See file
Please reply to
Cynthia Wolfe
Please note minimum of 200 words. Please cite one scholarly source. In-text citation should be included.
With over 29.1 million Americans9.3% of the United States populationdiagnosed with diabetes and another 86 million with prediabetes, there are a lot of people needing diabetes education (ADA, 2014). I will be teaching my audience about the importance of nail care for diabetes. My audience all have high school educations, and some have college educations. Although all consider themselves educated, all say they are lax when it comes to their health and especially the control of their diabetes. So, do I consider them uneducated when it comes to their health, lazy, or do they just don’t care? No one likes to be called any of these things above, so how do I go about teaching these ladies without being offensive? I want to be aggressive with teaching in just the right manner. I want to make the right impression, because obviously what they have been taught thus far has not worked. All have lived with A1C greater than 7 and 8s for many years and do not get the fear factor of this. Eventually their health is going to fail, and I want them to understand this. I want them to understand that the bell is toiling for them, and this presentation is their wake-up call. The chronic hyperglycemia of diabetes is associated with long-term macro- and microvascular damage, dysfunction, and failure of various organs, especially the eyes, kidneys, nerves, heart, and blood vessels (ADA, 2011). Clearly knowledge is needed before you can teach, however research confirms the adage that people care more about how much you care and not just how much you know (Ciechanowski, 2001;Brown, 1990). I want the ladies to know how much I care about the disease and how much I care about them. So many people in my family suffered with this disease and I see so much misinformation today in my family and my patients and I feel that even with how much I try to teach them, I end up on empty. I want to be a better teacher and I hope this presentation will help me. With Breanna and the ladies, I want to use the tools that they give me to not only teach my family but also my patients and grow from this experience. I will use video and a give a break after 30 minutes and do not use large words or medical jargon that is not easily understandable. I think this will be a wonderful, productive presentation.
References
American Diabetes Association (ADA). (2011, January). Diagnosis and
classification of diabetes mellitus.Diabetes Care27:s62. Retrieved
November 1, 2015 from
http://care.diabetesjournals.org/content/27/suppl_1/s5.full.
American Diabetes Association (ADA). (2014). National Statistics Report.
Statistics About Diabetes. Retrieved November 1, 2015 from
http://diabetes.org.
Ciechanowski P, Katon W, Russo J, Walker, E. (2001). The patient-provider
relationship: Attachment theory and adherence to treatment in
diabetes.American Journal of Psychiatry158(1):2935. Retrieved
November 18, 2015 from
http://ajp.psychiatryonline.org/doi/10.1176/appi.ajp.158.1.29.
Please reply to
Florence Kum
Please note minimum of 200 words. Please cite one scholarly source. In-text citation should be included.
I will conduct the teaching presentation based on the community assessment I conducted earlier. In the assessment, it was determined that stroke is still one of the major health concerns in the community. African Americans, older adults, people with a history of hypertension, and cigarette smokers were determined to be at greater risk of the condition than the general population. Therefore, the teaching materials had to be selected based on the audience’s preferences. During the assessment, I had to determine the learning styles of different members. There are different learning styles, including auditory, visual and kinesthetic (lin et al., 2018). The audience, therefore, prefers a learning style based on their interest. While I decided to use a mixed method, I had to select the best approach based on the audience’s needs at particular stages. I employed this to determine the teaching materials I would use.
The teaching materials I assembled for this case include a computer, projector, and charts. The computers are for preparing the teaching content such as the PowerPoint presentation. I would therefore use the projector to ensure that the presentation is visible in large fonts. This will significantly cater to the audience’s receptivity to learning. Amin et al. (2018) claim that a major benefit of projecting the learning materials is that it provides clear visuals and effective interaction. In this case, I will be able to effectively interact with the audience and provide them with the necessary information. The charts will also be essential teaching materials. Considering that most of the audience members preferred visual learning styles. I will use the charts to provide picture illustrations and summaries. Some people prefer visual aids when learning since it helps them to remember effectively (Buckley & Nerantzi, 2020). Therefore, I will use the picture from the different charts to illustrate points, especially those needing step-by-step guidance.
I will also employ aspects of kinesthetic learning styles, which include demonstrations and role play. Some prefer learning by participating in the process through role plays and trying out the taught materials. This will often come in handy when teaching the audience different physical activities, they could take part in to prevent the risks of stroke. The audience participating in the process will be one of the ways of aiding their learning as they will often actively engage in the process. This will promote significant retention of the learned content (Latif et al., 2018). Therefore, the different materials selected in every step of the education will be shaped by the needs of the audience at that instance.
References
Amin, M., Azim, M., & Kalam, M. (2018). The benefit of using multimedia projector in English Language teaching classroom.
International Journal of Social Sciences & Humanities,
3(1), 62-76.
Buckley, C., & Nerantzi, C. (2020). Effective use of visual representation in research and teaching within higher education.
International Journal of Management and Applied Research,
7(3), 196-214.
lin, N., Tomruk, M., Yeilyaprak, S. S., Karadibak, D., & Savc, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students.
BMC Medical Education,
18(1), 1-8.
Latif, R., Mumtaz, S., Mumtaz, R., & Hussain, A. (2018). A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning.
Biochemistry and Molecular Biology Education,
46(4), 336-342.
SHOW MORE…
30 assignment 1
Topic of interest: Diabetes
Assessment 1 Instructions: Locating Credible Databases and
Research
Create a 2-4 page resource that will describe databases that are relevant to EBP around a diagnosis you chose and
could be used to help a new hire nurse better engage in EBP.
Introduction
Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to
enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current
literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP
generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead
not only from this position but from knowledge and expertise. To gain the knowledge, you require a good
understanding of how to search for scholarly resources, as well as identify which databases and websites are credible
for the purposes of implementing evidence-based changes in practice.
Your Online e-Portfolio
Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your
professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and
reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios
contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with
employers and peers to present artifacts that demonstrate your accomplishments at Capella.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based
on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best
evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate
evidence, as well as which search terms to use, is the foundation of incorporation of best practices.
Scenario
You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is
nationally recognized as a leader in education and has a computer lab with an online library where staff has access to
medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all
hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these
resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have
given the nurses their patient assignments and you have all participated in shift report. A new nurse who just
completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a
diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative
to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best
care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the
diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the
facility and what resources you would look for. These resources may include websites, journals, facility policies or
guidelines, or any other sources of online information.
You may choose the diagnosis for the patient in this scenario or health care issue/diagnosis of your choice. Or you
may choose something you would find interesting to research or that applies to a clinical problem/diagnosis you
would be interested in addressing. Create a list of at least five sources that could be used to find evidence, with the
best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose
and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or
website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the
following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to
administer medications through a central-venous catheter, whereas a hospital policy database found on a website
may not be the best source of information on caring for a patient with a rare chromosomal abnormality.
Preparation
To help ensure you are prepared to complete this assessment, review the following resources related to the Capella
library. These resources will provide you an overview of the types of tools, resources, and guides available in the
library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid
out in the scenario of this assessment.
BSN Program Library Research Guide.
Evidence-Based Practice in Nursing & Health Sciences.
Databases A-Z: Nursing & Health Sciences.
Get Critical Search Skills.
Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as
organizational policies, professional organizations, and government health care resources.
You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an
opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment
1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate
course engagement.
Instructions
The purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and
to learn effective communication and collaboration with clinical staff during the process of evidence location. As a
baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will
also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and
collaborate effectively to guide them toward resources to find research, as well as support them through the initial
evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay
current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.
For this assessment:
Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to
communication and collaboration in locating evidence for application to a nursing practice scenario.
https://capellauniversity.libguides.com/BSN
http://capellauniversity.libguides.com/EBP
https://capellauniversity.libguides.com/az.php?s=41197
https://campustools.capella.edu/redirect.aspx?linkid=2450
Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or
guidelines, et cetera) that can be used to research evidence to apply to this scenario or clinical practice
issue/diagnosis and describe to which of these you would direct a nurse colleague to search for evidence.
Describe where you might go in the work place to complete this research and how you would access the
desired, relevant research within research databases or other online sources.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide.
Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as
strategies to collaborate with the nurses to access resources.
Describe the best places to complete research and what types of resources you would want to access to find
pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et
cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
Explain why the sources of online information selected should provide the best evidence for the chosen
diagnosis/health care issue.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using
current APA style.
Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue,
you should still be citing the literature and best practices to support your description of your communication and
collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases
to support your explanation as to why you selected the five sources of online information that you did.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the
scoring guide would look like:
Assessment 1 Example [PDF].
Additional Requirements
Your assessment should meet the following requirements:
Length of submission: 2-4 pages (not including the title page or the reference page) description of
communication, collaboration, and evidence location process, including a list of databases or other sources
with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is,
something that would be useable in professional practice for other nurses). Be sure to include an APA-
formatted reference page at the end of your submission.
Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports
your findings and considerations. Resources should be no more than five years old.
APA formatting: References and citations are formatted according to current APA style.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies
through the following assessment scoring guide criteria:
Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and
studies.
Explain why the sources selected should provide the best evidence for the chosen diagnosis/health
care issue.
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within
the context of a specific health care setting.
https://courserooma.capella.edu/bbcswebdav/institution/NURS-FPX/NURS-FPX4030/220100/Course_Files/cf_Exemplar_NURS-FPX4030_%20Assessment%201.pdf
Describe the best places to complete research within the workplace environment and what types of
resources one would want to access to find pertinent information for the diagnosis/health care issue.
Competency 4: Plan care based on the best available evidence.
Identify five sources of online information (medical journal databases, websites, hospital policy
databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three
out of five should be specific to the diagnosis/health care issue.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on
evidence.
Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as
well as strategies to collaborate with the nurses to access resources.
Organize content so ideas flow logically with smooth transitions; contains few errors in
grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA
format.
SCORING GUIDE
Use the scoring guide to understand how your assessment will be evaluated.
VIEW SCORING GUIDE 8
https://courserooma.capella.edu/bbcswebdav/institution/NURS-FPX/NURS-FPX4030/220100/Scoring_Guides/a01_scoring_guide.html Locating Credible Databases and Research Scoring Guide
CRITERIA NON-
PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Describe
communication
strategies to
encourage nurses to
research a diagnosis,
as well as strategies
to collaborate with
the nurses to access
resources.
Does not
describe
communication
strategies to
encourage
nurses to
research a
diagnosis, as
well as
strategies to
collaborate with
the nurses to
access
resources.
Lists communication
strategies to encourage
nurses to research a
diagnosis, as well as
strategies to collaborate
with the nurses to
access resources.
Describes
communication
strategies to
encourage nurses to
research a diagnosis,
as well as strategies
to collaborate with the
nurses to access
resources.
Describes
communication
strategies to encourage
nurses to research a
diagnosis, as well as
strategies to collaborate
with the nurses to
access resources.
Additionally, notes
specific benefits of
strategies in helping to
build professional
competence or a positive
professional relationship.
Cites literature to support
discussion.
Describe the best
places to complete
research within the
workplace
environment and
what types of
resources one would
want to access to find
pertinent information
for a diagnosis.
Does not
describe the
best places to
complete
research within
the workplace
environment
and what types
of resources
one would want
to access
resources to
find pertinent
information for a
diagnosis.
Lists the best places to
complete research
within the workplace
environment and what
types of resources one
would want to access
resources to find
pertinent information for
a diagnosis.
Describes the best
places to complete
research within the
workplace
environment and
what types of
resources one would
want to access
resources to find
pertinent information
for a diagnosis.
Describes the best
places to complete
research within the
workplace environment
and what types of
resources one would
want to access
resources to find
pertinent information for
a diagnosis. Notes one
or more reasons for
utilizing the places within
the health care setting.
Identify five sources
of online information
(medical journal
databases, websites,
hospital policy
databases, et cetera)
that could be used to
locate evidence for a
clinical
diagnosis/health care
issue, and three out
of five should be
specific to the
diagnosis/health care
issue.
Does not
identify sources
of online
information
(medical journal
databases,
websites,
hospital policy
databases, et
cetera) that
could be used
to locate
evidence for a
clinical
diagnosis/health
care issue.
Identifies less than five
sources of online
information (medical
journal databases,
websites, hospital policy
databases, et cetera)
that could be used to
locate evidence specific
to a clinical
diagnosis/health care
issue, or one or more of
the identified sources of
online information is
inappropriate for
professional nursing
practice.
Identifies five sources
of online information
(medical journal
databases, websites,
hospital policy
databases, et cetera)
that could be used to
locate evidence
specific to a clinical
diagnosis/health care
issue, and ensures
three out of five are
specific to the
diagnosis/health care
issue.
Identifies five sources of
online information
(medical journal
databases, websites,
hospital policy
databases, et cetera)
that could be used to
locate evidence specific
to a clinical
diagnosis/health care
issue, and ensures three
out of five are specific to
the diagnosis/health care
issue. Ranks the sources
from most useful for
nurses to least.
CRITERIA NON-
PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain why the
sources selected
should provide the
best evidence for the
chosen
diagnosis/health care
issue.
Does not
explain the
sources
selected.
Identifies the sources
selected, but does not
provide a full or clear
explanation as to the
relevance or usefulness
of the sources selected
within the context of the
chosen diagnosis/health
care issue.
Explains why the
sources selected
should provide the
best evidence for the
chosen
diagnosis/health care
issue.
Explains why the
sources selected should
provide the best
evidence for the chosen
diagnosis/health care
issue. Notes criteria
used to determine the
relevance and
usefulness of the
sources.
Organize content so
ideas flow logically
with smooth
transitions; contains
few errors in
grammar/punctuation,
word choice, and
spelling.
Does not
organize
content for
ideas. Lacks
logical flow and
smooth
transitions.
Attempts to organize
content with some
logical flow and smooth
transitions. Contains
several errors in
grammar/punctuation,
word choice, and
spelling.
Organizes content so
ideas flow logically
with smooth
transitions; contains
few errors in
grammar/punctuation,
word choice, and
spelling.
Organizes content with a
clear purpose. Content
flows logically with
smooth transitions using
coherent paragraphs,
correct
grammar/punctuation,
word choice, and free of
spelling errors.
Apply APA formatting
to in-text citations
and references
exhibiting nearly
flawless adherence to
APA format.
Does not apply
APA formatting
to headings, in-
text citations,
and references.
Does not use
quotes or
paraphrase
correctly.
Applies APA formatting
to in-text citations,
headings and references
incorrectly, detracting
noticeably from the
content. Inconsistently
uses headings, quotes,
and/or paraphrasing.
Applies APA
formatting to in-text
citations and
references exhibiting
nearly flawless
adherence to APA
format.
Exhibits strict and
flawless adherence to
APA formatting of
headings, in-text
citations, and references.
Quotes and paraphrases
correctly.