Writing
NUR 3805 Bowie State University Hospital Falls among Elderly Patients PICOT Research Paper

NUR 3805

Bowie State University

NUR

Question Description

I need help with a Nursing question. All explanations and answers will be used to help me learn.

Scholarly Paper: Using the PICOT process, analyze a current nursing practice-related issues.Select an issue from your NURS 412 clinical practice and write a PICOT research question.

The scholarly paper should be typed, double spaced, 12 point, Times New Roman using APA format, and limited to 6 pages including title and reference pages. The references cannot be older than 2018.EVALUATION OF UNDERGRADUATE SCHOLARLY PAPER RUBRIC WILL BE USED.

Support your position with references no older than 2018 from at least two peer reviewed journal reference articles.

the Rubric is in the SYLLABUS and some power point slides are attached below for clarity

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1 BOWIE STATE UNIVERSITY Bowie, MD 20715 College of Professional Studies Department of Nursing Spring 2020 Course No.: NURS 425 Course Name: Transition into Professional Nursing Practice Number of Credits: 03 (3 credits lecture: 3 clock hours) Name of Instructor: Dr. Birthale Archie Office Location: CNSMN 2137 Office Telephone#: (301) 860-3204 Office Fax#: (301) 860-3221 Office Email: barchie@bowiestate.edu Office Hours: Monday 12n- 5pm, Tuesday- 2p-5pm I. Course Prerequisites: Completion of NURS 415/416, and NURS 406/409 with a grade of “C” or better, all general education courses of the freshmen, sophomore and junior year of the progression plan. II. Course Description This course is designed to provide students with an overview of content related to leadership and management theories and to examine multiple nursing issues. Emphasis is twofold: (1) it is placed on broadening students’ understanding of the role(s) and responsibilities of professional nursing, and on recognizing the need for continuing professional learning and (2) gaining an understanding of the role of the nurse in managing others in the provision of direct care to the client. III. End of Program Student Learning Outcomes Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 2 Upon completion of the Undergraduate Nursing Program, the graduate will be able to: 1. Implement nursing process and caring behaviors with individuals, families, and communities. 2. Utilize critical thinking and clinical reasoning to promote optimal wellness with individuals, families and communities. 3. Utilize communication, technology, and inter-professional collaboration to provide safe and effective care. 4. Integrate culturally congruent care for clients across the life span. 5. Utilize evidence-based findings for clinical decision-making in nursing practice. 6. Apply health policies from legislative and governing bodies into clinical nursing practice while adhering to legal and ethical principles. 7. Demonstrate the ability to address the changing health care needs of diverse populations representing the global community. IV. Student Learning Outcomes Upon completion of the course, the student will be able to: 1. Assess personal values and caring behaviors in planning strategies to lead and manage peers, clients or nursing unit. 2. Distinguish the effects of communication techniques on the outcomes of nursing management and leadership. 3. Analyze cultural congruent care related to nursing issues, leadership and management. 4. Evaluate ethical and legal professional nursing issues as they pertain to leading and managing in nursing care situations. 5. Utilize critical thinking to determine priority nursing care decisions while in a management and leadership role. 6. Explore the concepts of power, empowerment, autonomy and advocacy in managing nursing practice issues. 7. Analyze research findings related to professional nursing issues, leadership and management. V. Required Texts American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, D.C.: Author. ISBN: 9781433805615 Marquis, B. L., & Huston, C. J. (2017). Leadership Roles and Management Functions in Nursing: Theory and Application (9th ed.). China: Wolters Kluwer Health. ISBN: 9781496349798 Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 3 VI. Supplemental/Recommended Text or Reference Material Sprayberry, L. D. (2014). A response to the transformation of America’s healthcare: Direct-care nurses bringing FLOWERS (TM) to the bedside. Medsurg Nursing. 23(2), 123-130. VII. Instructional Methods Lecture with discussion Student led presentations Case Studies VIII. Guided independent study Adaptive learning Evaluation Methods Exams (3) Quiz Scholarly Paper Final Exam ATI Adaptive Learning ATI Proctored Exam IX. Small group work Clinical Conferences Client interactions 18% each 6% 7.5% 25% 2.5% 5% Grading Scale A = 92 - 100 B = 83 - 91 C = 75 – 82 D = 68 -74 F = below 67.5 ATI Proctored Exam Grading: Level 3 (88.3% - 100%) =100% Level 2 (76.7% - 86.7% = 91% Level 1 (61.7% - 75%) = 75% Below Level 1 = 68% Final grade ending > .5 will be rounded up to nearest whole number Assignment Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 4 This is an independent activity which requires submission of a scholarly paper, according to the instructions below. The scholarly paper will be graded based on the Evaluation of Undergraduate Scholarly Paper rubric, which is included in this syllabus. Scholarly Paper: Using the PICOT process, analyze a current nursing practice-related issues. Select an issue from your NURS 412 clinical practice and write a PICOT research question. The scholarly paper should be typed, double spaced, 12 point, Times New Roman using APA format, and limited to 6 pages including title and reference pages. The references cannot be older than 2018. EVALUATION OF UNDERGRADUATE SCHOLARLY PAPER RUBRIC WILL BE USED. Support your position with references no older than 2018 from at least two peer reviewed journal reference articles. X. Course Outline Unit I: The Critical Triad: Decision Making, Management, and Leadership A. B. C. D. E. Decision Making, Critical Thinking Leadership and Management Patient, Subordinate, Workplace & Professional Advocacy Technology and Informatics Nursing Today Unit II: Foundations for Effective Leadership and Management Ethics, Law, and Advocacy A. Patient, Subordinate, Workplace and Professional Advocacy B. Inter-Professional Teamwork and Collaboration C. Change, Innovation and Conflict Management Unit III: Roles and Functions in Planning, Staffing and Directing A. Time Management B. Effective Staffing C. Budget Concepts for Safe Patient Care D. Delegation of Patient Care Unit IV: Managing Ethics, Law and Advocacy. Quality Control A. Ethical Aspects of Health care B. Legal Aspects of Health Care Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 5 C. Quality Improvement and Evidence-Based Patient Care Unit V: Roles and Functions in Controlling A. Problem Employees B. Career Planning and Achieving Balance XI. Student Requirements/Guidelines: ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ The student will adhere to the academic regulations and requirement of the current Bowie State University Undergraduate Academic Catalog. Assignments. You will be asked to complete a variety of assignments that will help accentuate the concepts, methods and strategies learned in the course. Each assignment will be worth points (see evaluation) and will be explained before you begin. Assignments are to be submitted on time and via electronic media (Blackboard or email). All assignments must display knowledge of the content standards and principles of the program. Assignments must be completed on time and in compliance with specified guidelines. Assignments submitted late are subject to 5 points reduction for each day late. Assignments submitted after three (3) business days may not be accepted. Student advisement will occur during scheduled office hours or by appointment. All students must meet with their academic advisor at least once during the semester. All written work must be in scholarly format consistent with APA guidelines. Students must earn a grade of 75% or higher to successfully pass a nursing course. Students are expected to take exams and quizzes at the scheduled time. Make-up exams will only be considered in the case of an EXCUSED absence, with notification to the instructor before the scheduled exam administration time. Academic Dishonesty/Plagiarism Students will abide by the University Policy regarding Academic Honesty in the current Bowie State University Undergraduate Academic Catalog. Contacting the Instructor Office hours are listed above. If you need to reach me anytime other than those listed above, the most effective way is via email using your Bowie State University email account only. ▪ Incomplete Grades Students will abide by the grading system according to the University Policy in the current Bowie State University Undergraduate Academic Catalog ▪ Special Needs/Disabilities Students who have a disability and think that they may need special accommodations should report to the Office of Disability Support Services (DSS) in Room 079, Thurgood Marshall Library, or call Dr. Michael Hughes at (301) 860-4067. Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 6 Technology This course is web enhanced with Blackboard. Students can access using the following link https://bsuonline.blackboard.com/webapps/login/. If assistance is needed with initiating an account, please call the DIT Helpdesk@ 301 860- 4357 Course material and announcements will be posted on Blackboard. Students will be held accountable for posted material and announcements. Cell phones, pagers, beepers or any other "attention-grabbing" device are to be turned off or silence before class begins. It is distracting and discourteous to both the instructor and your colleagues. XII. Evaluation of Scholarly Paper Rubrics: EVALUATION OF UNDERGRADUATE SCHOLARLY PAPER CRITERIA Content and Thought Value % % Earned Student_____________________ COMMENTS 60 The content of the scholarly paper is an indicator of the thought processes used by the student in the development and execution of the assignment. The indicators of these processes are: 1. Uses relevant references. 2. Addresses all components of assigned criteria. 3. Synthesizes information. 4. Applies theories and concepts. 5. Uses logical reasoning and correct inductive or deductive reasoning. Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 7 Organization Structure 1. Includes purpose in introduction. 2. Paper is logically arranged with introduction, body, and summary. 3. Subsections and paragraphs reflect the main idea. 4. Transitions occur between thoughts. Literacy and Style 1. Uses professional vocabulary. 2. Uses correct grammar, spelling, punctuation, and capitalization. 3. Maintains economy of expression. APA 15 10 1. Title page is correct. 2. Page numbering is accurate. 3. Page header is appropriate. 4. Citation of references in text is correct. 5. 15 • Direct quotes • Paraphrasing Reference list follows APA format. • Citations in text are included on reference list • Reference list citations are included in text Final Grade 100 XIII. Additional Rubrics (optional): Disclaimer: The syllabus is subject to content modification as necessary to facilitate the best learning experience 1 Evidence Based Practice PICOT  Dr. Birthale Archie  Transition into Professional Nursing Practice  NURS 425 2 Definition Evidence Based Practice (EBP)  According to Melynk et. Al. (2010)  “a problem-solving approach to the delivery of health care that integrates the best evidence from studies and patient care data with clinician expertise and patient preference and values.” (p. 1) 3 What is PICOT Statement  Carefully formulated question that encompass the acronym PICOT and the  The “T” must be included. 1. Identify the, patient, problem or population(P) 2. intervention (I) ( exposure , prognosis) 3. Comparison (C) (compare, control (versus) 4. Outcome(s) (O) ( affect) 5. Timeframe (T) ( duration) Template for PICOT QUESTION 4  https://www.aaacn.org/sites/default/files/documents/miscdocs/1e_PICOT_Questions_template.pdf  Handout in class.  Adapted from the PICOT Questions Template; Ellen Fineout-Overholt, 2006. This form may be used for educational & research purposes without permission 5 Definitions for Terms  Intervention/Therapy: Questions addressing the treatment of an illness or disability.  Etiology: Questions addressing the causes or origins of disease (i.e., factors that produce or predispose toward a certain disease or disorder). 6 Definitions for Terms Cont’  Diagnosis: Questions addressing the act or process of identifying or determining the nature and cause of a disease or injury through evaluation. 7 Definitions for Terms Cont’ Prognosis/Prediction: Questions addressing the prediction of the course of a disease. 8 Definitions for Terms Cont’ Meaning: Questions addressing how one experiences a phenomenon. 9 Intervention  Intervention: In African-American female adolescents with hepatitis B (P), how does acetaminophen (I) compared to ibuprofen (C) affect liver function (O) timeframe (T)? 10 Therapy  Therapy: In children with spastic cerebral palsy (P), what is the effect of splinting and casting(I) compared to constraintinduced therapy (C) on two-handed skill development (O)? 11 Prognosis / Prediction  Prognosis/Prediction: 1) For patients 65 years and older (P), how does the use of an influenza vaccine (I) compared to not received the vaccine (C) influence the risk of developing pneumonia (O) during flu season (T)? 2) In patients who have experienced an acute myocardial infarction (P), how does being a smoker (I) compared to a non-smoker (C) influence death and infarction rates (O) during the first 5 years after the myocardial infarction (T)? 12 Diagnosis  Diagnosis: In middle-aged males with suspected myocardial infarction (P), are serial 12-lead ECGs (I) compared to one initial 12-lead ECG (C) more accurate in diagnosing an acute myocardial infarction (O)? 13 Etiology  Etiology: Are 30- to 50-year-old women (P) who have high blood pressure (I) compared with those without high blood pressure (C) at increased risk for an acute myocardial infarction (O) during the first year after hysterectomy (T)? 14 Meaning  Meaning: How do young males (P) with a diagnosis of below the waist paralysis (I) perceive their interactions with their romantic significant others (O) during the first year after their diagnosis (T)? 15  References  Birthale Archie, DNP, MSN, BS, RN  Fineout-Overholt, E. Template for Asking PICOT Questions. Retrieved October 7, 2019, from http://www.unm.edu/~unmvclib/cascade/handouts/PICOTtemplates.pdf  Library Guides: Evidence Based Nursing Practice: Pico(t) and Clinical https://journals.lww.com/nursing/fulltext/2014/02000/To_ma ke_your_case,_start_with_a_PICOT_question.7.aspx#pdf-link Questions https://libraryguides.missouri.edu/c.php?g=28271&p=174073  https://libraryguides.nau.edu/c.php?g=665927&p=4682772  https://journals.lww.com/nursing/fulltext/2014/02000/To_make_your_case,_sta rt_with_a_PICOT_question.7.aspx#pdf-link ...
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Running head: HOSPITAL FALLS

1

Hospital Falls among Elderly Patients
Name
Course
Tutor
Date

HOSPITAL FALLS

2
Hospital Falls among Elderly Patients

Population
In-hospital falls among elderly patients is a fairly common phenomenon in many
healthcare facilities in the country. In the United States, falls among elderly patients is a
significant cause of morbidity and disability. Data suggest that one out of three elderly patients
above the age of 65 years at one time in a year experience in-patient falls (Jaul et al., 2018).
Frequent falls among elderly patients compromise the quality of care in hospitals. Elderly
patients are vulnerable, and they are often attacked by a wide range of illnesses. Thus, when they
experience falls, the gains that have been made in the course of treatment is eroded. It is also
important in many cases where the elderly patient's experience falls; the healthcare organizations
may be compelled to start treating complications that may not have been present at the time
when the patients got admitted into the facilities.
There are many effects of in-hospital falls among elderly patients. One of the effects is
that in-hospital falls hinder the realization of high-quality health services. As stated above, it is
notable that when patients fa...

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