NR 305 Week 7 Discussion Assessment Techniques
Chamberlain University NR 305 Week 7 Discussion Assessment Techniques– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 305 Week 7 Discussion Assessment Techniques assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR 305 Week 7 Discussion Assessment Techniques
Whether one passes or fails an academic assignment such as the Chamberlain University NR 305 Week 7 Discussion Assessment Techniques depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR 305 Week 7 Discussion Assessment Techniques
The introduction for the Chamberlain University NR 305 Week 7 Discussion Assessment Techniques is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NR 305 Week 7 Discussion Assessment Techniques
After the introduction, move into the main part of the NR 305 Week 7 Discussion Assessment Techniques assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR 305 Week 7 Discussion Assessment Techniques
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR 305 Week 7 Discussion Assessment Techniques
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Purpose
This week’s graded topics relate to the following Course Outcomes (COs).
CO 1 – Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO 1)
CO 4 – Identify teaching/learning needs from the health history of an individual. (PO 2)
Spirit of inquiry is defined as a continuous sense of wonder that guides both learning and practices. Nurses can be highly influenced by the spirit of inquiry practices in a beneficial way. In nursing, the spirit of inquiry will raise questions, challenge established and existing practices, and look for new ways to solve problems. When asking the right questions in the right way, obtaining the best available evidence, and determining what practice changes are needed are all part of addressing a clinical problem through evidence-based practice (EBP) (National League for Nursing, 2021). Developing nurses with an inquiry mindset within a culture that promotes a systematic approach to asking clinical questions is a critical component of the EBP journey. When conducting an evidence-based study or question, utilizing the spirit of inquiry supports the ongoing curiosity of evidence that would dictate a clinical decision. As a nurse, it is essential to understand if an intervention is necessary, beneficial for the client, and supported by evidence-based practice. Nurses and collaborative team members work to improve clinical problems by using clinical reasoning or judgment. The spirit of increased exit and the first step of the evidence-based process will begin. The overall outcome or goal in predictable patient care settings, nurses will use evidence, tradition, and patient preferences in collaboration with health care team members to promote optimal health status.
Discussion
In Week 6 you demonstrated a head to toe assessment of an adult participant. This week you and your classmates will reflect on the assessment you performed for your video assignment, and also apply this week’s lesson on family assessment.
Please consider the following in your initial post:
Reflect on the assessment you performed for the video assignment. Perhaps you might compare your performance now, to how it might have been different when you were a brand new nurse? Or share something you learned (or were reminded of) by participating in this activity?
Based on your observations, do you feel that patient assessments performed in practice are as thorough as they should be? Explain your answer.
This week’s lesson focuses on assessment of families and introduces specific assessment opportunities for racially diverse, same sex, and adoptive families. Select one of these three non-traditional families. How would your assessment technique change to be sure that you were competently caring for a member of this type of family unit? This may include questions you would add to the health history, or ways in which you would communicate.
ALSO READ: NR 305 Week 8 Discussion Case Study or Share an Experience
better now. The patient responses are a lot more positive than in the past. Weber & Kelley 2018 states, “The more you practice, the faster you will perform the assessment” (Weber & Kelley, 2018, p. 672).
Sample Answer for NR 305 Week 7 Discussion Assessment Techniques
Based on observation I feel that assessments performed in practice are not always as through as they should be. I have noticed patients arriving from the Emergency Department with critical missed findings like skin integrity, muscle strength, and mobility. Being that the Emergency Department is often a fast-paced and chaotic setting, I can understand how this may happen. However, that is when I realize my assessment must be very through and non-reliant on another nurse’s findings. While I was working as a unit clerk on a medical surgical unit, I observed a situation that I will never forget. A new admission arrived on the unit and the nurse who accepted the patient went in to perform her assessment. I happened to be walking by the room, and the nurse called me over. She said the patient was difficult to rouse and she needed assistance immediately from the other nurses. I took a glance at the patient, and she was sitting up and appeared lifeless with a glazed look in her eyes. I immediately ran to the nurses’ station to get help seeing as the situation looked serious. After all the commotion that followed it turned out the patient’s blood sugar was dangerously low. The hospitalist came, the patient was given a bolus and she ended up being transferred to the critical care unit. What followed was a lot of conversations on the unit on how the Emergency Department sent the patient up without assessing her critical condition before transport. This is something that I will never forget, and it reminds me how important the reassessment is in providing patient care.
If I were assessing a same-sex family, my technique would need to be sensitive, respectful, and attentive toward enhancing therapeutic communication. To build on self-esteem and communication, as stated in Weber & Kelley 2018, “offer at least one or two commendations during each meeting with family” (Weber & Kelley, 2018, p. 861). I would commend the family for their strengths and efforts based on information provided during the assessment. This would build up their self-esteem and hopefully make them feel open to sharing further information. I believe it would be critical to determine the gender roles in the family and not make any assumptions. As mentioned in Weber and Kelley 2018, “Ask each family member the following: What are the expected behaviors for men in your family? For women?” (Weber & Kelley, 2018, p. 862). Some small techniques that can help make the family feel respected are asking their preferred name or how they would like to be addressed. Making the family feel safe and ensuring necessary areas are uncovered for referrals and support groups are essential in providing quality care. I was saddened to learn that, “The health disparities among LGBTQI patients range from bullying and physical assault to refusal of healthcare and housing” (Landry, 2017, p. 42). One must recognize the long history of discrimination and how it has impacted this population in the health care environment. I believe providing a safe and judgement free environment would be critical in providing competent care to same-sex families.
Resources:
Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.
Landry, J. (2017). Delivering culturally sensitive care to LGBTQI patients. The Journal for Nursing Practitioners. 13(5). P. 342-347. doi: https://doi.org/10.1016/j.nurpra.2016.12.015
Sample Answer 2 for NR 305 Week 7 Discussion Assessment Techniques
Sorry for pasting some of the actual question! Here’s what my post should look like:
I did the alternative assignment and I believe that there is a time to gather all that information, but that inpatient during an initial assessment, we may not have that time. Our hospital system goes over a checklist. Half the time I am interrupted by a doctor coming in to do his assessments. Funny thing is that my background information may end up helping the doctors a bit getting to know the patient, but they have more patients than I do.
As a new nurse, I was more task oriented and focused on getting all my check marks done. Now I have the initial assessment memorized so that I could even ask the right questions if my computer was not functioning to fill in later. Attentiveness as well as trying to get through that assessment efficiently is important to getting into the care that the patient needs. I often find myself having small talk with patients to talk about where they are from, family life, etc. while passing medications or maybe just getting up to go to the bathroom.
If there is a way to address someone properly, that is a way to instantly build rapport. Let us say I have a patient who identifies as lesbian and her significant other is her “spouse”, “partner”, or “wife”, I can then respectfully and correctly honor that relationship. Simple validation goes a long way. Also recognizing these people as a family or couple is important in assessment. Something we always ask our patients about during our initial assessment is whether the patient is living in a safe and nonthreatening environment. Those intimate questions are asked privately and without a domestic partner in the room (Weber & Kelley, 2018). A lesbian patient needs to be asked those questions just the same as a heterosexual patient. In fact, according to Mick (2006) “gay male couples and lesbian couples have similar prevalence rates and similar patterns of abuse as heterosexual couples”. Ignorance may make assumptions about the patient in the room, but we cannot know about a person unless we ask questions and actually assess that patient.
References
Mick, J. (2006). Identifying signs and symptoms of intimate partner violence in an oncology setting. Clinical Journal of Oncology Nursing 10(4): 509-523.
Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Philadelphia, PA: Wolters Kluwer.
Sample Answer 3 for NR 305 Week 7 Discussion Assessment Techniques
When I first began my assessments in clinical rotation, I was extremely nervous and often missed steps. I must admit I took a long time, and this really agitated the patients. There were times where I even had to go back into the room to assess the patient again because I skipped an important part of the assessment. In comparison to my performance today, I can now perform an assessment with confidence and finish in less than half the time I spent in the past. It comes more natural for me now and I usually do not skip any areas to physically assess. I find that I can now hold a casual conversation with the patient, and this makes my assessment flow a lot better now. The patient responses are a lot more positive than in the past. Weber & Kelley 2018 states, “The more you practice, the faster you will perform the assessment” (Weber & Kelley, 2018, p. 672).
Based on observation I feel that assessments performed in practice are not always as through as they should be. I have noticed patients arriving from the Emergency Department with critical missed findings like skin integrity, muscle strength, and mobility. Being that the Emergency Department is often a fast-paced and chaotic setting, I can understand how this may happen. However, that is when I realize my assessment must be very through and non-reliant on another nurse’s findings. While I was working as a unit clerk on a medical surgical unit, I observed a situation that I will never forget. A new admission arrived on the unit and the nurse who accepted the patient went in to perform her assessment. I happened to be walking by the room, and the nurse called me over. She said the patient was difficult to rouse and she needed assistance immediately from the other nurses. I took a glance at the patient, and she was sitting up and appeared lifeless with a glazed look in her eyes. I immediately ran to the nurses’ station to get help seeing as the situation looked serious. After all the commotion that followed it turned out the patient’s blood sugar was dangerously low. The hospitalist came, the patient was given a bolus and she ended up being transferred to the critical care unit. What followed was a lot of conversations on the unit on how the Emergency Department sent the patient up without assessing her critical condition before transport. This is something that I will never forget, and it reminds me how important the reassessment is in providing patient care.
If I were assessing a same-sex family, my technique would need to be sensitive, respectful, and attentive toward enhancing therapeutic communication. To build on self-esteem and communication, as stated in Weber & Kelley 2018, “offer at least one or two commendations during each meeting with family” (Weber & Kelley, 2018, p. 861). I would commend the family for their strengths and efforts based on information provided during the assessment. This would build up their self-esteem and hopefully make them feel open to sharing further information. I believe it would be critical to determine the gender roles in the family and not make any assumptions. As mentioned in Weber and Kelley 2018, “Ask each family member the following: What are the expected behaviors for men in your family? For women?” (Weber & Kelley, 2018, p. 862). Some small techniques that can help make the family feel respected are asking their preferred name or how they would like to be addressed. Making the family feel safe and ensuring necessary areas are uncovered for referrals and support groups are essential in providing quality care. I was saddened to learn that, “The health disparities among LGBTQI patients range from bullying and physical assault to refusal of healthcare and housing” (Landry, 2017, p. 42). One must recognize the long history of discrimination and how it has impacted this population in the health care environment. I believe providing a safe and judgement free environment would be critical in providing competent care to same-sex families.
Resources:
Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.
Landry, J. (2017). Delivering culturally sensitive care to LGBTQI patients. The Journal for Nursing Practitioners. 13(5). P. 342-347. doi: https://doi.org/10.1016/j.nurpra.2016.12.015
Sample Answer 4 for NR 305 Week 7 Discussion Assessment Techniques
I have too have had the experience where i had to return to a patient because I missed an important part of my assessment and I do agree with your quote from Weber & Kelly the more you practice the better you become. I can also relate with your experience with the patients status change and it being missed by the prior department. I had a patient pass out while walking because she was bleeding internally from a recent surgery and when she returned from the OR the nurse wanted her up and moving and did not preform a proper assessment. The patient returned to the OR and was ultimately fine but it definitely was a scary situation for both myself and the patient. This experience will stay with me throughout my career. I also appreciate the points you discussed with same sex families concerning the different gender roles of each family member and not assuming. This is an important point. It is sad to learn about the health disparities you have listed. It scares me for my own children and their future in this world. Very informative post!
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.