NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent

Sample Answer for NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent Included After Question

NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent

NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent

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The Four Spheres of Political Action in Nursing
Please discuss the four spheres of political action in nursing.

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NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent
NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent

  • Week 1- The Four Spheres of Political Action in Nursing

A Sample Answer For the Assignment: NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent

Title: NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent

The four spheres of political actions in nursing are the workplace, government, community and professional organizations (Mason et al, 2012).   Each one of the spheres has it’s own separate functions such as: the workplace focuses on issue, which affect jobs and patient care. Government addresses rules, laws, and manages regulations in nursing practice. Community involves issues that affect community well-being and lastly organizations which address concerns related to shaping nursing practice (Mason et al, 2012). Together the spheres can create change. Nurses are able to change policy making and improve issues in the community health systems (Mason et al, 2012).

When you start out in your new nursing career, it is vital to review the political policies and nursing policies in your organizations. Nurses don’t realize that we are already political our nursing practice is molded around governing bodies, ethical, professional, governmental standards, and healthcare itself (Bjornsdottir, 2009).

 

I believe in centered family care in our organization. Especially when a trauma has occurred and the outcome doesn’t look good. It is important for family to see that you have done everything you can to help their loved one. Nursing has the greatest power in this situation (Parker, 2013). We are responsible for being the patient’s advocate. In the workplace it is vital for the patient’s family to be at their child’s bedside when something critical is taking place. If not then the family is wondering what is being done on their child (Parker, 2013) when a family member becomes involved they know you have done your best even if the outcome is not good. We have an ethical responsibility to do everything we can to save someone’s life. Nurses have to remind surgeons and other physicians that families have a right to be with their loved ones (Parker, 2013). Physicians see families as a distraction and that they will be in the way, instead of seeing them as a positive and realizing the family needs to believe that we tried everything to save their child’s life. If not allowed in the room they decide what they think or don’t think you did for their loved one (Parker, 2013).

 

Some ethical problems one may face with not allowing patient centered care in your organization can be wait times in the emergency room. These extended wait times puts a patient and their families at risk for harm (CDC, 2014). The main reason for this is boarding of patient’s for lack of nurses to take care of patient’s inpatient. When boarded patient’s take up Ed resources which makes waiting times in the Ed waiting room increase to unsafe levels (CDC, 2014).

 

Bjornsdottir, K. (2009). The ethics and politics of home care. International journal of nursing studies, 46, 732-736. Retrieved from

http://nursingandpolitics.blogspot.com/2012/12/asyou-are-learning-this-week-about.html (Links to an external site.)

Centers for Disease Control. (2014). Emergency department visits. Retrieved from http://www.cdc.gov/nchs/fastats/emergency-department.html (Links to an external site.)

Mason, D.J., Leavitt, J.K., & Chaffee, M.W. (2012). Policy and politics in nursing and health care. Retrieved from  http://nursingandpolitics.blogspot.com/2012/12/asyou-are-learning-this-week-about.html (Links to an external site.)

McClelland, M., (March 6, 2015) “Ethics: Harm in the Emergency Department – Ethical Drivers for Change”: The Online Journal of Issues in Nursing 20, (2).

doi: 10.3912/OJIN.Vol20No02EthCol0

Parler, L. (2013). Family centered care: Aiming fro excellence exploring the past, present, and future. Vancouver general hospital. Retrieved from

www.caccn.ca/en/files/Dyn14 9B Family Centered

 

NR 506 Week 1 Discussion The Four Spheres of Political Action in Nursing Recent Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read: NR 505 Week 8 Discussion What specific skills and knowledge that you gained through this course