summarize your strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.

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summarize your strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.

 

Essay, Nursing

Using 250-500 words, summarize your strategy for disseminating the results of the project to key stakeholders and to the greater nursing community.
Refer to the ”Topic 4: Checklist.”
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are not required to submit this assignment to Turnitin.

Instructions Body of Research PaperFollow the directions below for the completion of the body paragraphs draft assignment for Unit VI. If you have questions- please email your professor for assistance

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Instructions

Body of Research PaperFollow the directions below for the completion of the body paragraphs draft assignment for Unit VI. If you have questions, please email your professor for assistance.Purpose: The purpose of this assignment is to continue drafting your academic argumentative research paper.Description: In this assignment, you will write three to four body paragraphs according to the form that is explained in “Lesson 3: The Body Paragraphs.” The following requirements must be included in the assignment:

  • Body Paragraphs: You will construct three to four paragraphs comprised of five to seven sentences each. Each paragraph should be between 150-200 words. At a minimum, this portion of the paper should be around 450-600 words (for three to four paragraphs); a body section of this length will meet the minimum requirements of the assignment. The following components must be included in each body paragraph (in the following order).
  • Be sure to include the introduction and literature review you have already created and revised.
  • Use APA conventions to cite and reference all sources used to support your argument.

Example paper with body paragraphsThis is a real student example. It is not a perfect example for all grammar, syntax, or APA, though it is in very good shape. The goal of viewing this example should be to see the overall structure and content.

Add info from order no: 546183. I will send the revised info once graded to add to this assignment.

As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?

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As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?

 

As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?
Nursing Assignment: Ethical Concerns
Ethical Concerns
As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes. This may create an ethical dilemma. What do you do when these situations occur?
In this Discussion, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
Scenario 1:
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.
Scenario 2:
A 17-year-old boy has come in for a check-up after a head injury during a football game. He has indicated that he would like to be able to play in the next game, which is in 3 days.
Scenario 3:
A 12-year-old girl has come in for a routine check-up and has not yet received the HPV vaccine. Her family is very religious and believes that the vaccine would encourage premarital sexual activity.
Scenario 4:
A 57-year-old man who was diagnosed with motor neuron disease 2 years ago is experiencing a rapid decline in his condition. He prefers to be admitted to the in-patient unit at a hospice to receive end-of-life care, but his wife wants him to remain at home.
To prepare:
· Select three scenarios, and reflect on the material presented throughout this course.
· What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
· Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.
Questions to be addressed in my paper:
1. The explanation of the health assessment information required for a diagnosis of your selected patients (include the scenario numbers).
2. Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your responses.
3. Summary with Conclusion
REMINDERS:
1) 2-3 pages (addressing the 3 questions above excluding the title page and reference page).
2) Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.
Make headings for each question.
RESOURCES:
· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
o Chapter 23, “Sports Participation Evaluation” (pp. 581-593)

In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.
o Chapter 24, “Putting It All Together” (pp. 594-609)

In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.
o Review of Chapter 16, “Breasts and Axillae” (pp. 350-369)
o Review of Chapter 18, “Female Genitalia” (pp. 416-465)
· Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.
o Chapter 6, “Outpatient Charting and Communications” (“Advanced Directives”; pp. 128–129)
o Chapter 9, “Discharging Patients from the Hospital” (pp. 189–207)
· Burger, I. M., & Kass, N. E. (2009). Screening in the dark: Ethical considerations of providing screening tests to individuals when evidence is insufficient to support screening populations. American Journal of Bioethics, 9(4), 3–14.

Retrieved from the Walden Library databases.

This article recommends how physicians should respond when new screening examinations emerge in the marketplace. The authors examine how evidence influences decision making for screening.
· De Jong, A., Dondorp, W. J., de Die-Smulders, C. E., Frints, S. G. M., & de Wert, G. M. (2010). Non-invasive prenatal testing: Ethical issues explored. European Journal of Human Genetics, 18(3), 272–277.

Retrieved from the Walden Library databases.

The authors of this article examine the ethical consequences of non-invasive prenatal diagnostic tests. Specifically, the article describes the effects the tests may have on abortions.
· Rourke, L., Leduc, D., Constantin, E., Carsley, S., & Rourke, J. (2010). Update on well-baby and well-child care from 0 to 5 years: What’s new in the Rourke Baby Record? Canadian Family Physician,56(12), 1285–1290.

Retrieved from the Walden Library databases.

In this article, the authors supply an overview of and evaluate the quality of evidence in the 2009 Rourke Baby Record.
· Womack, J. (2010). Give your sports physicals a performance boost. The Journal of Family Practice,59(8), 437–444.

Retrieved from the Walden Library databases.

This article explains how to conduct a thorough medical history and targeted physical exam. The article revolves around the use of the 4th edition of the Preparticipation Physical Evaluation.
· American Academy of Pediatrics. (2008). Recommendations for preventative pediatric health care (periodicity schedule).

Retrieved from http://www.aap.org/en-us/professional-resources/practice-support/financing-and-payment/Documents/Recommendations_Preventive_Pediatric_Health_Care.pdf

This resource provides recommendations for preventative pediatric health care from infancy through adolescence. The periodicity schedule covers a variety of areas from health history to measurements, developmental/behavioral screenings, physical exams, procedural screenings, and oral health.
· Rourke, L., Leduc, D., & Rourke, J. (2011). Rourke Baby Record. Retrieved fromhttp://rourkebabyrecord.ca/

This website provides information on the Rourke Baby Record (RBR). The RBR supplies guidelines on growth and nutrition, developmental surveillance, physical exam parameters, and immunizations for well-baby and child care.
Answer

Business management homework help
This is property of essayprince.org. Welcome for all your Research paper needs and our professional tutors will help you from start to finish. Sign up NOW and fulfill your Research paper help needs

The role of nurses in gestational diabetes.

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The role of nurses in gestational diabetes.

The role of nurses in gestational diabetes.
Journal of Diabetes Nursing | May 1, 2003 |
Assignment 2
Research studies, recently conducted in America, have found that diet and exercise play an important role in predisposing a woman for gestational diabetes (GD). This study compared the rate of insulin treatment and perinatal outcome in women with gestational diabetes under endocrinologist-based versus diabetes nurse-based metabolic management. A total of 244 participants received endocrinologist-based care and 283 participants received diabetes nurse-based care.

: What is the difference between data governance and information governance? Explain the difference between a database and a data dictionary?

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: What is the difference between data governance and information governance?
Explain the difference between a database and a data dictionary?

How are data warehouses used in the process of data mining?

How are databases used in a decision support system?

What is a clinical decision support system? Information and Data Governance

What is the difference between data governance and information governance?

AHIMA has defined eight principles to support proper information governance

The Traumatic Pneumothorax Health And Social Care Essay

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Chris Williams is 20 years old and works in an office in the city. He is a keen runner and is training for the London Marathon. He goes out every morning before work for a 4-6 mile run.

He has no history of cardiovascular or respiratory problems. He is 1.9 m tall and weighs 78 kg. One morning near the end of his run, he has a sudden sharp pain in his right chest and back. The pain is so bad he has to stop his run and limps home, feeling very short of breath.

As the pain and shortness of breath do not go away, he takes a taxi to his local A&E department.

There he is noted to have tachycardia and tachypnoea, with repeated dry coughing. His blood pressure is 110/78 and there are reduced breath sounds in the right chest. He is sent for a chest x-ray which gives a definite diagnosis. He is told he will have to stay in hospital for perhaps a week for observation, and will be given oxygen which should relieve his symptoms.

His condition may resolve spontaneously, but if not, a minor surgical procedure will be necessary.

Approximately 18 men and 6 women in every 100,000 people per year are admitted to hospital with a primary spontaneous pneumothorax. Now, although this may not seem like much there is a 30% chance of recurrence within the first 6 months (Patient.co.uk, 2013) and this is not mentioning the number of cases of patients presenting with secondary pneumothorax. This can be a serious condition affecting people of all ages notably tall thin men in their twenties in the case of a primary pneumothorax and people aged in their sixties in the case of a secondary pneumothorax. (Patient.co.uk, 2013)

What is a Pneumothorax and what are the different classifications

A pneumothorax is defined as the presence of air or gas in the pleural cavity surrounding the lung. The collection of gas increases the pressure outside of the lungs causing it to collapse either partly or completely. (See Figure 1)

https://www.mayoclinic.com/images/image_popup/mcdc7_collapsed_lung.jpg

Figure : An image showing a primary pneumothorax (Clinic, 2013)

There are 3 main classifications of a pneumothorax based on their causes:

Spontaneous Pneumothorax

Primary Spontaneous

Secondary Spontaneous

Traumatic Pneumothorax

Iatrogenic pneumothorax

Non – iatrogenic pneumothorax

Tension Pneumothorax

Primary Spontaneous Pneumothorax

A type of pneumothorax in a person who is otherwise healthy, where there is no known underlying lung disease or trauma. The exact cause of this is unknown however, it is believed that these pneumothoraces occur due to a tiny tear of a bleb on the apical surface of the lung.(Mackenzie and Gray, 2007)

A bleb is a thin walled balloon like extension or air sacs that occur in the visceral pleura surrounding the lungs. (see figure 2) (Martin and Oxford University Press., 2007)

The wall of the bleb is not as strong as normal lung tissue and is thus prone to tearing and allowing air to leak out. However, recent studies have shown that this is not the only cause and that in some cases there is disease of the functional parts of the lungs and increase visceral porosity allowing air to leak out and get trapped between the lung and chest wall.(Mackenzie and Gray, 2007)

You are considered to be at a greater risk of primary spontaneous pneumothorax if you are tall and skinny, as Chris is tall and skinny this may be a reason for his pneumothorax or at least a factor.

http://www.blebinfo.co.uk/media/bleb2.jpg

Figure : A bleb on the apical surface of the left lung (Blebinfo, 2013)

Secondary Spontaneous Pneumothorax

This is a pneumothorax that develops secondary to underlying lung pathology, for example, Patients with COPD are at an increased risk in developing a pneumothorax. (Light, 1993)

There is an increase in risk if the primary pathology weakens the lung walls in some form as this makes it more likely that the wall will tear allowing air to escape from the lung and be trapped between the lungs and the thorax and put pressure on the lung causing it to collapse. (Schiffman, 2012)

Examples of common lung pathology leading to an increase in chance of developing a pneumothorax:

COPD

Asthma

Tuberculosis

Lung Cancer

Pneumonia

As Chris is known to have no cardiovascular or respiratory problems he definitely did not have a secondary spontaneous pneumothorax.

Traumatic Pneumothorax

Traumatic pneumothoraces occur as a result of a blunt or penetrating wound allowing air to enter the pleural space. (e.g. broken rib piercing the lungs or a sharp blade)

An Iatrogenic pneumothorax is secondary to a procedure on the lungs compromising the structure of the lungs and other structures surrounding it, thus making it more prone to tearing. (find a reference)

Tension Pneumothorax

A tension pneumothorax is a life threatening complication that arises when air can enter the pleural space but not escape, due to the formation of a one way flap valve mechanism.

The one way flap valve allows air to enter the pleural space on inspiration but prevents outflow thus creating an increasing positive pressure of air in the pleural space. This increase in pressure will force the lung to collapse and thus push the contents of the mediastinum across impairing venous return to the heart.

Inevitably, hypoxic conditions develop, and can ultimately lead to death relatively quickly. (see figure 3)

This is more likely to occur with a traumatic pneumothorax or an iatrogenic pneumothorax than any other kind. (MedScape, 2013)

http://programs.northlandcollege.edu/biology/ap1forms/ap1casestudies/Critical%20Care%20Case%20Study/Mr%20Jones/tension.gif

Figure 3: A picture showing a tension pneumothorax and how it affects the nearby structures (Snapshots, 2013)

Risk Factors increasing likelihood of pneumothorax

Although we have identified a few of the causes of pneumothoraces above some people are more predisposed to a pneumothorax than others and these are based on a few things:

Sex

Males, who are otherwise probably healthy, tend to be at a greater risk of a pneumothorax (primary spontaneous) than females, the reasons for this are still unclear.

Height

This is thought to be a risk factor as there is a greater pleural pressure gradient in the apex compared to the base thus it experiences far greater distension increase the likelihood of a bleb/ bullae formation. (Mackenzie and Gray, 2007)

Smoking

Emphysema-like changes are thought to occur in the lung walls and there is found to be an increase in the number of blebs/bullae on the surface of the lung wall with increase cigarette smoking, thus increasing the likely chance of rupture and developing a pneumothorax. (Cheng et al., 2009)

Genetics

Some connective tissue disorders can result in the increase chance of developing a pneumothorax (specifically, a secondary spontaneous pneumothorax) such as Marfan’s Syndrome. (MedScape)

Marfan’s syndrome is an inherited dominant genetic disorder of connective tissue with those suffering being abnormally tall, with long limbs. Height as we already know is already a contributing factor to developing a pneumothorax.

Lung disease

If the patient has a previous lung disease (especially those mentioned above, see secondary spontaneous pneumothorax) then there is a highly likely chance of developing a pneumothorax as the walls of the lung are likely to be weakened by the disease and thus it is more likely to cause a tear or develop and rupture a bullae, causing the lung to collapse. (Schiffman, 2012)

Mechanical Ventilation

More likely to cause iatrogenic pneumothorax which is a type of traumatic pneumothorax

Air is pumped into the lungs under a positive pressure; this creates a greater pressure inside the lugs than outside. Once the pressure builds up enough, the air wants to escape and may do this by bursting through the lung wall. (Noppen and De Keukeleire, 2008)

Lung cancer

Having lung cancer and developing a pneumothorax is rarely seen but is a possibility. The exact cause of a pneumothorax from lung cancer still remains unknown. (Vencevičius and CicÄ-nas, 2009)

Signs and Symptoms of Pneumothorax

Typically people experiencing a pneumothorax of some sort will present with common signs and symptoms such as:

A small pneumothorax can cause:

Sudden sharp pain felt in the affected lung which is worse on inspiration

Shortness of breath

For a larger pneumothorax

Tachycardia – a heart rate of 100bpm or more

Tachypnoea – a breathing rate of 20 breaths a minute or more

Hypercapnia – increase in blood co2 levels

Hypoxia (leading to cyanosis)

A larger pneumothorax may result in one side of the lung collapsing completely resulting in the above symptoms. As the lung is collapsed oxygenation of the blood will have reduced thus there will also be an accumulation in blood CO2 (Hypercapnia). Also as a result of the increase CO2 blood levels there is an increase in breathing rate to prevent acidosis of the blood thus patients may experience tachypnoea. As the lung collapses this puts pressure on the heart and surrounding structures pushing it to the unaffected side, this presses on the vena cava impeding venous return and thus as another negative feedback mechanism, the heart beats faster to accommodate for reduced cardiac output. Eventually, all these symptoms accumulate and then hypoxia is presented which is typically seen with cyanotic skin colour. The symptoms for a large pneumothorax are synonymous with a tension pneumothorax too. [Apps M, 2012]

However, although these symptoms are typical of pneumothorax it is not to say that there may be other lung pathology at action.

Diagnosis of a Pneumothorax

The signs and symptoms for a pneumothorax are very vague and do not allow you to determine whether a pneumothorax is present or if there is some other pathology.

Various imaging techniques and physical examinations can be used to determine whether there is a pneumothorax and its severity.

A Chest Examination

When conducting a physical respiratory examination, when locating the trachea you may find that in patients with a large pneumothorax that the trachea has shifted to the unaffected side, this is due to the collapsed lung pushing it.

Also when percussing the affected lung/ lung area you will hear hyper-resonant sounds indicating a hollow structure – or in this case less hollow structure as the lung is no longer where it should be

Also when auscultating the area you will hear reduced/ no air flow with some possible crackling and this is due to air not being able to enter the lung as it has collapsed and is not inflating. [Yeatman N, 2012]

Medical Imaging Techniques

As a method of confirmation various imaging techniques can be implemented in order to visualise the extent and severity of the pneumothorax.

X-rays

The left lung – collapsed and pressing on the surrounding structures.

Trachea pushed to the righthttp://www.blebinfo.co.uk/media/xray.jpg

Figure 4: A PosterioAnterior X-ray showing a left lung pneumothorax (Masterclass, 2012)

This is the most preferred method of viewing the chest as it is cheap, fast and non-invasive.

A PosterioAnterior radiograph will be used to examine the chest as it allows us to get a fairly true visualisation of the heart, enabling us to determine its size.

The patient must have a full expanded chest (or as fully as can be done) in order for a clear x-ray to be formed.

What you can see in figure 4 above, is that the left lung has completely collapsed and is now pushing on the structures to the right.

The trachea has deviated from central to the unaffected side a sign of a pneumothorax.

The size of the pneumothorax can be determined by measuring the distance from the chest wall to the lung

It is said that an air rim of 2cm is equivalent to 50% of the hemi-thorax. (Masterclass, 2012)

CT Scan (Computed tomography)

Collapsed left lung – pneumothoraxhttp://wikidoc.org/images/5/57/Pneumothorax_CT.jpg

Figure 4: A CT Scan of a left lung pneumothorax (Masterclass, 2012)

A CT scan is much more sensitive to picking up different densities in tissue and thus it can detect even the smallest of pneumothoraces and underlying lung disease, If present.

This can be used when patients are unable to turn and lay on their stomach such as patients in Intensive Treatment Unit. (Masterclass, 2012)

Ultrasound

The fastest method of determining a pneumothorax.

Ultrasound imaging is used commonly for trauma patients who have developed a traumatic pneumothorax.

It can also detect any other lung problems that may exist due to the trauma in emergency situations. (Masterclass, 2012)

Treatment and management of pneumothorax

Treatment of pneumothoraces depend on the size and the underlying cause if there is one. There are 3 main courses of treatment, which include:

Monitor progress

Often the pneumothorax is small enough to just leave and it will heal on its own. All that is required is regular monitoring and x-rays at 2 weekly intervals in order to see the lung has fully re-inflated.

The air that was trapped in the pleural space equalises in pressure with the lungs and may cause the lung to collapse a little. Soon once the tear has healed, the trapped air is slowly absorbed into the blood stream.

Inserting a needle/chest drain

A chest drain is required when the pneumothorax is greater than 20% of the lung volume, if there is no recurrence once the air has been drained then 2 weekly interval x-rays are required to ensure the lung re-inflates fully.

However, if there is recurrence then an intercostal drain placed under the second rib with an underwater seal is required for 2-3 days.

Surgery or pleurodesis

If after 2-3 days the pneumothorax is still present and the underwater tube is still bubbling then surgery is required.

There are 2 options:

Talc Pleurodesis

This is where through a chest drain, talc is introduced to the body causing irritation to the pleura, effectively closing the space between the visceral and parietal pleura such that no further air can be trapped.

This is usually quite apainful procedure so patients are given local anaesthetic and some sort of sedative to prevent them feeling pain during surgery.

Pleurectomy

APPS, Dr M C P. (2012, DECEMBER 7TH). Lung Mechanics [PowerPoint slides]. Presented at a GM1400 lecture at Queen Mary University of London.

BLEBINFO 2013. SPONTANEOUS PNEUMOTHORAX :: View topic – Blebs / Bullae.

CHENG, Y.-L., HUANG, T.-W., LIN, C.-K., LEE, S.-C., TZAO, C., CHEN, J.-C. & CHANG, H. 2009. The impact of smoking in primary spontaneous pneumothorax. The Journal of Thoracic and Cardiovascular Surgery, 192-195.

CLINIC, M. 2013. Mayo Clinic medical information and tools for healthy living – MayoClinic.com.

LIGHT, R. W. 1993. Management of Spontaneous Pneumothorax. American Journal of Respiratory and Critical Care Medicine, 148, 245-248.

MACKENZIE, S. & GRAY, A. 2007. Primary spontaneous pneumothorax: why all the confusion over first-line treatment? 2013.

MARTIN, E. A. & OXFORD UNIVERSITY PRESS. 2007. Concise medical dictionary, Oxford ; New York, Oxford University Press.

MASTERCLASS, R. 2012. Radiology Masterclass – Galleries – Chest X-Ray Galleries – Pneumothorax gallery – Normal reference [Online]. Available: http://radiologymasterclass.co.uk/gallery/chest/pneumothorax/pneumothorax_a.html [Accessed 27/01 2013].

MEDSCAPE. Pneumothorax, Tension and Traumatic [Online]. Available: http://misc.medscape.com/pi/android/medscapeapp/html/A827551-business.html [Accessed 2013 27/01].

MEDSCAPE 2013. Pneumothorax.

NOPPEN, M. & DE KEUKELEIRE, T. 2008. Pneumothorax. Respiration, 76, 121-127.

PATIENT.CO.UK. 2013. Pneumothorax | Doctor | Patient.co.uk [Online]. Available: http://www.patient.co.uk/doctor/pneumothorax [Accessed 26/01 2013].

SCHIFFMAN, G., MD, FCCP. 2012. Pneumothorax (Collapsed Lung) Causes, Symptoms, Treatment – MedicineNet [Online]. Available: http://www.medicinenet.com/pneumothorax/article.htm [Accessed 26/01 2013].

SNAPSHOTS, C. C. N. 2013. Critical Care Nurse Snapshots: Tension Pneumothorax [Online]. Available: http://programs.northlandcollege.edu/biology/ap1forms/ap1casestudies/Critical%20Care%20Case%20Study/Mr%20Jones/tension.htm [Accessed 2013.

VENCEVIÄŒIUS, V. & CICÄ-NAS, S. 2009. Spontaneous pneumothorax as a first sign of pulmonary carcinoma. World Journal of Surgical Oncology, 7, 57.

Analyze and explain why qualitative research and mixed methodologies are given preference over quantitative methodology in most cases of public health research. Qualitative Approaches

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Analyze and explain why qualitative research and mixed methodologies are given preference over quantitative methodology in most cases of public health research.
Qualitative Approaches

Using the Internet, research about qualitative approaches. Based on your research, respond to the following:

Analyze and describe any two types of qualitative research methods.
Recommend in which situations, qualitative research methods can be used in public health research.
Explain the advantages and disadvantages of qualitative as well as quantitative research.
Analyze and explain why qualitative research and mixed methodologies are given preference over quantitative methodology in most cases of public health research.
Is it true that the value of the dependence of qualitative research on small samples renders it incapable of generalizing conclusions? Why?
Describe the key fundamental differences between experimental and quasi-experimental designs. Provide at least one example of each experimental design that identifies the situations in which the experimental design can be used.
Analyze and explain whether there are any possible ethical issues associated with each of these experimental designs in the field of public health research. If yes, what are they? If no, why?
support your work, by citing your sources in your work and provide references for the citations in APA format.

Watsons Caring theory (2008) for Elderly Care

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Aging is a natural part of human life. With modern technologies and medical innovations the society has been able to prolong life and thus increase the number of older adults in the society. Normal part of aging are inevitable physiological and psychological changes which need to be understood and addressed by nurses in order to provide appropriate care for older adults. Presenting patient’s description with appropriate data, I will utilize

Watson’s Caring theory (2008)

to assess the lower order need of activity-inactivity relative to this older adult patient cared for in the hospitalized environment. The integration of theory, research and best practice guidelines will be used to plan nursing interventions and strategies to meet the health needs of older adults in health care.

Watson’s (2008) fourth caritas process

of developing and sustaining a helping-trusting caring relationship will be used to describe the nursing implementations which were utilized in providing safe and competent care for older adult.

Mr. X is 84 years old. He was admitted to the hospital on January 4, 2014 due to hematuria in his urine and a suspected Transient Ischemic Attack (TIA). After the admission, he was sent for a CT scan, which confirmed Mr. X’s TIA in his right hemisphere. On January 5, 2014 Mr. X was transferred to CP1, an acute care stroke unit. His first TIA episode had been on August 28, 2012. His comorbidities include hypertension and type II diabetes. His activities are limited to bed rest as he has risk of falls; also he is on input-output with a Foley catheter. He has left side weakness and mild facial drooping on the left side. He is alert and oriented; however, he has trouble focusing on many people at one time. His care plan states bed rest, assist with bath, diabetic diet, on intake and output. The vital signs obtained on the morning of January 28, 2014 were 36.7ï‚°, 85, 20, 92% and B/P 136/65. Mr. X’s Foley was taken out on January 24, and he was on intermittent catheterization every six hours. During catheterization the patient’s urine was dark amber with particles, and totalled 519 ml. The patient is on bed rest and can be lifted to sit using the Hoyer lift. Mr. X’s diet is diabetic with 1600 calories and a regular texture; he eats with 50% assistance, and usually finishes half of his entire meal. Mr. X. is a good candidate for motor recovery; however, his baseline cognitive status may affect his ability to participate in the recovery process. Mr. X scores 13/30 on the Mini-Mental State Examination (MMSE), which indicates moderate cognitive impairment, and 8/30 on Montreal Cognitive Assessment (MoCA) which also signifies cognitive impairment.

In order to be able to provide safe and competent care I had to research the diagnosis of my assigned patient. During the research the high correlation between his comorbidities and TIA was found. Transient ischemic attack (TIA) is a transient stroke that lasts only a few minutes, usually when the blood supply to part of the brain is briefly interrupted (Touhy, Freudenberger, Ebersole, & Hess, 2012, p. 354). The blood supply interruption is commonly caused by arteriosclerosis, which in Mr. X’s case is potentially caused by his present conditions of type II diabetes and high cholesterol. Type II diabetes is a disease in which the pancreas does not produce enough insulin and the body does not properly use the insulin made (Canadian Diabetes Association, 2012). Mr. X is also a heavy man, which puts him into a high risk category for stroke since the excess weight destabilizes the body’s cardiovascular system. Mr. X’s Foley catheterization was due to stroke and diabetes, since them along or together as comorbidities are associated with urinary incontinence (Touhy et al., 2012, p. 141). In order to provide my patient with safe and competent care I had to maintain the patient in high Fowler’s position during breakfast and lunch to reduces his risk of aspiration and promote effective swallowing (Potter, Perry, Stockert, & Hall, 2014, p. 1089). I also had to check for pocketing while I assisted Mr. X with his meal to prevent aspiration. Since Mr. X is assigned on bedrest a head-to-toe skin assessment was carried out with each bed bath to assess for skin break down “particular attention should be paid to vulnerable areas, especially over bony prominences” (RNAO, 2005, p. 9). In order to prevent the development of ulcers, I repositioned patient every two hours, used pillows to protect bony prominences and heel pressure ulcer guard for extra protection of heels (RNAO, 2005, p.10). Further to ensure the skin integrity, the adult briefs were changed frequently, and the barrier cream was applied to the perennial area. After two weeks the Foley was taken out to see if the patient is able to void by himself and to allow the bladder sphincter to function on its own. The intermittent catheterization to drain residual urine was introduced in order to prevent a UTI, since the “in-dwelling urinary catheter remains in the bladder for an extended period, making the risk of infection greater than with intermittent catheterization” (Potter et al., 2014, p. 1156). As mentioned previously, on the MoCA Mr. X scored 8/30 which is just above the score of “0 to 7= severe cognitive impairment” (Touhy et al., 2012, p. 91). Likewise, on the MMSE Mr. X scored 13/30, where the score between 13 and 20 suggests moderate dementia (Touhy et al., 2014, p.92). Consequently, Mr. X is a good candidate for motor recovery; however, his cognitive impairment may affect his ability to participate.

One of the lower order needs defined in Watson’s Caring theory (2008) is the activity- inactivity. As Watson’s Caring theory (2008) describes, “a person’s need for activity-inactivity is fundamental and central to one’s life, as it affects the ability to move about and interact with his or her environment and to control one’s external and internal surrounding” (p. 160). The need for activity-inactivity is strongly connected with the life satisfaction, since the restricted activity puts one into high dependence of the caregiver. While providing care for patients who are limited with ambulation it is necessary for the nurse to remember to preserve patients’ dignity, enabling, and encourage them to perform necessary everyday living activities by themselves. Other psychological factors such as routine repetitiveness while patient is on the bedrest, may result in a functional loss of degree of mental status which may interfere with ability to perform and accomplish daily living activities (Gillis & MacDonald, 2005, p.17). Mr. X low score on MoCa and MMSE may be a result of prolonged bedrest in which case the mental stimulation is needed to exercise the brain and break through the everyday routine. The possible nursing intervention for mental stimulation would be Snoezelen room, where the patient is exposed to different stimuli such as sounds, lights and colors, music and touch. The Snoezelen room has a potential to improve concentration, attention, mood and provide a necessary stimulation to the central nervous system to preserve balance (Van Weert et al., 2006, p. 658). The other very important factor of activity-inactivity need is the physical factor of muscle atrophy and deconditioning. According to Gillis and MacDonald (2005), “deconditioning is a complex process of physiological change following a period of inactivity, bedrest or sedentary lifestyle” (p.16). The process of deconditioning affects the musculoskeletal system, decreasing the muscle strength, leaving the person frail and unable to ambulate on their own. Normal musculoskeletal system changes for older adults include changes such as total muscle mass decrease, increase rigidity of joints, and loss of strength (Touhy et al., 2012, p.76). Even though these changes are not life threatening, they have a potential complication of falls for frail older adults whose health has been compromised to the point where they have to be admitted to the hospital. In order to avoid any further disturbance of the organism and prevent injuries, patients such as Mr. X are placed on the bedrest. According to Kuromoto (1989), “bedridden or inactive patients require range of motion exercises to maintain joint mobility and muscle flexibility and to minimize contractures that prevent recovery and make care more difficult” (p.283). Therefore, recognizing extensive need of activity-inactivity, I incorporated the range of motion exercises into Mr. X’s daily routine. The second nursing intervention for physical activity was the resistance training with elastic band. According to Topp et al. (2003), “elastic bands exercise […] was designed to improve upper and lower body strength” (p. 155). The third nursing intervention to promote physical activity was the hip-flexion and keen extension exercises while in the wheelchair, both of which are both recommended for older adults in order to increase strength and balance (Topp et al., 2003, p. 157). For additional nursing intervention I encouraged Mr. X to dress by himself, brush his teeth and eat on his own, all these activities helped Mr. X gain confidence in his performance, exercise his muscles on the regular basis. All of the physical exercises where targeted toward muscle strength increase, upon building confidence in strength I would encourage Mr. X to get up of the wheelchair for standing in order to gain balance. If all the interventions are successful, further activities would include aerobic walking to improve lower body strength, pedal exercise for muscle strengthening and blood circulation improvement (Grando et al., 2009, p. 13). The advantage of exercise according to Straub, Murphy, and Rosenblum (2008), “include reduced risk for cardiovascular mortality, improved blood pressure control, better glucose control in those with diabetes, and improved psychological well-being and physical functioning” (p. 470). Body is a multifunctional system where decrease in activity result in multidimensional deteriorations. According to

Watson’s Caring theory (2008),

“activity and meaningful work and service through activity bring satisfactory and purposive meaning to life” (p.160). The prolonged bedrest increases the necessity to satisfy the lower order need to activity-inactivity in order to increase patient’s satisfaction with quality of life and potentially reduce the hospital stay.


One of Watson’s caritas process (2008)

is, “developing and sustaining a helping-trusting caring relationship” (p.71). Caritas nurse needs to remember that the patient is not just a body that needs to be treated, is it also human-being whose needs go beyond physiological, thus holistic treatment is necessary to addresses physiological as well as psychological needs. Only through this view it is possible to create a “caring moment”, where nurse and client would develop a meaningful, trusting relationship in order to reach optimal health (Watson, 2008, p. 71). While providing care for the patient I was always engaged into active listening, through which I was able to learn about Mr. X’s past, his favourite activities and the food preference. I learned that Mr. X was active, which helped me understand better the extensive need for activity which Mr. X did not get enough. Using this knowledge I modified and incorporated more physical activities into his daily routine. I was trying to provide care for the patient at the most comfortable time “enter into the experience to explore the possibilities in the moment” (Watson, 2008, p.74). One of the Mr. X’s nights was restless and he preferred to rest throughout the morning, I recognized his need and postponed the physical exercise and bed bath until later. I encouraged Mr. X to communicate his expectations of healing process, recognizing client-centered relationship where the patient is actively including into care (CNO, 2009, p.6). Helping-trusting relationship was demonstrated through the non-judgmental attitude, sensitivity and openness. Mr. X disclosed that even though he enjoyed physical activities, his lifestyle was not all healthy; he enjoyed unhealthy foods which contributed to the development of type II diabetes, and after found it hard to follow the diabetic diet. My response to Mr. X was to engage him into teaching of importance to adhere to the diabetic diet, have the consultation with dietician, and referral to the community resources of Canadian Diabetes Association. In order to provide Mr. X with competent care, I needed to gain his trust, which I was able to achieve by preserving Mr. X’s dignity while providing bed bath, allowing him to do as much care as it is possible, exposing only parts of the body that I was working with while washing. In order to be a Caritas nurse, I provided authentic care for Mr. X. by being present in the moment and caring beyond physical needs. Recognizing emotional part of helping-trusting caring relationship, encouraging patient into communication, plan of care development and decision making, I was able to establish and authentic caring relationship, where patient and I where equal participants in establishing healing environment.

In order to be able to care for older adult nurses need to understand the special needs associated with aging, the comorbidities of their patient and how they are interrelated. Extensive research of patient’s history will enable the nurse to provide safe and competent care. Utilizing Watson’s Caring Theory (2008) and the lower-order needs into plan of care development will help prioritize care in order to assist individual with maximize life satisfaction. Recognizing oneself as the Caritas nurse and utilizing Watson’s caritas processes will help develop authentic caring relationship with your client to promote holistic healing and overall well-being.


References:

College of Nurses of Ontario (CNO). (2009).

Practice Guideline: Therapeutic Nurse Client Relationship, Revised 2006

. Retrieved from

http://www.cno.org/Global/docs/prac/41033_Therapeutic.pdf

Gillis, A., & MacDonald, B. (2005). Deconditioning in the hospitalized elderly.

The Canadian Nurse, 101

(6), 16-20. Retrieved from

http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/232082245?accountid=14694

Grando, V.T., Buckwalter, K.C, Maas, M.L, Brown, M., Rantz, M. J., & Conn, V.S. (2009). A trial of a comprehensive nursing rehabilitation program for nursing home residents post-hospitalization.

Research in Gerontological Nursing, 2

(1), 12-19. Retrieved from

http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/194680830?accountid=14694

Kuramoto, A. (1998). Passive range of motion.

The Journal of Continuing Education in Nursing, 29

(6), 283. Retrieved from

http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/223326722?accountid=14694

Potter, P., Perry, A., Stockert, P., & Hall, A. (2014).

Canadian fundamentals of nursing

(J.C. Ross-Kerr & M.J. Wood (Eds.) (8

th

ed.). Toronto: Mosby Inc. Retrieved from

http://evolve.elsevier.com/staticPages/i_index.html

Registered Nurses Association of Ontario (RNAO). (2005).

Best practice guideline (BPG):


Nursing Best Practice Guideline Risk Assessment & Prevention of Pressure Ulcers.

Retrieved from

http://rnao.ca/sites/rnao-ca/files/Risk_Assessment_and_Prevention_of_Pressure_Ulcers.pdf

Straub, C. K., Murphy, S. O., & Rosenblum, R. (2008). Exercise in the management of fatigue in patients on peritoneal dialysis.

Nephrology Nursing Journal, 35

(5), 469-75. Retrieved from

http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/216532425?accountid=14694

Topp, R., Sobolewski, J., Boardley, D., Morgan, A. L., Fahlman, M., & McNevin, N. (2003). Rehabilitation of a functionally limited, chronically ill older adult: A case study.

Rehabilitation Nursing, 28

(5), 154-158. Retrieved from

http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/218288022?accountid=14694

Touhy, T.A., Freudenberger J.K., Ebersole, P., & Hess, P.A. (2012).

Ebersole & Hess’ toward healthy aging: human needs & nursing response

. Toronto: Mosby Inc. Retrieved from

http://evolve.elsevier.com/staticPages/i_index.html

Van Weert, J.C., Janssesn, B.M., Van Dulmen, A.M., Spreeuwenberg, P. M., Bensing, J.M., & Ribbe, M.W. (2006). Nursing assistants’ behavior during morning care: Effects of the implementation of Snoezelen, integrated in 24-hour dementia care.

Journal of Advanced Nursing, 53

(6), 656-668. Retrieved from

http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/232496456?accountid=14694

Watson, J. (2008). Nursing. The Philosophy and Science of Caring. Revised & Updated Edition. Boulder: University Press of Colorado.

Compare and contrast strengths and limitations of various research designs.

/in /by

Compare and contrast strengths and limitations of various research designs.

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2014_Aut_CHIP915_FINAL Page: 1 of 7

School of Nursing and Midwifery

Subject Outline

CHIP915 Essential Skills for Health Researchers – Autumn 2014

Section A: Subject Information

Credit Points: 6

Delivery Method: Flexible/Distance

Campus Locations: Wollongong

Pre-requisite(s): Nil

Co-requisite(s): Nil

Subject Contacts

Subject Coordinator/Lecturer

Name: Dr Sharon Bourgeois

Location: School of Nursing and Midwifery, Building 41, Room 111

Consultation mode and times: Availability is posted on the Moodle site

Telephone: 61 2 4221 5094

Email: sharon_bourgeois@uow.edu.au

eLearning Space

This subject has materials and activities available via eLearning. To access eLearning you must have

a UOW user account name and password, and be enrolled in the subject. eLearning is accessed via

SOLS (student online services). Log on to SOLS and then click on the eLearning link in the menu

column.

For information regarding the eLearning spaces please use the following link:

Moodle – http://uowblogs.com/moodlelab/files/2013/05/Moodle_StudentGuide-1petpo7.pdf

Learning Outcomes

On completion of this subject, students should be able to:

(a) Critically discuss concepts, processes and designs for research

(b) Critically analyse and integrate the literature relevant to a study;

(c) Formulate a researchable question

(d) Compare and contrast strengths and limitations of various research designs

(e) Identify and address ethical issues relevant to a study and an ethics application

(f) Interpret study results within the context of the research approach used and the existing body of

knowledge relevant to the study

(g) Develop a research proposal that reflects the principles of research.

Graduate Qualities

The University of Wollongong has developed five graduate qualities

(http://www.uow.edu.au/student/qualities/index.html) which it considers express valuable qualities that

are essential for UOW graduates in gaining employment and making an important contribution to

society and their chosen field. Student development of the following graduate qualities in particular

will be enhanced by their participation in this subject:

1. Informed: Have a sound knowledge of an area of study or profession and understand its

current issues, locally and internationally. Know how to apply this knowledge. Understand

how an area of study has developed and how it relates to other areas.

2. Independent learners: Engage with new ideas and ways of thinking and critically analyse

issues. Seek to extend knowledge through ongoing research, enquiry and reflection. Find and

evaluate information, using a variety of sources and technologies. Acknowledge the work and

ideas of others.

3. Problem solvers: Take on challenges and opportunities. Apply creative, logical and critical

thinking skills to respond effectively. Make and implement decisions. Be flexible, thorough,

innovative and aim for high standards.

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4. Effective communicators: Articulate ideas and convey them effectively using a range of

media. Work collaboratively and engage with people in different settings. Recognise how

culture can shape communication.

5. Responsible: Understand how decisions can affect others and make ethically informed

choices. Appreciate and respect diversity. Act with integrity as part of local, national, global

and professional communities.

Mandatory Minimum Attendance Requirements

Distance delivery: It is expected that students will allocate 12 hours per week to this subject to

complete the study guide requirements, complete your assignments and prepare for an examination

where applicable.

Flexible delivery: Dates for study days and weeks will be listed on the Online Calendar, found via the

Subject Descriptions link on the Course Handbook page. It is expected that students will allocate 12

hours per week to this subject to complete the study guide requirements, complete your assignments

and prepare for an examination where applicable.

Lecture, Tutorial, Laboratory Times

All timetable information is subject to variation. Check the latest information on the university web

timetable via the Timetable link under Study Resources on the Current Students webpage or log into

SOLS to view your personal timetable prior to attending classes, as of publishing the following

applied.

Prescribed Readings (includes eReadings)

Polit DF & Beck CT 2012. Nursing research. Generating and assessing evidence for nursing practice.

9th edn. Wolters Kluwer Health. Lippincott & Williams, Sydney

Key References

See eReadings on the elearning site for additional references (as starting references).

Recommended readings are not intended as an exhaustive list, students should use the Library

catalogue and databases to locate additional resources.

Distance students studying within Australia should refer to the information and resources found via

the Library link on the UOW homepage regarding off-campus library services available.

Distance students studying outside Australia should contact their subject coordinator, as

arrangements for library services may be available within their own country.

Textbooks and Materials to be purchased by students

Textbooks

Polit DF & Beck CT 2012. Nursing research. Generating and assessing evidence for nursing practice.

9th edn. Wolters Kluwer Health. Lippincott & Williams, Sydney

Materials

Nil

Recent Changes to this Subject

Change: Revision of subject content and Moodle site activities.

Reason: To augment student learning experiences

Student Support and Advice

SMAH Central

Location: 41.152

Telephone: 61 2 4221 3492

Email: smah-students@uow.edu.au

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Section B: Assessment

Details of Assessment Tasks

Assessment 1 Essay (Literature Review)

Format Essay

Due date 14 April 2014

Weighting 40%

Length 2000 words

Details

Literature review of a health topic of interest. Identification of a gap in the literature and

the development of a researchable question

Submission

You will submit assessments via the Turnitin assessment drop box on the subject

Moodle site. This will submit your assessment to Turnitin and you will receive a report.

Following the receipt of your Turnitin report you may revise your assessment and then

submit you final version together with the Turnitin report through the final assessment

drop box.

Complete the integrity quiz under Assessment 1 on the eLearning site which will open

the drop box for the assignment submission following successful completion of the quiz.

Name your file as follows “student email username_assignment number” (e.g.

its999_ass3). Access the eLearning space, locate the relevant drop box for the

assignment, click on , select your file, and click on .

Turnitin is Internet-based text-matching software which may be used for detecting

plagiarism at UOW. Please see the short video in Moodle which provides information

about the concept of plagiarism and the use of Turnitin in learning and writing skills.

Assessment 2 Research Proposal

Format Essay

Due date 26 May 2014

Weighting 60%

Length 2500 words

Details

Develop a justified research proposal based on the researchable question developed in

Assessment 1.

Submission

You will submit assessments via the Turnitin assessment drop box on the subject

Moodle site. This will submit your assessment to Turnitin and you will receive a report.

Following the receipt of your Turnitin report you may revise your assessment and then

submit you final version together with the Turnitin report through the final assessment

drop box.

Complete the integrity quiz under Assessment 1 on the eLearning site which will open

the drop box for the assignment submission following successful completion of the quiz.

.

Name your file as follows “student email username_assignment number” (e.g.

its999_ass3). Access the eLearning space, locate the relevant drop box for the

assignment, click on , select your file, and click on .

Turnitin is Internet-based text-matching software which may be used for detecting

plagiarism at UOW. Please see the short video in Moodle which provides information

about the concept of plagiarism and the use of Turnitin in learning and writing skills.

Assessment tasks will be marked using explicit criteria that will be provided to students prior to

submission.

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Minimum Requirements for a Pass in this Subject

To receive a clear pass in this subject a total mark of 50% or more must be achieved. In addition,

students must meet all of the minimum performance requirements as listed below. Failure to meet any

of the minimum performance requirements is grounds for awarding a Technical Fail (TF) in the subject

even where total marks accumulated are greater than 50%.

A Technical Fail (TF) grade will be awarded for the subject even where the total marks accumulated

are 50% or higher, if one or more of the following criteria are not met:

• does not attempt all assessment tasks

Minimum Requirements: Student Participation

Students who do not meet minimum attendance requirements may be awarded a Technical Fail (TF)

for this subject.

Regular student participation is required through active engagement with activities, readings,

podcasts as posted on the Moodle site.

Students who do not meet minimum participation through engagement with the Moodle site activities

as identified by the Moodle site analytics may be awarded a technical fail (TF) for this subject.

Minimum Participation: Student participation at workshops is not an assessable component of this

course, but is highly recommended. Students who do not meet minimum participation requirements

may be awarded a Technical Fail (TF) for this subject.

Minimum requirements are:

• submit all assessments

• Actively engage with the Moodle site activities, podcasts, eReadings and other

activities (75% benchmark set based on Moodle site analytics)

Students who do not meet the overall minimum performance level requirements outlined above may

be given a Technical Fail (TF) grade on their academic transcript even where the total marks

accumulated are 50% or higher. Where a Technical Fail is awarded, the grade is displayed as TF but

a mark is not displayed on the academic transcript. For the purposes of calculating a Weighted

Average Mark (WAM) a TF is allocated a mark of 49.

Scaling

Scaling will not occur in this subject.

Late Submission

Late submission of an assessment task without an approved extension of the deadline is not

acceptable. Marks will be deducted for late submission at the rate of 5% of the total possible marks

for that particular assessment task per day. This means that if a piece of work is marked out of 100,

then the late penalty will be 5 marks per day (5% of 100 possible marks per day). The formula for

calculating the late penalty is the total possible marks x 0.05 x number of days late. For example:

Student A submits an assignment which is marked out of 100. The assignment is submitted 7 days

late. This means that a late penalty of 35 marks will apply (100 x 0.05 x 7). The assignment is marked

as per normal out of 100 and is given a mark of 85/100, and then the late penalty is applied. The

result is that the student receives a final mark of 50/100 for the assignment (85 (original mark) – 35

marks (late penalty) = 50/100 (final mark)).

Student B submits a report which is marked out of 20. The report is submitted three days late. This

means that a late penalty of 3 marks will apply ((20 x 0.05 x 3). The report is marked as per normal

out of 20 and is given a mark of 17/20, and then the late penalty is applied. The result is that the

student receives a final mark of 14/20 for the report (17 (original mark) – 3 marks (late penalty) =

14/20 (final mark)).

For the purposes of this policy a weekend (Saturday and Sunday) will be regarded as two days.

No marks will be awarded for work submitted either: a) after the assessment has been returned to the

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students or b) more than two weeks after the due date, whichever is the sooner. Notwithstanding this,

students must complete all assessment tasks to a satisfactory standard and submit them, regardless

of lateness or loss of marks, where submission is a condition of satisfactorily completing the subject.

Supplementary Assessments

Students can log on to SOLS and click on the link titled “Supplementary Assessment” to view any

applicable offers or use the following

link; http://www.uow.edu.au/student/exams/suppassess/index.html

System of Referencing Used for Written Work

The School of Nursing and Midwifery uses the Harvard system of referencing, unless otherwise

specified for a particular assignment – check ‘Details of Assessment Tasks’.

The Harvard system can be accessed via the Library homepage, Related Links, Referencing and

citing: http://www.library.uow.edu.au/resourcesbytopic/UOW026621.html.

ubmission of Assignments

Specific submission instructions have been included in the assignment details section of this outline.

Students are also expected to keep a copy of all their submitted assignments in the event that resubmission

is required.

Assessment Return

Assessments will be returned via eLearning within 21 days of the due date.

Section C: General Advice

Students should refer to the Faculty of Science, Medicine and Health website for information on

policies, learning and support services and other general advice.

University Policies

Students should be familiar with the following University policies:

a. Code of Practice – Teaching and Assessment

http://www.uow.edu.au/about/policy/UOW058666.html

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b. Code of Practice – Research, where relevant

http://www.uow.edu.au/about/policy/UOW058663.html

c. Code of Practice – Honours, where relevant

http://www.uow.edu.au/about/policy/UOW058661.html

d. Student Charter

http://www.uow.edu.au/student/charter/index.html

e. Code of Practice – Student Professional Experience, where relevant

http://www.uow.edu.au/about/policy/UOW058662.html

f. Academic Integrity and Plagiarism Policy

http://www.uow.edu.au/about/policy/UOW058648.html

g. Student Academic Consideration Policy

http://www.uow.edu.au/about/policy/UOW058721.html

h. Course Progress Policy

http://www.uow.edu.au/about/policy/UOW058679.html

i. Graduate Qualities Policy

http://www.uow.edu.au/about/policy/UOW058682.html

j. Academic Grievance Policy (Coursework and Honours Students)

http://www.uow.edu.au/about/policy/UOW058653.html

k. Policy and Guidelines on Non-Discriminatory Language Practice and Presentation

http://www.uow.edu.au/about/policy/UOW058706.html

l. Workplace Health and Safety, where relevant

http://staff.uow.edu.au/ohs/index.html

m. Intellectual Property Policy

http://www.uow.edu.au/about/policy/UOW058689.html

n. IP Student Assignment of Intellectual Property Policy, where relevant

http://www.uow.edu.au/about/policy/UOW058690.html

o. Policy on Ethical Objection by Students to the Use of Animal and Animal Products in

Coursework Subjects, where relevant

http://www.uow.edu.au/about/policy/UOW058708.html

p. Human Research Ethics Guidelines, where relevant

http://www.uow.edu.au/research/ethics/human/index.html

q. Animal Research Guidelines, where relevant

http://www.uow.edu.au/research/ethics/UOW009373.html

r. Student Conduct Rules and accompanying Procedures or Research Misconduct Policy for

research students

http://www.uow.edu.au/about/policy/rules/UOW060095.html

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Student Support Services and Facilities

Students can access information on student support services and facilities at the following link. This

includes information on “Academic Support”, “Starting at University, “Help at University” as well as

information and support on “Career’s and Jobs”.

http://www.uow.edu.au/student/services/index.html

Student Etiquette

Guidelines on the use of email to contact teaching staff, mobile phone use in class and information on

the university guide to eLearning ‘Netiquette’ can be found

at http://www.uow.edu.au/student/elearning/netiquette/index.html

Version Control Table

Version

Control

Release Date Author/Reviewer Approved By Amendment

1 20140217 Dr Sharon Bourgeois

(Subject Coordinator)

Miss Emma Purdy

(ADE Rep)

Final 2014 Autumn Iteration

Nursing Evolving Practice of Nursing and Patient Care Delivery

/in /by

Nursing Evolving Practice of Nursing and Patient Care Delivery Models Research

Nursing Evolving Practice of Nursing and Patient Care Delivery Models

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