NR 393 Nursing History Week 3 Assignment

NR 393 Nursing History Week 3 Assignment

NR 393 Nursing History Week 3 Assignment

Course Project Phase 2: Conversation with the Selected Nurse


The purpose of this course project is for learners to explore how living nurses are making nursing history, apply lessons from nursing history, and analyze the impact of this project on nursing history today.

Failing to choose the correct model has huge implications and can create bias in research. In agreement with Wyant (2017), organizations and change leaders must select the EBP model that best fits their care context. Choosing an incorrect model leads to a situation where the model used does not align with improvement goals and does not address priority clinical problems. Implementation and evaluation are done wrongly, and outcomes are misinterpreted. Eventually, outcomes and data may be highly opinionated as change leaders try to force favorable results after using a lot of time and resources. To avoid bias and implement change appropriately, change leaders should do an in-depth study of models and choose the most appropriate as clinical problems necessitate.


I have chosen the concept of Health Education.  Health education has come a long way since Catherine McAuley’s time in the early nineteenth century.  I imagine that getting health information out to communities and families was not an easy task, without telephones and media.  Information mainly had to be distributed by notes, by horseback, or by word of mouth.  Also, nursing at this time was being done by family members, community members, and friends, so professional nurses were not established yet to disseminate health education, and a lot of health education was still yet to be discovered.  People in the early nineteenth century were mainly providing comfort to the sick and dying, along with using home remedies that were passed down to each other, which was their form of health information.  Acquiring an illness in the early nineteenth century could be detrimental, with not knowing what the illness is, and with no preventative measures or treatments known about to assist in care and health education.

Today, things have drastically changed in health education.  Health education can be found all over the place with media, computers, nurses, doctors, other professionals, and by telephone.  We also have the ability, to drive to, or to find transportation to health education in our communities at churches, hospitals, meeting rooms, etc.  I, and many others have attended nursing school, received health education, and are licensed to teach and carry out health education information.  I exhibit leadership abilities by providing health care education to my patients with what I have learned from my teachings, and continued learning.  I perform teaching skills daily, right in the patient’s room.  In reflecting about my teachings, it is hard to imagine that in the early nineteenth century, most of the sick and dying probably did not even know what their ailments were.  Some of these ailments may have been easy to remedy.  Today, I am teaching patients about preventative measures, and how to help keep an illness from getting worse.  I am teaching about diet, diabetes, COPD, etc., the list is long.

I am glad that today, with more health education known, I can help the sick more with knowing what their diagnosis is. Health education is invaluable and can prolong your life.

Oh man do I have a great example of how my nursing education affected a patient’s healthcare decisions! At one of my SNF’s, there was an older gentleman who came to us with second-degree renal failure, moderate liver failure, COPD, and risk for diabetes. One day, while doing rounds, there was a very strong smell of marijuana down one of the hallways, and it was brought to my attention by multiple staff and patients. At this point, I had a good relationship with the suspected patients, as there were 2 people staying in the room where the odor was coming from. I went into the room, and point-blank asked – “who’s is it? I don’t care that you have it, that you smoke it, or whatever excuse you are going to give me to cover this up.” Of course, the suspected patient owned up flushed it in front of me, and it was never an issue again (at the facility). I started to notice that this patient would go out nearly every day, and come back just a little too happy, if you know what I mean. As this was a little more than I felt comfortable to handle, I brought it up to my superiors and it was decided that every time this patient went out, he would be immediately tested for any drugs of abuse and alcohol – or they were at risk of losing their residency within our facility.

This patient pulled me aside and asked me, “why y’all being so harsh. It’s just some beer and weed with friends”. I told him that after my shift was over, I would spend some time talking with him about why these behaviors are so risky, and unacceptable at our, or any, SNF. What he chose to do in his own home was on him, but these behaviors were strictly forbidden during his stay with us. After the shift change, I kept my promise. I explained to the patient all the current health issues were worsening with the use of drugs and alcohol, and how it was negatively affecting their health. We went to the patio, where no one could hear us but I was still in sight of another nurse. I spent probably an hour with this patient, dumbing medical terms down to everyday English so that this patient could understand why we were so strict.

The patient complied, actually reversed a lot of liver and kidney damage, and was able to come off oxygen once he was discharged some weeks later. They came back to the facility a few weeks after discharge and asked for me. The patient explained that no one had ever taken the time to explain why behaviors such as drinking a few beers with the crew and taking a few hits of pot could be so dangerous to the body. The patient had returned to tell me that they had just had the best checkup in years. Liver, and kidneys continuing to recover – and that since the day I took the time to sit down with them – they hadn’t even touched a cigarette. While it may be a time-consuming process, sometimes a little bit of humanity to our patients can truly make a huge difference. I know beyond any doubt that my time that day probably gave this patient years on their life – and so did they.

Course Outcomes:

This course project enables the student to meet the following course outcomes:

CO2: Apply lessons from nursing history to today’s professional nursing practice. (PO4)

CO4: Analyze the impact of nursing history on professional nursing roles today and in the future. (PO7)

This part enables the student to meet the following course outcome:

CO2: Apply lessons from nursing history to today’s professional nursing practice. (PO4)

Overview of NR393 Course Project:

There are three parts to the NR393 Course Project

Phase 1: Selected Nurse Information due end of Week 1

Phase 2: Conversation with the Selected Nurse due end of Week 3

Phase 3: Reflection Paper due end of Week 6

Carefully review the instructions, templates, and rubrics for each of the three parts of this Course Project

Contact your instructor with questions

Due Date for Phase 2:

Submit by Sunday at 11:59 p.m. MT at the end of Week 3.

Late Assignment Policy:

If the assignment is not submitted by due date, a late deduction will be applied. See rubric below.

Points Possible:

The entire project is worth 600 points. NR393 Course Project Phase 2: Conversation with the Selected Nurse is worth 225 points of this total.


Download the NR393 Course Project Phase 2: Conversation with the Selected Nurse Template (under Template below). This contains all areas to be addressed and the required questions you are to ask your Selected Nurse.

View the Phase 2: Conversation with the Selected Nurse Tutorial (Links to an external site.)

Conduct the Phase 2: Conversation with the Selected Nurse after receiving approval from your instructor in the Gradebook for your Phase 1: Selected Nurse Information. The conversation will occur between Saturday of Week 2 or during Week 3 after instructor approval is documented.

The Conversation may take place face to face or via phone or video chat. You may NOT provide the questions to the nurse and ask the nurse to provide written or typed answers.

You may use audio, audio/video, or typed format (on the template) to record and submit the Phase 2: Conversation with the Selected Nurse. Use the format you agreed to in Phase 1. There is no advantage to using any one format. Grading will be the same (see rubric below) regardless of the format selected.

NOTE: Recordings must be 20 minutes or shorter.

Only one file may be submitted and must include all rubric areas.

Obtain permission from the Selected Nurse to participate in the Conversation by reading the statement provided on the Template for this purpose (Selected Nurse must agree).

Clearly explain to the Selected Nurse that statements made in the Conversation will be recorded (audio, video, and/or written as transcript on template) and submitted to the instructor. The Conversation is not intended for public access.

Questions and topics for the Phase 2: Conversation with the Selected Nurse are provided for you on the required Template; these are the questions that must be included in the Conversation. Please notice that you will state the question/topic, the Selected Nurse will answer, and then you will add your own answer to that question/topic. This is not a traditional interview, but instead is a Conversation with sharing of memories and ideas related to the questions and topics. You may ask up to three additional questions if you like, but these are not scored.

At the close of the conversation, make a clear and detailed statement of gratitude for the Selected Nurse’s time and sharing in this Conversation (Note: A simple “thank you” is not sufficient.)

Write a summary of the content of the Conversation.  Be clear and thorough.



Directions: Prior to completing this conversation, carefully review directions, tutorial, and rubric for this assignment. Replace “Name of Student” with your first and last name. Replace “Name of Selected Nurse” with Selected Nurse’s first and last name.Use exact words spoken by each person if using as a transcript. Highlighted italicized questions need to be stated exactly.

For Example:

SelectedNurse States Verbal Permission for Conversation and Submission (25 points)

Karen (Student): Do you agree to this recorded conversation and submission to my instructor for grading purposes?

Margaret (SelectedNurse): Yes. I agree

Student Name: _____________________


Student Introduction and Statement of Purpose (20 points)

Name of Student: [Words Student says]

SelectedNurse Introduction (20 points)

Name of SelectedNurse: [Words Nurse says]

SelectedNurse States Verbal Permission for Conversation and Submission (25 points)

Name of Student: Do you agree to this recorded conversation and submission to my instructor for grading purposes?

Name of SelectedNurse: [Words Nurse says]

Questions and Answers

Question 1 What are your favorite memories of nursing school from your Student days?

Question 2How did your first year of RN practice compare to your nursing practice today?

Question 3What were some nursing practices that you used in your earlier years that are no longer used today? Why are they no longer used?

Question 4How have specific persons or events significantly impacted your practice over the years?

NR 393 Nursing History Week 3 Assignment
NR 393 Nursing History Week 3 Assignment

Question 5How have you impacted the nursing practice of others?

Question 6What contributions have you made to nursing in the areas of leadership, provision of care, and/or evidence-based practice?

Question 7What challenges in today’s nursing can be improved using lessons from the past?

Question 8Who is your favorite famous Nurse from nursing history?

Question 9How do you use that famous Nurse’s examples in your own practice?

Question 10Based on your nursing past, what advice would you give to the new Nurse today?

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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.

Read Also:  NUR 590 Topic 3 DQ 1 Discuss the significance of frameworks or models in guiding research or evidence-based practice projects

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 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.