell will breakdown the matrix of the bone tissue and release calcium into the bloodstream?
• Question 60
1 out of 1 points
Which statement is NOT true regarding the CNS?
Assignment: Epiphyseal Plates