NURS 320B Exacerbation of Congestive Heart Failure Worksheet

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NURS 320B Exacerbation of Congestive Heart Failure Worksheet

NURS 320B Exacerbation of Congestive Heart Failure Worksheet

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Show data table for This chart displays the number of completed topics versus the total number of topics within module Case studies – choose one for your family care plan..List of Topics and Sub-Modules for Case studies – choose one for your family care plan. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

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1 Southwest Minnesota State University Department of Nursing NURS 320B: Chronic Illness in Rural Settings Syllabus Summer 2021 (3 credits) Professor: Ruth Van Heukelom, DNP, WOCN, RN Email: ruth.vanheukelom@smsu.edu Phone: (319) 541-0652 Office Hours: available via email, with individual appointment times via phone, or in Zoom as requested. I am happy to Zoom conference with individual learners or groups who have questions about the course. Email me to set up a time that works for you. To visit with me in Zoom, go to https://minnstate.zoom.us/j/4518969110 The password to the Zoom room is 992830. I will meet you there. If you have any technical difficulties, call me at (319) 541-0652. Important Note on Sending Email: Please put the course name and number in your message when you send me an email. This information could help me with answering your questions more expeditiously. Course Description Students will explore continuity of care issues that impact the individual, family, community, and health care systems in the area of chronic illness as well as death and dying in a rural setting. Palliative care, common trajectories, ethical issues, patient and family teaching, as well as economic concerns are explored. Admission to the Nursing Program required. The Department of Nursing reserves the right to remove students from the course who do not meet the course requirements and prerequisites. This course must be successfully completed prior to taking NURS 434. Student Learning Objectives 1. Identify factors that affect chronic illness and rehabilitation of the individual and family. 2. Explore rural nursing theory and adaptation theories associated with chronic illness that can help to guide nursing practice today. 3. Analyze key individual and family intervention strategies related to rural nursing and adaptation to chronic illness. 4. Apply a holistic approach to the care of individuals with chronic illness in a rural setting. Nursing Program Goal 2 Provide competent and meaningful care to clients and communities who are healthy, ill or dying. Student Learning Outcome Integrate awareness of issues related to chronic illness in rural settings and apply nursing process to meet diverse and unique needs of individuals and families. Format Distance learning is self-directed learning. It requires a high level of responsibility, dedication, and selfdiscipline on the part of the student. In this course you are responsible for your own work, your own progress, and your own grade. In order to succeed, you will need to log in to the course regularly (I suggest at least three times a week) to check announcements, participate in discussions, and access course materials. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

2 In order to succeed, you will need to log in to the course regularly to check announcements, access content, and meet course expectations. I will send all email to your SMSU email account. If it is inconvenient to access your NURS 320 email daily, you will find it beneficial to have your NURS 320 emails forwarded to another email address of your choice, your cell phone, or whatever social media option you prefer to use. Resources American Nurses Association (2015). Code of ethics for nurses: With interpretive statements. Silver Spring, MD: ANA. This is available free of charge through the McFarland Library by accessing the following permalink: http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk& AN=1021757&scope=site American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Larson, P.A. (2019). Lubkin’s chronic illness: Impact and intervention. (10th ed.). Jones and Bartlett Learning. Lowey, S.E. (2015). Nursing care at the end of life. Geneseo, NY: Open SUNY Textbooks, Milne Library. This is available free of charge at: https://milneopentextbooks.org/nursing-care-at-the-end-of-life/ Winter, C. A. (2013). Rural nursing: Concepts, theory, and practice (4th ed.). Spring Publishing Company (available free through the SMSU McFarland Library e-books: http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site Additional resources: American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacn.nche.edu/educationresources/baccessentials08.pdf (The “Essentials” document, used to guide the SMSU Nursing Program curriculum, delineates the outcomes expected of graduates of baccalaureate nursing program while describing the generalist nursing practice at completion of the nursing program.) QSEN Institute. (2019). QSEN competencies. Retrieved from http://qsen.org/competencies/pre-licensure-ksas (The overall goal of QSEN is to address the challenge of preparing future nurses with the knowledge, skills, and attitudes [KSAs] necessary to continuously improve the quality and safety of the healthcare systems in which they work.) 3 Grading A= 90-100% B= 80-89.99% C= 70-79.99% D= 60-69.99% F= less than 60% Nursing students must maintain an overall GPA of 2.0 and attain a minimum grade of 2.0 in all courses required in the RN to BSN Nursing Program. Any nursing course (indicated by NURS) may be retaken once to attain a grade of 2.0. The student may not retake or withdraw from more than two nursing courses. The student may not progress in the nursing program if • If it becomes necessary for the student to retake or withdraw from more than two nursing courses. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Code of Conduct Nursing students in the RN to BSN Nursing Program have responsibilities as they transition to the BSN role of nursing. The National Student Nurses’ Association Code of Academic and Clinical Conduct is based on such student responsibilities and is used to guide students in their personal and professional development. For all learning environments, including academic and clinical settings, the Code of Academic and Clinical Conduct will guide student conduct as well as faculty evaluation of student accountability. The Academic and Clinical Conduct is available in the SMSU Department of Nursing Student Handbook and should be adhered to by every nursing student. Academic Honesty Policy Any form of academic dishonesty, including, but not limited to, cheating, and plagiarism, is prohibited. Cases involving allegations of Academic Dishonesty will be handled pursuant to SMSU Policy A-032. SMSU Department of Nursing Plagiarism Policy: The SMSU Department of Nursing adheres to the SMSU Academic Honesty Policy (A-032). When lack of academic honesty is a concern, the course instructors will alert the SMSU Department of Nursing Chair and Director of Nursing. The Chair and/or Director of Nursing may be involved in the communications with the student. Furthermore, they may be involved in the communications with the Dean of Business, Education, Grad & Prof Studies regarding academic honesty concerns. Repercussions may also include, but are not limited to, the following: • Failing grade on assignment (0 points) o The repercussions may include the student successfully completing the plagiarized assignment while adhering to academic honesty without a change in posted grade. In cases with this requirement, failure to complete the assignment successfully will result in not passing the course. • Failing grade in the nursing course • Expulsion from the SMSU RN to BSN Program 4 The SMSU Department of Nursing does not allow nursing students to withdraw from a nursing course to prevent the awarding of an F grade due to academic honesty concerns. Netiquette Guidelines 1. Be respectful in your posts and comments to others and about others. 2. Postings should be professional. 3. Stay on topic. 4. Humor is often misinterpreted online, so it is best to keep humor to a minimum. Avoid sarcasm. 5. Avoid the use of texting abbreviations. 6. Please do not use all capitals in discussions as this is considered yelling online. The exception to this would be some abbreviations, such as RN or USA. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Attendance Being a member of a learning community in the SMSU RN to BSN Program, attendance in this online course means active participation in the course through participation in discussion assignments, group projects, and course assignments. Implications for lack of participation are reflected in the grading criteria and points awarded for assignments, as noted throughout the syllabus. Assignments Syllabus/orientation quiz Initial thoughts Synthesis and application posts (4) with substantive additions 30 points each Evidence based assessment tool description Video Dialog with substantive additions End of Life chapter summaries with substantive additions Chronic Illness Family Care Plan 10 points 20 points 120 points 20 points 20 points 30 points 80 points 300 points total Learning Activities Interactions are vital in all learning environments. Discussions are used as teaching/learning strategies. As you write in this course, please remember that integrating your own thoughts with evidence from the literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short direct quotes add value to your work. But remember that quotes generally serve to share someone else’s thoughts, rather than your analysis. Initial Thoughts: to foster student engagement and consider potential assumptions and biases. Appendix A is the rubric for this assignment. 5 Synthesis and application with substantive additions: These assignments require synthesis of the assigned readings and integration of a minimum of one professional nursing journal article in addition to assigned readings. Question will be posed for each of these dialogs in the discussion area. Students will choose one of the posed questions to address in the discussion forum. This is also an opportunity to review what your peers have addressed and build on their knowledge and insights. You are required to build on two topics other than the one addressed in your original synthesis and application post. See grading rubric Appendix B Evidence based assessment tool assignment: A patient and family centered care plan is only as good as the assessment it is based on. Using evidence-based assessment tools, relevant to the unique situation can help the nurse uncover data that can be easily overlooked. Use should help focus your plan on specific concerns to facilitate individualized care that focuses on specific contributing factors. You will find one evidence-based assessment tool that you have limited or no familiarity with that would be appropriate to use in chronic illness situations. You will share with your peers in the discussion board. The grading rubric is found in Appendix C. Video reflections dialog: The objective of this assignment is to stimulate both cognitive and affective learning in the realm of end-of-life care. Peers will add to your initial post. The grading rubric is found in Appendix D. End of Life chapter summaries and dialog: Each student will review a chapter from Nursing Care at the End of Life, posting their summary in the discussion forum. Peers will add to your summary. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

The grading rubric if found in Appendix E. Chronic Illness Family Care Plan: Each student will analyze a patient/family case study and create a plan of care. Note that you will choose a case study (found in the content section) that includes the scenario and some assessment data. You will also decide what additional data is needed to provide optimal care and use evidence-based tools to collect that data (refer to Module 9). Desired individualized and patient/family centered outcomes and interventions will be proposed. Additionally, consider the impact rural residence has on the patient and family living with chronic illness. Appendix F is the rubric for the Chronic Illness Family Care Plan. Throughout the course, late assignments will be deducted 25% per each day late, unless otherwise indicated within the syllabus. In every NURS course, the assignments are linked to course objectives. All course objectives must be met to successfully complete the course. Omission of any assignments equates to not meeting all course objectives. Thus, all assignments must be completed and submitted to pass the course, even if they are completed past the due date and will not earn a grade for the course. This means that the lack of completion of any assignments, such as a discussion or paper assignment, will result in an “F” course grade. If a student has missing coursework at the end of the semester, this coursework must be submitted no later than Sunday night at midnight before finals week, or the last Friday night at midnight of summer session. Arrangements for extenuating circumstances are considered for late work with previous approval from faculty. Ultimately, this means that if all coursework is not submitted by Sunday night before finals week, or the last Friday of summer session, the student will not pass this course. No late work is accepted after these dates unless previous arrangements have been made with faculty. 6 Assignment Usage Disclaimer All assignments and written work submitted by students are subject to being shared with others for the purpose of meeting accreditation and regulatory requirements. Course material may also be used anonymously for assessment of student learning outcomes (SLOs) addressed by the Department of Nursing as well as assessment of the SMSU Liberal Education Program (LEP) Student Learning Outcomes (SLOs). When student assignments are shared, the student’s identity will be protected. Course artifacts may also be used for campus-wide LEP or program assessment. Student Responsibilities 1. Read the syllabus. 2. Turn assignments in on time. Each day the assignment is late 25% will be deducted. 3. Participate in discussion. 4. Be respectful to classmates and professor. 5. Practice professional conduct. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Technology Requirements Course syllabus, assignments, discussions, and all announcements will be posted on D2L Brightspace. To find D2L Brightspace, go to the SMSU home page and follow the instructions below. -Click on “Quick Links” in the navigation bar using CHROME as the recommended browser -Click on D2L Brightspace from the drop down list -A list of courses you enrolled in will appear. Click on the course you choose to enter. If you have trouble accessing D2L Brightspace, contact the MinnState Service Desk at https://servicedesk.minnstate.edu/CherwellPortal/MNSO#0 or 877-GO MNSCU (877-4666728), or seek help at the Help Desk, Library Main Floor Southwest Minnesota State University at 507-537-6111, or email the:Helpdesk@smsu.edu@smsu.edu ***Technology failure is not an adequate excuse for late assignments. ***All correspondence for this course will be through your SMSU email Students with Disabilities Statement Any student who feels she/he may need an accommodation based on the impact of a documented disability should contact Pam Ekstrom in Disability Services at 507-537-7672 or pam.ekstrom@smsu.edu. Disability Services is located in Bellows Academic 246 and the office hours are from 9 – 5 Monday – Friday. After you have met with Pam, please meet with the course instructor to review course requirements and discuss your accommodation needs. Library and Online Data Search The library online database search can be found at http://www.smsu.edu/library/ You will need to have your library ID number to gain access to the online databases. Be sure to use the “Ask the Librarian” feature for questions you may have related to online searches or potential books you may need to enrich your learning experience. Student Portfolio For each nursing course taken in the nursing program, students will be asked to submit an assignment they completed to their personal portfolio (NURS 1000). The portfolio is designed to highlight the work that you have completed throughout the program. At the end of the course your professor will give you 7 instructions on where you can post the assignment online. For this course, your Chronic Illness Family Care Plan will be part of the portfolio. Your final grade will not be posted for the course until the assignment is placed in the portfolio. Professional Nursing Journal Articles and References – The journal cannot be bought at a grocery store – The journal is not a newspaper – The article is not an editorial or advertisement – The article is at least 3 pages in length – The journal will be found in CINAHL – The article is less than 5 yrs. old – The article is from a journal that is peer reviewed – The article will have the word nursing in it – If the article does not meet these criteria, please ask the professor for permission to use it before including it in your assignments. Professional Writing The expectation is that BSN prepared nurses communicate professionally in writing. In the RN to BSN Program at SMSU, adherence to APA style is expected. You will notice that points are deducted for errors in writing mechanics and APA style. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Realizing that APA style may be challenging, a number of resources are available in addition to the APA handbook. In the course shell go to Materials; then Content; then APA resources. The first link takes you to the RN to BSN Program Information Center and includes multiple APA resources. The second link takes you to a sample paper that many students have found helpful. As you write in this course, please remember that integrating your own thoughts with evidence from the literature is an effective to demonstrate synthesis and critical analysis. Quotes generally serve to share someone else’s thoughts, rather than your analysis. Please avoid or limit long quotations. 8 My presence commitment – Realizing that it can be more challenging to stay connected in an online course than when we meet in person regularly, my plan to become and stay connected includes: * check my SMSU email every weekday by 8am and at intervals until 8pm. Over the weekend, I will check email at least daily. When you email, please including the course name in the subject line helps me respond more quickly and is appreciated. * respond to your phone calls – please be sure to leave a message if I don’t answer. * schedule individual meetings in Zoom per your request * I do not respond to the pager in D2L Brightspace * post an announcement in D2L Brightspace at least weekly that includes information applicable to the entire class * email your SMSU email account for individual matters. – if I need to be ‘gone’ for a weekday or more, I will email or post an announcement – Please note: I will not respond to all posts in the discussion forum as that tends to divert and sometimes squelch your dialog. I will be reviewing all posts and making comments in the gradebook. – I am not a tech support expert. If you have technical problems, I will likely refer you to the help desk at (507) 537- 6111 or TRChelpesk@smsu.edu My expectations of you – check your SMSU email at least three times a week, responding within 24 hours as appropriate and/or requested – Check the course announcements when you access the course. – Be sure to let me know via email or phone if you have questions. – If you need an extension, ask before the assignment is due. – review all of your peers’ primary posts in the discussion forum. There is much to learn from your peers! 9 Course plan Note: More detail included on schedule posted in the Getting Started folder under content Mod Topic Essential / Resources Item(s) due QSEN competency 1 Introduction to Patient Centered Care; Syllabus; Orientation video Syllabus /orientation Rural Nursing Evidence Based Winters text quiz Theory Practice Professional journal Academic Honesty articles Statement 2 Exploring Rural Patient Centered Care; Winters text; Initial thoughts Nursing Theory Evidence Based Professional journal assignment Practice articles 3 Rural dwellers VI; VII; IX Winters text Modules 2 & 3 Patient Centered Care; Professional journal synthesis and Evidence Based articles application Practice 4 Rural health V, VII,VIII Winters text substantive additions disparities Patient Centered Care; Professional Journal Evidence Based articles Practice Code of Ethics; CDC websites 5 Rural nursing VII; VIII; IX Winters text; Code of Modules 4 & 5 practice Patient Centered Care; Ethics; Professional journal synthesis and Evidence Based articles application Practice 6 Introduction to V, VI, VII, VIII, IX Larson text Substantive additions Chronic Illness Patient Centered Care Code of Ethics; CDC Evidence Based website Practice Professional journal articles 7 Patient and V, VI; VII; IX Larson text Modules 6 & 7 family centered Patient Centered Care; Code of Ethics synthesis and care Evidence Based Professional journal application Practice articles Teamwork and Collaboration 8 Impact of VIII Larson text chronic illness Patient Centered Care Code of Ethics Substantive additions on individuals Evidence Based Movie of choice with focus and families NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Practice on chronic illness Teamwork and Collaboration 9 Palliative Care VIII Finding Hope video Evidence based Patient Centered Care segments assessment tool Atul Gwande videos assignment 10 End of Life: VIII Nursing Care at the End of Video Dialog Part 1 Patient Centered Care Life Substantive additions Professional journal articles 10 11 End of Life: Part 2 12 Family caregiving, self management and homecare 13 Long term care and rehabilitation 14 Synthesis 15 Planning care for complex patients and families V, VI, VII, VIII, IX Patient Centered Care; Evidence Based Practice; Teamwork & Collaboration VI; VII; IX Patient Centered Care; Evidence Based Practice; Teamwork and Collaboration VI; VII; VIII; IX Patient Centered Care; Evidence Based Practice; Teamwork and Collaboration VI; VII; VIII; IX Patient Centered Care; Evidence Based Practice; Teamwork and Collaboration VI; VII; VIII; IX Patient Centered Care; Evidence Based Practice; Teamwork and Collaboration Larson text Winters text Professional journal articles Clinical Practice Guidelines Larson text Professional journal articles Assigned online resources End of Life Chapter Summaries Larson text Professional journal articles Assigned online resources Modules 12 & 13 synthesis and application Larson text Winters text Professional journal articles Substantive additions Optional draft Chronic Illness Family Care Plan Larson text Winters text Professional journal articles Chronic Illness family care plan due Substantive additions Department Acceptance Requirements Students are allowed to take this course once they have entered the nursing program. Essentials Competencies Met Essential V: Healthcare Policy, Finance, and Regulatory Environment – Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Essential VI: Inter-professional Communication and Collaboration for Improving Patient Health Outcomes – Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical Prevention and Population Health – Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. 11 Essential VIII: Professionalism and Professional Values – Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate Generalist Nursing Practice – The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. – The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. QSEN Competencies Patient-Centered Care Definition: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs. Evidence-based Practice Definition: Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Teamwork and Collaboration Definition: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and sheared decision-making to achieve quality patient care. Revised May, 2021 12 Appendix A – Initial Thoughts (20 points possible) Objective: To consider potential biases and assumptions. The expectation is that your post is respectful of all, but it need not be congruent with evidence or nursing theory. This is your opportunity to share observations and opinions. It is important to be aware of what we ‘really’ think at this point in time! We all have opinions, biases, and assumptions! We can’t learn and grow optimally without being aware of these assumptions. Please refer to the Assignment Guidance and Template folder for a more detail 2 points Addressed own nursing experience (how long, general area(s) of nursing practice, geographic location (rural, suburban, or urban). Personal information (family, hobbies, pets, etc. is optional) For the following five items – share your own thoughts. This can be either from your personal experience or something you have observed in a clinical situation. Note that to earn full points, your post must address all parts of the question; give evidence of careful thought; and demonstrate professional writing. Please share your observations and thoughts regarding the following: 3 1) What have you observed regarding health care seeking behaviors (ex. do people seek points preventative care, where do they get their health information? who do they trust? etc.) of individuals you serve? What can nurses do to encourage health promotion/disease prevention efforts? 3 2) How important is comfort level with health care providers for the individuals you serve? points What impacts comfort level? 3 3) Is there adequate access to quality health care for the population you serve as a nurse? points What facilitates their access? What barriers to access exist? 3 4) Does geographic location, as an independent variable, impact the likelihood of health points disparities? Explain your response. 3 5) In four sentences or less, share what you believe patient and family centered care points includes. 3 Writing quality – clarity, organization, appropriate grammar, & sentence structure. No points citations or references required. 13 Appendix B – synthesis and application Remember that integrating your own thoughts with evidence from the literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short direct quotes add value to your work. But remember that long quotes generally serve to share someone else’s thoughts, rather than your analysis. Please refer to the Assignment Guidance and Template folder for a more detail. Post thoroughly addresses all parts Initial post addresses most, 50% or more of question parts of the discussion topic/question. but not all, of the not addressed. (6 points) discussion. (0 points) (4 points) Writing is focused, organized, clearly Comments are reasonably Disorganized. (0 points) and concisely presented. (2 points) organized. (1 point) Post demonstrates that the content Demonstrates adequate Initial posting shows limited was appropriately reviewed, familiarity and analysis of knowledge and evaluation of understood, and synthesized. the content. (4 points) the topic. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Or limited to Minimal direct quotations. information that could be (6 points) derived from prior posts.(0 points) Posting includes a thoughtQuestion added, minimally Question not included. provoking question related to the thought provoking. (1 point) (0 points) topic to stimulate further discussion. (2 points) Complete sentences, grammatically Complete sentences, but Poor sentence structure correct and free of spelling errors. some (3 or less per inadequate organization, four (2 points) paragraph) grammar and/or or more grammar and/or spelling errors. spelling errors per paragraph; (1 point) run-on sentences. (0 points) At least two evidence-based, Provides evidence-based, Provides no scholarly reference scholarly resources support post. At scholarly references using to support position/ideas in least one citation/reference must be incorrect APA format. Or postings/discussion and /or from a professional nursing journal provides non-scholarly uses no APA format (see criteria on p. 7 of syllabus) references with correct APA Closely adheres to APA style. (2 format in-text. (1 point) points) Substantive Addition One 1) Addition adds relevant, valuable 1) Response adds value. Little added value. information for nursing practice. 2) Minimal demonstration Critical analysis not evident. 2) Demonstrates critical analysis. of critical analysis. Multiple writing mechanics Minimal or no direct quotes. 3) Professionally written. errors. 3) Professionally written. 4) Responds to same topic Professional journal article not 4) Adds to a topic other than own as own original post. integrated, cited or referenced. initial post. 5) Professional nursing (0 points) 5) at least one professional nursing journal cited and referenced journal is cited and referenced. (5 per APA style, but points) integration into response is limited. (3 points) Substantive Addition Two 14 1) Addition adds relevant, valuable information for nursing practice. 2) Demonstrates critical analysis. Minimal or no direct quotes. 3) Professionally written. 4) Adds to a topic other than own initial post. 5) at least one professional nursing journal is cited and referenced. (5 points) 1) Response adds value. 2) Minimal demonstration of critical analysis. 3) Professionally written. 4) Responds to same topic as own original post. 5) Professional nursing. journal cited and referenced per APA style, but integration into response is limited. (3 points) Little added value. Critical analysis not evident. Multiple writing mechanics errors. Professional journal article not integrated, cited or referenced.(0 points) Appendix C: Evidence Based assessment tool assignment – 20 points A patient and family centered care plan is only as good as the assessment it is based on. Using evidencebased assessment tools, relevant to the unique situation can help the nurse uncover data that can be easily overlooked. You will find one evidence- based assessment tool that could have value in situations of chronic illness. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Please choose a tool you have limited or no familiarity with. Go to Module 9 to find a more detailed discussion of the value of evidence-based assessment tools. There are links to get you started in finding these tools as well. You will share with your peers in the discussion board adhering to the following criteria. Please refer to the Assignment Guidance and Template folder for a more detail Criterion Excellent Competent Not satisfactory Description Assessment tool is described. Description limited. Not Incomplete, of tool Include (at a minimum) clear when use would be inaccurate. – in what types of chronic illness appropriate. situations would use of this tool (3 points) would be appropriate? (0 points) (5 points) Tool easy Uploads the assessment tool to Assessment tool not Assessment tool for peers to the discussion forum OR posts a uploaded or link not not uploaded or access link to the assessment tool/tool provided. link not provided. descriptors. (0 points) (0 points) (4 points) Relevance Addresses how the selected Use of tool not clearly Relevance to to nursing assessment tool would be linked to individualized, patient centered practice valuable in providing patient/family centered care not individualized, patient centered care. addressed. care. (6 points) (0 points) (8 points) Writing Punctuation, spelling, spacing, Fewer than 5 writing Five or more quality capitalization and writing mechanics errors. writing mechanics mechanics errors are rare. Writing is focused and error. Clarity, Writing is clear, succinct, focused, organized. (2 points) focus lacking. organized. Easy to understand (0 points) main ideas. (3 points) 15 Appendix D: Video dialog – 20 points possible Objective: to stimulate both cognitive and affective learning in the realm of end of life care. Initial post – Choose one video combination from those included in Module 10 for your primary post. Substantive additions – two responses to videos combinations that were not addressed in primary post. Note criteria for a professional nursing journal on page seven of the syllabus. Please refer to the Assignment Guidance and Template folder for a more detail Primary post Competent Lacks one of the following: clarity, succinctness, thoroughness. (1 point) Vague, not clearly linked to nursing practice. (3 points) Criteria Summary Excellent Clearly summarized message of videos. Succinct, yet thorough. (2 points) Relevance to nursing practice Message clearly linked to nursing practice. What can/should nursing do in light of the video message? (4points) Thought stimulating Question not thought stimulating. (0 points) (1 point). – Fewer than four total – Fewer than eight mistakes mistakes. in grammar, in writing quality. sentence structure, – Clear and logical. punctuation, paragraphing. – Multiple or lengthy direct – Organization is clear and quotations. logical. (3 points) (2 points) Substantive additions 1) Addition adds relevant, 1) Response adds value. valuable information. 2) Minimal demonstration 2) Demonstrates critical of critical analysis. analysis. Minimal or no direct 3) Professionally written. quotes. 4) Responds to same topic 3) Professionally written. as own original post. 4) Adds to combination other 5) Professional nursing than own initial post. journal cited and 5) at least one professional referenced per APA style, nursing journal is cited and but integration into referenced. (5 points) response is limited. (3 points) Question for peers Profession al writing mechanics. substantiv e addition# 1 substantive addition # 2 1) Addition adds relevant, valuable information. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

2) Demonstrates critical analysis. Minimal or no direct quotes. 1) Response adds value. 2) Minimal demonstration of critical analysis. 3) Professionally written. Does not meet criteria Lacks two of the following: Clarity, succinctness, thorough. (0 points) Not linked to nursing practice. (0 points) No question. (0 points) Eight or more mistakes in writing mechanics. Lacks organization. (0 points) Little added value. Critical analysis not evident. Multiple writing mechanics errors. Professional journal article not integrated, cited or referenced. (0 points) Little added value. Critical analysis not evident. Multiple writing mechanics errors. 16 3) Professionally written. 4) Adds to a topic other than originally addressed or addressed in first addition. 5) at least one professional nursing journal is cited and referenced. (5 points) 4) Responds to same topic as own original post or first addition. 5) Professional nursing journal cited and referenced per APA style, but integration into response is limited. (3 points) Professional journal article not integrated, cited or referenced. (0 points) Appendix E: End of Life Dialog – Chapter summary: Nursing Care at the End of Life. 30 points possible. Note this is an individual assignment (even though two students might review the same chapter. Objective: To gain an appreciation of the complexity of caring for individuals and families in end of life situations. Initial post -Summarize the chapter you chose for your primary post. Respond to the prompts posted in the rubric below. No references required beyond the text by Lowey. Substantive additions – two responses to different chapters than originally addressed are posted. Note criteria for a professional nursing journal on page seven of the syllabus. Please refer to the Assignment Guidance and Template folder for a more detail Initial post Criteria Excellent Competent 1. Succinct Summarized clearly and Lacks one of the summary logically. Succinct yet, following: Clarity, thorough. (6 points) succinct, thorough. (4 points) 2. Implications for nursing Summary clearly linked to nursing practice. (10 points) Vague, not clearly linked to nursing practice. (5 points) Question not thought stimulating. (0 points) Fewer than eight mistakes in writing quality. Clear and logical. Multiple or lengthy direct quotations. (2 points) Question for peers Thought stimulating. (1 point) Professional writing mechanics. Citation(s) and reference(s) per APA style) Fewer than four total mistakes in grammar, sentence structure, punctuation, paragraphing. Organization is clear and logical. Minimal or no direct quotations. (3 points) Substantive additions Does not meet criteria Lacks two of the following: Clarity, succinctness, thoroughness. (0 points) Not linked to nursing practice. (0 points) No question. (0 points) Eight or more mistakes in writing mechanics. Lacks organization. (0 points) 17 substantive addition # 1 1) Addition adds relevant, valuable information. 2) Demonstrates critical analysis. Minimal or no direct quotes. 3) Professionally written. 4) Adds to a topic other than own initial post. 5) at least one professional nursing journal is cited and referenced. (5 points) substantive addition #2 1) Addition adds relevant, valuable information. 2) Demonstrates critical analysis. Minimal or no direct quotes. 3) Professionally written. 4) Adds to a topic other than own initial post. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

5) at least one professional nursing journal is cited and referenced. (5 points) 1) Response adds value. 2) Minimal demonstration of critical analysis. 3) Professionally written. 4) Responds to same topic as own original post. 5) Professional nursing journal cited and referenced per APA style, but integration into response limited. (3 points) 1) Response adds value. 2) Minimal demonstration of critical analysis. 3) Professionally written. 4) Responds to same topic as own original post. 5) Professional nursing journal cited and referenced per APA style, but integration is limited. (3 points) Little added value. Critical analysis not evident. Multiple writing mechanics errors. Professional journal article not integrated, cited or referenced. (0 points) Little added value. Critical analysis not evident. Multiple writing mechanics errors. Professional journal article not integrated, cited or referenced. (0 points) Syllabus, NURS 320 18 Appendix F – Chronic Illness Family Care Plan Objective: Care plans will be based on the case studies posted in D2L (go to the last area in the content section). Student will synthesize concepts of Rural Nursing Theory, chronic illness, and principles of patient and family centered care with nursing process to plan holistic care for a patient/family living with chronic illness. The plan should be specific enough so that another nurse could adhere to the care plan you wrote – continuity of care is important! Note an optional template is included in the Assignment Guidance and Template folder. Please refer to the Assignment Guidance and Template folder for a more detail. Also, please refer to Nursing Process review folder Criterion Excellent 1. Overview of the situation. 2. Relevant assessment data gathered/included. All relevant data from case study included. Organized and clear. (4 points) A minimum of three evidencebased assessment tools, appropriate to the situation, are used to gather data (see module 9). Note: this data will be fictitious. Focused and relevant physical assessment data included. Enough information included so reader understands the assessment tools and the fictious assessment findings gathered. Assessment data is clear, thorough and logical. (10 points) 3. Priority nursing concerns identified, supported by data, and justified A minimum of three priority concerns are identified and clearly supported by the data gathered. Priority concerns flow from assessment data included/collected. One concern is a physical; one is psychosocial; the third can be either physical or psychosocial. These do NOT need to be written in NANDA format. Competent Most relevant data from case study considered. Clarity and organization are lacking. (2 points) Appropriate assessment tools used. Not satisfactory Incomplete. (0 points) Work incomplete or incorrect. (0 points) Physical assessment data not focused on the situation. Challenging for reader to understand tools or data collected. Clarity and organization are lacking. (7 points) Priority concerns minimally supported by gathered data. Concerns included, but do not flow from data. Assumptions that could impact care possible. Priorities not adequately justified. NURS 320B Exacerbation of Congestive Heart Failure Worksheet

Work incomplete or incorrect. (0 points) Syllabus, NURS 320 19 (7 points) Why did you choose these as priority? Priority of chosen concerns is justified. (10 points) 4. Goals/desired outcome Appropriate, realistic, measurable outcomes/goals for the patient/family are formulated. Outcomes/goals do not clearly flow from nursing concerns. Work incomplete or incorrect. Goals are patient / family centered. Outcomes/goals not individual/family centered. (0 points) One goal/outcome developed to meet each priority concern. Desired outcomes/goals clearly flow from assessment data. (6 points) 5. Evidence based nursing interventions proposed. 6. Individualized, patient / family centered care is evident. Outcomes not measurable or realistic. (4 points) A minimum of two evidence-based nursing interventions proposed to meet each desired outcome/ goal. Interventions do not consistently fit with desired outcomes. Work incomplete or incorrect. Interventions flow from desired goals/outcomes and are supported with evidence. Interventions not supported by scholarly evidence. (0 points) Interventions are individualized and ‘fit’ with the unique situation. (10 points) Involvement of patient and family is clearly elicited and incorporated into the plan of care. Interventions do not ‘fit’ with situation. (7 points) Patient and family involvement in planning care is minimally evident. How did the nurse ensure that the patient/family are involved in identifying priority concerns, formulating goals, and developing interventions? Not evident. (0 points) Evidence that plan was developed to unique situation is minimal. (3 points) 7. Evaluation considered – Evident that the plan was developed to meet this unique situation. (4 points) Addresses how the nurse will evaluate the plan of care and modify as needed. (2 points) Evaluation not appropriate for unique situation. (1 point) Work incomplete or incorrect. (0 points) Syllabus, NURS 320 20 8. Consideration of rural residence 9. Conclusion 10. Nursing process and clinical reasoning A minimum of two concepts of Rural Health Nursing Theory that fit with scenario are addressed as they fit with unique patient/ family scenario. (6 points) Gives the paper/plan a sense of completeness. Leaves the reader with a final impression. (2 points) 1) Assessment is appropriate and complete for situation. 2) Priority nursing concerns clearly flow from assessment data. 3) Goals flow from nursing priorities. 4) Interventions developed to meet goals. 5) Evaluation considered. Reasoning is sound and does not include logical fallacies or assumptions. Plan development is clear. (10 points) Rural Health Nursing concepts are included, but not fully addressed. Concepts do not clearly fit with unique situation. (4 points) Sense of completeness lacking. (1 point) Plan lacks clarity in flow from assessment to priority concerns, to goals, to interventions. Plan development lacks clarity. Reasoning is questionable No conclusion. (0 points) Plan development lacks clarity. Assumptions may be influencing reasoning. (0 points) (7 points) 11. Resources References drawn from a minimum of three professional nursing journal articles. Journal resources are synthesized and integrated into plan appropriately. (5 points) Fewer than three professional nursing journal resources synthesized and integrated (3 points). 13. Writing quality Plan is clear and focused. Fewer than six punctuation, spelling, spacing, capitalization and writing mechanics errors. (5 points) Plan lacking in clarity. Fewer than 12 writing mechanics errors. (3 points) 14. APA style Uses APA style correctly for citations and references. Uses headings if writing care plan in narrative format. (5 points) Submitted to portfolio by the due date (same day paper is due). (1 point) Fewer than six errors in APA style. Uses headings if writing as narrative. (3 points) Not submitted by due date. (0 points) 15. Portfolio submission Work incomplete or incorrect. (0 points) Fewer than two professional nursing journal resources synthesized and integrated (0 points). Twelve or more writing mechanics errors. (0 points) Six or more APA errors errors. (0 points) Not submitted by due date. (0 points) Syllabus, NURS 320 21 Revised May 11, 2020 Please note: You can either write a professional paper or use the optional template (found in the Assignment Guidance and Template folder). Either way, you must adhere to the grading rubric to earn as many points as possible.

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