NRS 430 In a 750‐1,000 word paper, discuss nursing practice today

NRS 430 In a 750‐1,000 word paper, discuss nursing practice today

NRS 430 In a 750‐1,000 word paper, discuss nursing practice today

Assessment Description

The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:

1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
4. Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.

You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Attachments

NRS-430V-CONHCPPhilosophy.doc

 

A Sample Answer For the Assignment: NRS 430 In a 750‐1,000 word paper, discuss nursing practice today

Title: NRS 430 In a 750‐1,000 word paper, discuss nursing practice today

In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.

The AACN Essentials of Baccalaureate Education for Professional Nursing Practice guides the curriculum for the baccalaureate program. The AACN’s The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education, NONPF and AACN Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice, and NACNS Statement on Clinical Nurse Specialist Practice and incorporatesEducation provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients.

The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:

HEALTH

Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions.

ENVIRONMENT

All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health.

PERSON

We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.

NURSING

Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death.

Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.

Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole.

 

 

Contemporary Nursing Practice – Rubric

Collapse All Contemporary Nursing Practice – RubricCollapse All

Evolution of Nursing Practice Over Time and Resulting Changes

15 points

Criteria Description

Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care

5. Excellent

15 points

A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented.

4. Good

13.35 points

An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects.

3. Satisfactory

11.85 points

A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity.

2. Less than Satisfactory

11.25 points

Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed.

1. Unsatisfactory

0 points

Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented.

Comparison of Differentiated Practice Competencies of ADN and BSN

22.5 points

Criteria Description

Comparison of Differentiated Practice Competencies of ADN and BSN

5. Excellent

22.5 points

A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN.

4. Good

20.03 points

A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support.

3. Satisfactory

17.78 points

A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support.

2. Less than Satisfactory

16.88 points

An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed.

1. Unsatisfactory

0 points

The differentiated practice competencies of the ADN and BSN are not compared.

Use of Patient Care Situation to Describe Differences in Approach to Nursing Care

30 points

Criteria Description

Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education

5. Excellent

30 points

Relevant patient care situation is thoroughly described. The differences in approach to nursing care and scope of practice based upon ADN and BSN education are described in detail. Narrative demonstrates insight into patient care, decision making, and differing approaches between ADN and BSN.

4. Good

26.7 points

Relevant patient care situation is described, including differences in decision making and approach to nursing care based upon ADN and BSN education. Difference between ADN and BSN scope of practice is described. Minor detail is needed for clarity.

3. Satisfactory

23.7 points

Summary of relevant patient care situation is presented. Differences in decision making and approach to nursing care based upon ADN and BSN education are generally described. Difference between ADN and BSN scope of practice is summarized. More detail is needed for clarity and support.

2. Less than Satisfactory

22.5 points

Summary of patient care situation is incomplete or is not relevant to illustrating the differences in decision making or approach to nursing care based upon ADN and BSN education.

1. Unsatisfactory

0 points

A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care is not presented.

Application of Evidence-Based Practice and RN-BSN Education in Nursing Care

30 points

Criteria Description

Application of Evidence-Based Practice and RN-BSN Education in Nursing Care

5. Excellent

30 points

A discussion of the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is thoroughly presented. Strong evidence and rationale is provided to support claims.

4. Good

26.7 points

A discussion on the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is presented. Some evidence or rationale is needed to support claims.

3. Satisfactory

23.7 points

A summary of the significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is presented. The discussion contains minor inaccuracies; or, more evidence or rationale is needed to support claims.

2. Less than Satisfactory

22.5 points

The significance of evidence-based practice to nursing care and how the BSN supports the application of evidence-based practice is partially discussed. The discussion contains significant inaccuracies.

1. Unsatisfactory

0 points

Significance of evidence-based practice to nursing care and how the BSN supports its application is not discussed.

Communication and Collaboration With Interdisciplinary Teams to Support Patient Outcomes

22.5 points

Criteria Description

Communication and Collaboration With Interdisciplinary Teams to Support Patient Outcomes

5. Excellent

22.5 points

A detailed discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is clearly presented. The discussion is well supported and strongly illustrates the importance of working with interdisciplinary teams.

4. Good

20.03 points

A discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. Overall, the discussion illustrates the importance of working with interdisciplinary teams.

3. Satisfactory

17.78 points

A summary of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. The summary generally illustrates the importance of working with interdisciplinary teams. Some information is needed for accuracy or to support claims.

2. Less than Satisfactory

16.88 points

An incomplete discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is presented. The discussion contains inaccuracies and fails to demonstrate the importance of working with interdisciplinary teams.

1. Unsatisfactory

0 points

A discussion of how nurses today communicate and collaborate with interdisciplinary teams, and how this supports safer and more effective patient outcomes, is not presented.

Thesis Development and Purpose

7.5 points

Criteria Description

Thesis Development and Purpose

5. Excellent

7.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. Good

6.68 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. Satisfactory

5.93 points

Thesis is apparent and appropriate to purpose.

2. Less than Satisfactory

5.63 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

7.5 points

Criteria Description

Argument Logic and Construction

5. Excellent

7.5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. Good

6.68 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. Satisfactory

5.93 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

2. Less than Satisfactory

5.63 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

1. Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

7.5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

7.5 points

Writer is clearly in command of standard, written, academic English.

4. Good

6.68 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

3. Satisfactory

5.93 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

2. Less than Satisfactory

5.63 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

3 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Excellent

3 points

All format elements are correct.

4. Good

2.67 points

Template is fully used; There are virtually no errors in formatting style.

3. Satisfactory

2.37 points

Template is used, and formatting is correct, although some minor errors may be present.

2. Less than Satisfactory

2.25 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

4.5 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

4.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

4.01 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

3.56 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less than Satisfactory

3.38 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total 150 points

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Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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