NRS 493 Topic 3 DQ 1
Grand Canyon University NRS 493 Topic 3 DQ 1-Step-By-Step Guide
This guide will demonstrate how to complete the NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
The introduction for the Grand Canyon University NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
After the introduction, move into the main part of the NRS 493 Topic 3 DQ 1 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 NRS 493 Topic 3 DQ 1
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 NRS 493 Topic 3 DQ 1
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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DQ: Submit a summary of six of your articles on the discussion board
Nurses okay a vital role in keeping the health setting on track. The nursing shortage is a massive issue in the healthcare industry. Research shows that the nursing shortage is becoming a huge problem for healthcare professionals, and there is a projected shortage of one million nurses in the year 2020 (Haddad et al., 2022). As per the strong points of this article, it is a ray of hope for the upcoming nursing professions as it clearly states the increase in demand for nurses. Many places have irrelevant information, as many organizations work entirely for nurses’ welfare.
Self-scheduling has been found to decrease nurse turnover which leads to staffing shortages (Wright et al., 2017). Studies have been conducted all over the world in an effort to improve nurse retention. Self-scheduling has been found to improve job satisfaction and autonomy, which decreases hospital turnover and hospital costs. In my own life, my managers and directors have helped me create a family friendly schedule for the past 17 years. This has allowed my husband and I to work opposite schedules, not need babysitters or child-care for our children, and increased job satisfaction for both of us. Allowing parents to be a good employee as well as a good parent increases job satisfaction and employee retention. I have also found that offering part-time positions improves employee retention at my small hospital. When you only have 12 full-time positions, retaining three nurses in part-time positions may cost extra in relationship to hospital paid benefits, but I think overall savings (of not rehiring and training new employees) outweigh that small additional cost.
The pandemic disrupted the peace of healthcare professionals as there has been a considerable lapse in the overall operations. Research shows a higher level of burnout in the nursing profession (Galanis et al., 2021). Although the article favors the nurses, it is strongly believed that doctors and physicians have to endure the same stress as the nurses did. The nursing shortage will put a massive dent in the healthcare setting. Research shows that many nurses will leave the nursing profession by the end of 2030 (“4 Ways to Address The Nursing Shortage in 2021 – Apploi”, 2022). Although the research is concrete, the exit of an individual from a profession is unlikely to happen regardless of the conditions. Evidence-based practices are regarded as one of the most vital parts of patient care. Starting with a fundamental question and going to further diagnostics is a part of the overall process (“Overcome Barriers to Applying an Evidence-Based Process for Practice Change,” 2022). The downside to the approach is that it has become somewhat outdated in some healthcare settings. The prevalence of present research lays the basis for evidence-based practices (“Adopt an Evidence-Based Practice Model to Facilitate Practice Change,” 2022). There are, however, certain occurrences that involve a proper examination. These are the areas where evidence-based practices might not be feasible.
References
4 Ways to Address The Nursing Shortage in 2021 – Apploi. Apploi. (2022). Retrieved 4 May 2022, from https://www.apploi.com/blog/nursing-shortage/4-ways-to-address-the-nursing-shortage-in-2021/.
Adopt an Evidence-Based Practice Model to Facilitate Practice Change. ONS Voice. (2022). Retrieved 4 May 2022, from
https://voice.ons.org/news-and-views/adopt-an-evidence-based-practice-model-to-facilitate-practice-change.
Galanis, P., Vraka, I., Fragkou, D., Bilali, A., & Kaitelidou, D. (2021). Nurses’ burnout and associated risk factors during the COVID‐19 pandemic: A systematic review and meta‐analysis. Journal of advanced nursing, 77(8), 3286-3302.
Haddad, L. M., Annamaraju, P., & Toney-Butler, T. J. (2022). Nursing shortage. In StatPearls [Internet]. StatPearls Publishing.
Overcome Barriers to Applying an Evidence-Based Process for Practice Change. ONS Voice. (2022). Retrieved 4 May 2022, from https://voice.ons.org/news-and-views/overcome-barriers-to-applying-an-evidence-based-process-for-practice-change.
Thank you for choosing to work on the nursing shortage for your capstone project. Nurses are arguably the backbone of the healthcare system in recent times. Nurses provide care for patients, counsel patients and their families on health-related issues, and work and learn to keep up with evidence-based practice. The nurse’s work is associated with many problems that arise from the workplace environment, the job culture, remuneration, incentives, and professional development opportunities and growth. Shortage of nurses can lead to inadequacies in the above, which can result in an undesirable outcome involving patient care (Bae et al., 2010). One of the main causes of nursing shortage is nursing turnover, especially during this pandemic era. Nursing turnover is when nurses quit their profession due to undesirable conditions or when they retire. Nursing turnover occurs due to increased workload/burnout and shift length coupled with decreased remuneration and compensation.
Reference
Bae, S.-H., Mark, B., & Fried, B. (2010). Impact of nursing unit turnover on patient outcomes in hospitals. Journal of Nursing Scholarship, 42(1), 40–49. Doi:10.1111/j.1547-5069.2009.01319.x
The population is critically ill patients who are the most affected by catheter-acquired urinary tract infections compared to other units. About 25% of patients are usually catheterized, which is higher in critical care units (Clarke et al., 2019). The patients are also prone to long periods of catheterization due to their health conditions. Thus patients in critical care settings such as ICU and step-down units. The selected intervention is a clinician education program that aims to improve care providers’ knowledge and skills in inserting, caring for, and removing catheters. Clinician education will entail themes such as catheter indications and contraindications to prevent unnecessary catheterization, catheter care, and prompt removal to reduce risks of infection (Mong et al., 2022).
The comparison is routine and regular care without clinician education or sensitization on the significance of safe practice in catheter insertion, removal, and care. The expected outcomes are a decreased prevalence of CAUTIs in critical care units and a decrease in CAUTIs-associated mortalities. These outcomes will result from better practices such as following aseptic procedures and prompt removal of catheters to prevent prolonged use, increasing infection risks. The proposed timeline is six months. The impact of the clinician education program can take time to be significant and adequate time is necessary. Six months will give ample time for the program to change activities in the facility and to be reflected in the organizational performance results. This project will improve the state and effects of catheter-acquired urinary tract infections and ensure quality and safety improvements in critical care settings.
References
Clarke, K., Hall, C. L., Wiley, Z., Tejedor, S. C., Kim, J. S., Reif, L., Witt, L., & Jacob, J. T. (2020). Catheter‐Associated Urinary Tract Infections in Adults: Diagnosis, Treatment, and Prevention. Journal of hospital medicine, 15(9), 552-556. https://doi.org/10.12788/jhm.3292
Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of clinical nursing, 31(1-2), 209-219. https://doi.org/10.1111/jocn.15899