Practicum in Public Health Nursing
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Practicum in Public Health Nursing
Each of these questions should be addressed in 120-150 words. Each question should be accompanied by a list of references.
1st MODULE
DQ1
ANA Public Health Nursing (PHN) Standards, CAL Public Health Nursing (PHN) Standards, and the ANA Standards of Professional Performance are compared and contrasted. Discuss why standards of practice are important and how they might guide your practice and inform nursing care. Explain the advanced public health nurse’s position as a reliable source of information.
DQ2
Three PHN standards components are discussed and cited. In your practicum context, apply the components to initiatives or procedures. What role do they play in your practicum setting? Give a clear example of how you used them in your practicum.
Materials for Research
In Public Health Nursing: Scope and Standards of Practice, read pages 1 to 26.
The Quad City Coalition (2018) published “Community/Public Health Nursing (C/PHN) Competencies,” which may be seen on the coalition’s website. QCC-C-PHN-COMPETENCIES-Approved 2018.05.04 Final-002.pdf http://www.quadcouncilphn.org/wp-content/uploads/2018/05/QCC-C-PHN-COMPETENCIES-Approved 2018.05.04 Final-002.pdf
On the University of Idaho Human Resources website, read “Writing S.M.A.R.T. Goals,” by UHR Employee Development. www.uidaho.edu/-/media/UIdaho-Responsive/Files/human-resources/forms/manager-resources/performance-development/writing-smart-goals.pdf
2ND MODULE
DQ1
Describe the practicum environment in which you’ll spend your hours. In the practicum context, describe the role of the advanced public health nurse. Discuss the general practicum objectives you’ve chosen. Give particular instances of how they align with the American Nurses Association’s Public Health Nursing Standards.
DQ2
Examine the article “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders,” which was assigned to you. Discuss leadership management principles and how they apply to your practicum context. From the readings, choose three traits of caring leaders. Explain how these three traits are related to a Christian worldview. Is a Christian worldview compatible with these traits? Why do you think that is?
MATERIALS FOR STUDY
Read Standard 12: Scope and Standards of Practice in Public Health Nursing.
From the Journal of Virtues and Leadership, read Spears’ “Character and Servant Leadership: Ten Characteristics of Effective, Caring Leaders” (2010). Spears Final.pdf can be found at https://www.regent.edu/acad/global/publications/jvl/vol1 iss1/Spears Final.pdf.
On the ThoughtCo website, read “Using Bloom’s Taxonomy for Effective Learning.” Bloom’s Taxonomy: The Incredible Teaching Tool (https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869/)
On the Community Tool Box website, look up “Chapter 13. Orienting Ideas in Leadership” in Management and Leadership. https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/index.html
On the Community Tool Box website, look up “Chapter 14. Core Functions in Leadership” (2018). http://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions/index.html
The American Nurses Association’s “Code of Ethics for Nurses with Interpretative Statements ANA Code of Ethics” can be found here (2015). https://www.nursingworld.org/coe-view-only-only-only-only-only-only-only-only-only-only-only-only-only-only-only
MODULE 3
DQ1
In your practicum environment, use the “SWOT Analysis” form to identify internal and external elements that can support or impede organizational or program effectiveness. Answer the following questions when you’ve completed the template: How may a person’s flaws be turned into assets? Is it possible to use one’s strengths to overcome a threat? If that’s the case, give an example. What strategies may be used to make the most of opportunities? Do not post the template in the discussion area; it is only intended to serve as a guide.
DQ2
You did a SWOT analysis for your practicum site in the first discussion question in this topic. Explain how you would use current evidence-based practice resources to implement practice improvement techniques to mitigate the weakness you identified in your completed SWOT analysis.
MATERIALS FOR STUDY
Read Scope and Standards of Practice for Evidence-Based Practice and Research in Public Health Nursing.
Read Ng and de Colombani’s “Framework for Selecting Best Practices in Public Health: A Systematic Literature Review” in Journal of Public Health Research (2015). www.ncbi.nlm.nih.gov/pmc/articles/PMC4693338/
Read Jacobs, Jones, Gabella, Spring, and Brownson’s “Tools for Implementing an Evidence-Based Approach in Public Health Practice” from Preventing Chronic Disease (2015) on the Centers for Disease Control and Prevention (CDC) website. https://www.cdc.gov/pcd/issues/2012/11 0324.htm (https://www.cdc.gov/pcd/issues/2012/11 0324.htm) (https://www.cd
Visit the website of the Agency for Healthcare Research and Quality (AHRQ). https://www.ahrq.gov/about-us/about-us/about-us/about-us/about-us/
Read Chapter 3 of Community Assessment, “Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats,” on the Community Toolbox website. https://ctb.ku.edu/en/table-of-contents/assessment/community-needs-and-resources/swot-analysis/main
Visit the Healthy People 2020 website’s Evidence-Based Resources page. https://www.healthypeople.gov/2020/tools-resources/Evidence-Based-Resources/evidence-based-resources/evidence-based-resources/evidence-based-resources/evidence-based-resource
On the Community Tool Box website, go to the Databases of Best Practices page. https://ctb.ku.edu/en/databases-best-practices/index.html
4TH MODULE
DQ1
Locate the stakeholders’ organizational chart in your practicum environment. Stakeholders and collaborations should be identified and discussed. Establish a distinction between formal and informal leaders.
DQ2
In your practicum situation, describe how communication occurs between the organization and external and internal stakeholders. What methods could be implemented to increase communication between the organization and its external and internal stakeholders?
MATERIALS FOR STUDY
Read Standard 5c. Consultation and Standard 11: Scope and Standards of Practice in Public Health Nursing.
On the ThoughtCo website, look for “Using Bloom’s Taxonomy for Effective Learning.” Bloom’s Taxonomy: The Incredible Teaching Tool (https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869/)
Read Towne and Chaudry’s article “Nurse Partnerships Across the Public Health System” in Nursing Management (2017). URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00006247-201701000-00006&LSLINK=80&D=ovft
On the Community Tool Box website, look for “Chapter 6. Communications to Promote Interest” in Communications to Promote Interest and Participation. https://ctb.ku.edu/en/table-of-contents/participation/promoting-interest.html
5TH MODULE
DQ1
In your practicum context, what types of collaboration between internal and external stakeholders did you notice? What are the advantages and disadvantages of their collaborative methods?
DQ2
What techniques of collaboration could you employ to promote a practice improvement strategy? Give an example of how the collaboration approaches you choose are successful.
MATERIALS FOR STUDY
Read Standard 13: Scope and Standards of Practice for Collaboration in Public Health Nursing.
6TH MODULE
DQ1
Compare and contrast two conceptual frameworks for public health nursing. Choose a conceptual framework and apply it to a public-health nursing problem. Apply the nursing process to the public health issue you chose at the micro, meso, and macro levels.
DQ2
Choose an article that demonstrates how systems theory can be applied to public health nursing and quote it. Compare and contrast systems theory with the nursing process. In your practicum environment, explain how systems theory pertains to a public health concern.
MATERIALS FOR STUDY
Read Standard 10. Public Health Nursing Quality of Practice: Scope and Standards of Practice.
On the Centers for Disease Control and Prevention (CDC) website, read “System Theory” from the National Center for Environmental Health (2017). https://www.cdc.gov/nceh/ehs/ehsnet/system-theory.htm (https://www.cdc.gov/nceh/ehs/ehsnet/system-theory.htm) (https://www.cd
On the Minnesota Department of Health website, read “The Nursing Process Applied to Population-Based Public Health Nursing Practice,” from the Minnesota Department of Public Health/Center for Public Health Nursing Practice (2003). URL:https://www.health.state.mn.us/communities/practice/ta/phnconsultants/docs/0303phn processapplication.pdf
On the ThoughtCo website, look for “Using Bloom’s Taxonomy for Effective Learning.” Bloom’s Taxonomy: The Incredible Teaching Tool (https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869/)
7TH MODULE
DQ1
Describe three health determinants that you employed in your practicum. What actions did you take in your research to find resources for the health determinants that you used in your practicum? Determine how data for health determinants is gathered, evaluated, and stored.
DQ2
Identify how the social determinants of health are utilised in a practicum initiative. What database did you use to get data for your initiative’s benchmarking of health determinants? What methods are used to measure and analyze progress?
MATERIALS FOR STUDY
Read Scope and Standards of Practice in Public Health Nursing: Standard 1. Assessment and Standard 3. Outcomes Identification.
On the Centers for Disease Control and Prevention (CDC) website, read “Developmental Monitoring and Screening for Health Professionals.” www.cdc.gov/ncbddd/childdevelopment/screening-hcp.html
Read Cantor, Chandras, and Pulgarin’s article “FACETS: Using Open Data to Measure Community Social Determinants of Health” in the Journal of the American Medical Informatics Association (2017). www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC5885799/
Penman-Aguilar, Talih, Huang, Moonesinghe, Bouye, and Beckles published “Measurement of Health Disparities, Health Inequities, and Social Determinants of Health to Support the Advancement of Health Equity” in Journal of Public Health Management and Practice (2016). URL:https://lopes.idm.oclc.org/login?url=http://gateway.ovid.com.lopes.id
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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