Sample Answer for NR 500 Ways of Knowing Included After Question
NR 500 Ways of Knowing
NR 500 Ways of Knowing
As a new grad nurse, I had a challenging situation attending to a female patient in her late 40s. The attending physician prescribed an IV antibiotic after being diagnosed with tonsillitis. My duties were to start an IV line and administer the antibiotic, but I had a hard time cannulating her because she was obese. As a result, I injected her severally but failed to get venous access. The patient got angry and demanded that she be handled by a more experienced nurse. She referred to me as a ‘schoolgirl’ and complained that a student attended her. I tried explaining to the patient that I am a qualified nurse and the cannulation was difficult because of her fat mass, but she did not listen and kept demanding for a qualified nurse. I spoke to my supervisor, who calmed the patient, and we were got venous access with the help of a phlebotomist.
A Sample Answer For the Assignment: NR 500 Ways of Knowing
Title: NR 500 Ways of Knowing
The nursing issue inherent in the situation was nonmaleficence since injecting the patient severally without getting venous access was
causing pain. Nonmaleficence is a moral duty that requires nurses not to harm a patient intentionally (Stone, 2018). Nurses must provide a standard of care while avoiding risk or minimizing it, as it connects to medical competence (Stone, 2018). In the situation, I felt uncomfortable because the patient did not trust my skills after several failed attempts in getting venous access. Besides, I felt that I was incapable of handling a patient who considered me incompetent since I was a novice nurse. As a result, I doubted my ability to calm the patient and my cannulation skills.
During this reflective practice, I have learned that novice nurses should observe how experienced nurses handle challenging patient situations to learn how to handle the same in future situations. Besides, I have learned that interprofessional collaboration is crucial, and a provider should never be reluctant to ask for help from other providers (Morley & Cashell, 2017). I will apply the insights as an NP by collaborating with the interprofessional team in the care of patients and asking members how we can improve clinical practices and patient outcomes.
NR 500 Ways of Knowing References
Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of medical imaging and radiation sciences, 48(2), 207-216. http://dx.doi.org/10.1016/j.jmir.2017.02.071
Stone, E. G. (2018). Evidence-Based Medicine and Bioethics: Implications for Health Care Organizations, Clinicians, and Patients. The Permanente Journal, 22, 18-030. https://doi.org/10.7812/TPP/18-030
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Requirements:
Discussion Criteria
Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree†with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response must occur on a separate day from the initial posting.
The peer response must occur before Sunday, 11:59 p.m. MT. 
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree†with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response must occur on a separate day from the initial posting.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.