NR305 Health Assessment for the Practicing RN Week 6 Assignment
Chamberlain University NR305 Health Assessment for the Practicing RN Week 6 Assignment– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR305 Health Assessment for the Practicing RN Week 6 Assignment 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 NR305 Health Assessment for the Practicing RN Week 6 Assignment
Whether one passes or fails an academic assignment such as the Chamberlain University NR305 Health Assessment for the Practicing RN Week 6 Assignment 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 NR305 Health Assessment for the Practicing RN Week 6 Assignment
The introduction for the Chamberlain University NR305 Health Assessment for the Practicing RN Week 6 Assignment 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 NR305 Health Assessment for the Practicing RN Week 6 Assignment
After the introduction, move into the main part of the NR305 Health Assessment for the Practicing RN Week 6 Assignment 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 NR305 Health Assessment for the Practicing RN Week 6 Assignment
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 NR305 Health Assessment for the Practicing RN Week 6 Assignment
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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Sample Answer for NR305 Health Assessment for the Practicing RN Week 6 Assignment
The hospital in which I work, is a satellite hospital of the Cleveland Clinic. It was built in 1949, and was originally run by a convent. When it was transferred to the Cleveland Clinic, part of the agreement was to continue the Catholic values and symbols throughout the hospital. There is a statue of Mary in front of the building, photographs of the last three Popes in the hallway, and crucifixes hung in random offices. If you’re there early enough in the morning, you will hear a morning prayer over the PA system. One of the more controversial practices of the hospital is that they are not allowed to prescribe birth control in the OB/GYN office, and the pharmacy is not allowed to dispense these medications. On a personal level, it kind of blows my mind that a hospital is so connected to religion. That said, I think that for a lot of the patients who choose our hospital, it is a comfort, and luxury to be encompassed by their faith.
I do not consider myself religious. I was brought up with a Christian faith, and spent some time and a lot of Sundays with a Mormon family, but never found my niche’. When I was diagnosed with IBC two years ago, which has up to a 50% mortality rate, faith did not soothe me. I read stories of people a lot more religious than myself that died, and it just made me feel worse. Friends and family offered to pray for me, and I let them, but I didn’t think it was actually going to do anything.
The convent is still on the property of my hospital, and there are Sisters who frequently visit my office as patients. They don’t usually wear their habits, but they wear their crosses, and carry prayer books. For the most part, they don’t force their religion or beliefs on myself or others. Rather, they assume that we believe. I try never to be disingenuous with them, so I generally avoid the topic of religion altogether. Occasionally, out of genuine curiosity, I will ask them about the origin of certain Catholic holidays or practices, and they are happy to share with me. They know that I am not Catholic, and I suspect they know that I don’t go to church.
When in the presence of a patient who is outwardly religious, I will listen attentively and offer what I can in terms of support and resources. Pastoral care has been said to help patients with their emotions and spiritual distress, and also can act as a mediator between patient and caregivers. (Lobb et al., 2018) Our hospital also has a prayer board and chapel. If the patient is able to walk/travel to the chapel area, I will suggest it. Sometimes just surrounding one’s self with the familiar can be soothing. If I feel that the patient really needs something more from me, I have been known to tell them I will say a prayer for them. I actually do make a point of saying a few words to an empty room to make good on my promise. I believe in the power of positive thinking. That is, if the patient thinks that my prayer is going to help them, then even if I don’t believe, it will help.
I found the SPIRIT assessment tool in our text particularly interesting. (Janet R. Weber Rn Edd & Kelley, 2018) This tool might have its use in my office, for a more pressing surgery or issue. I think it would be an excellent addition to an initial interview with a primary care office, lengthy hospital stay, or as a care manager in Oncology. In my experience, surgeons typically want to do what they think is best for the client, which is not wrong, but may be wrong for the patient. The “Implications For Medical Care”, and “Terminal Events Planning” portion of this tool would be most helpful in planning care for a surgical client. (Lobb et al., 2018) I think it’s important for caregivers to realize that modern society doesn’t fit into certain check boxes. A patient may be Christian, but can also spend a lot of time meditating, or dabbling in other cultures. It is important to know all beliefs that may impact their care path.
References
Janet R. Weber Rn Edd & Kelley, J. H. (2018). Health assessment in nursing (6th ed.). Lww.
Lobb, E. A., Schmidt, S., Jerzmanowska, N., Swing, A. M., & Thristiawati, S. (2018). Patient reported outcomes of pastoral care in a hospital setting. Journal of Health Care Chaplaincy, 25(4), 131–146. https://doi.org/10.1080/08854726.2018.1490059Links to an external site.
Sample Answer 2 for NR305 Health Assessment for the Practicing RN Week 6 Assignment
Respecting the patients’ religious beliefs is indeed a part of the fundamental healthcare ethics. Many healthcare workers place the safety of the patient on top of any other faiths they have. Nevertheless, it is still favorable to cooperate when the patient refuses assistance. Healthcare workers in many countries have the right to refuse to treat the patient and are not allowed to force treatment upon them unless they are minors. However, it is also required in some cases to understand the patient’s conditions and beliefs, occasionally a basic understanding of the situation is enough to develop an alternative form of treatment that is suitable for the patient. Furthermore, if the patient still refuses assistance, having them sign on refusing treatment on their responsibility is the only solution left since treating patients without consent (with certain exceptions) is considered a crime in many countries. In addition to that, as introduced in the discussion, some surgeries fall into that exceptions zone since the patient is mostly unconscious and unable to give consent for specific procedures during surgery, saving the patient’s life is the priority in such cases.
Works Cited
“Consent to Treatment.” NHS Choices. NHS, 2019. https://www.nhs.uk/conditions/consent-to-treatment/.
Singh, Subhash Chandra. “Non-Consensual Medical Treatment: The Legal Justification.” SSRN, October 19, 2013. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2342108
Physical Examination Video Demonstration
Course Outcomes
This assignment enables the student to meet the following course outcomes.
(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 #3) Utilize effective communication when performing a health assessment. (PO #3)
Points
This assignment is worth a total of 200 points.
Due Date
Physical Examination Video Demonstration assignment is due Sunday end of Week 6 at 11:59 MT.
Directions
Create a video demonstrating a complete physical examination on a volunteer adult (18 years of age or older) participant. Due to the important nature of this assignment, recording the video on a non-human participant will result in an assignment failure. Videos longer than 15 minutes will be subject to a deduction in points.
Follow this link Physical Examination Video Demonstration Outline (Links to an external site.) for an outline of the required elements of the physical examination. Perform the physical examination in the order that is written on this outline. (This is meant to be a general physical examination. Skills that are not included on the outline do not need to be in your video.)
You may record your video in Kaltura (available to you in the course) or you may use your own phone or other digital camera device. ALL videos must be uploaded to Kaltura in the course shell for submission.
For steps on how to use Kaltura to record, go to Kaltura How-To Videos
When you are finished recording, follow these instructions from Uploading and Submitting a Video (Links to an external site.) Please note that there are specific publishing settings that need to be correct to ensure privacy. The video must remain in your My Media library and ONLY be submitted to the assignment for instructor review as instructed.
You will need a stethoscope and a pen light to complete this examination.
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Adult participant must remain covered at all times for privacy purposes. Suggested attire for adult participant: tank top and shorts. Instructor must be able to have a clear view of stethoscope placement on the torso. Auscultating over a shirt is acceptable for the purposes of this video. It is suggested that the student wear nursing scrubs and/or a lab coat. Business casual dress is also acceptable.
Video should be filmed in a private area with minimal distractions to enhance the evaluator’s ability to hear and see clearly.
You may not use prompts, notes, or take notes during this assessment. Doing so will result in a point deduction.
State your findings within the video.
To begin the video:
Student scans area with camera to show that notes are not being used (i.e., taped to walls, on a table)
Student states in front of camera: “My name is [First and Last Name of Student] and this is my physical examination assignment for NR 305.”
Participant states in front of camera: “My name is [First and Last Name of Adult Participant] and I give my permission for this assessment to be recorded and submitted to Chamberlain College of Nursing for grading purposes.”
Video should be recorded all at once. Please do not edit in any way. If you realize you have forgotten to assess an area, you may add it at the end of the video before you stop recording.
Relax! You are a highly skilled registered nurse! This assignment is meant to be a “refresher” for practice; and to provide for you with the opportunity to revisit, and improve upon, skills that you may not use regularly. Prior to recording, refer to your textbook to review proper technique for the required skills.
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion (50 points, Weeks 1–7; 25 points, Week 8) | 375 | 37.5% |
| Shared Governance Model Paper (Week 3) | 200 | 20% |
| Management of Power Paper (Week 5) | 200 | 20% |
| Executive Summary (Week 7) | 225 | 22.5% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.