Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse
Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse The Assignment: Academic and Professional Network Complete Part 1 of your Academic Success and Professional Development Plan Template . Be sure to address the following: Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in your MSN program and as a practicing nurse. Explain why you selected these individuals and/or teams and how they will support your success in the MSN and PMC program and as a practicing nurse. Expert Answer and Explanation Module 1 | Part 1: Developing an Academic and Professional Network I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future. Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section. NETWORK MEMBER 1 Name: Dr. Carol Patton Title: Adjunct Professor of Nursing Organization: Walden University Academic or Professional: Academic Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Dr. Patton shared her bio with the class and it is apparent that she is educationally and experientially qualified as a nurse educator and advanced practice nurse clinician to guide and support me as I return to school to complete my master’s degree. I know I can reach out to Dr. Patton when I have any questions large or small related to the Nursing 6003 course or for questions related to specific assignments. Dr. Patton has provided her contact information as well as availability in the course materials and I know how and when I can reach her with any questions I may have. NETWORK MEMBER 2 Name: Carla Whitfield-Fields Title: Academic Advisor/Counselor Organization: Walden University Academic or Professional: Academic Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Ms. Carla Whitfield-Fields is educationally and experientially qualified as an academic advisor to guide and support me by helping me plan by coursework to meet my degree requirement, connect me with campus (virtual) resources, answer any questions I have about my coursework amongst others as well as pointing me in the direction of other help should in case she is not qualified or well versed to help me with that particular ask. She is also going to help me stay on track with my course work and classes in order to graduate. NETWORK MEMBER 3 Name: Stephen Adjei Title: Nurse Practitioner with a concentration in FNP Organization: Winchester Gardens Academic or Professional: Professional Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Mr. Stephen Adjei is a FNP who I have had the pleasure of working under. His journey is similar to mine in terms of coming into nursing via the non-traditional route. He will be guiding me via answering any questions I have, putting an end to any doubts and helping me in any way he can as he also went through the program. He has given me his contact information as well as email to reach out anytime. NETWORK MEMBER 4 Name: The American Nurses Association (ANA) Title: The American Nurses Association (ANA) Organization: The American Nurses Association (ANA) Academic or Professional: Professional Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: The American Nurses Association (ANA) is one of the largest nursing organizations in the country. I chose it because I want to become a member and be exposed to their mentoring opportunities, continuous education, and professional networking. The opportunities are endless and exciting especially when it comes to the advancement and progression of nursing in healthcare. NURS_6003_Module01_Week01_Assignment_Rubric NURS_6003_Module01_Week01_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeComplete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to: · Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in the MSN/post-master’s certificate (PMC) program and as a practicing nurse. 40 to >35.0 ptsExcellentThe response clearly and accurately identifies the names, titles, and organizations of at least two academic individuals or teams and at least two professional individuals or teams to collaborate with to be successful in the MSN/PMC program and as a practicing nurse. 35 to >31.0 ptsGoodThe response clearly and accurately identifies the names, titles, and organizations of two academic individuals or teams and two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse. 31 to >27.0 ptsFairThe response includes fewer than two each (academic and professional) individuals, or is missing the full name, title, or organization of one or more individual. 27 to >0 ptsPoorThe response includes two or fewer academic and professional individuals, response does not include names, titles and organization or response is missing. 40 pts This criterion is linked to a Learning OutcomeExplain why these individuals and/or teams were selected. Explain how these individuals and/or teams will support success in the MSN/PMC program and as a practicing nurse. 55 to >49.0 ptsExcellentResponse clearly and thoroughly explains why the academic and professional individuals/teams were selected to support success in the MSN/PMC program and as a practicing nurse….Response clearly and accurately explains how the academic and professional individuals/teams will support success in the MSN/PMC program and as a practicing nurse. 49 to >43.0 ptsGoodResponse explains why the academic and professional individuals/teams were selected to support success in the MSN/PMC program and as a practicing nurse. … Response explains how the academic and
Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives
Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner. Finally, explain why networking is important and how it may help you achieve your professional and academic goals. Expert Answer and Explanation Reflection on Professional and Academic Goals Self-Introduction Hello everyone, I am ……. and I am happy to be part of the Walden University’s MSN program. Look forward to having positive engagement with everyone, and I am hopeful that pursuing this program will contribute to advancing my knowledge on mental health care. Relationship Between Walden’s Vision, Mission, Goals and Social Change Initiatives and My Professional and Academic Goals The Walden University’s Goals, mission, vision and social change initiatives resonate with my academic and professional objectives. The institution is committed to social change, aligning with my aspiration to contribute to addressing the disparity in access to the psychiatric care, while advocating for equity in patients’ access to quality treatment. From a professional standpoint, my objective is employ evidence to optimize patient care outcomes especially in socially disadvantaged groups, while ensuring that my professional behaviors align with the required ethical guidelines. Walden’s commitment to adopting evidence-guided practice, and promoting interprofessional relationships, is evidence that it provides ideal setting for nurses to improve their competency and expertise (Kim & Im, 2024). Banking on this commitment, I will focus on developing my nursing skills to create impact in shaping the delivery of mental health services. Even as I focus on tapping on to Walden’s resources, I look forward to benefiting from the available academic opportunities as I engage with students from various professional backgrounds. I see this as a way of deepening my knowledge of the multifaceted factors that influence the divide in access to psychiatric care. I also view this as an opportunity to broaden my understanding of the ideas that can be useful in bridging the gap in access to mental health services. Relationship Between Walden’s MSN Program Outcomes and Professional and Academic Goals The advancement of the professional nursing practice, and the integration of the patient-centered and holistic care, which are part of the MSN program outcomes, aligns with my academic and professional goals of advancing my nursing skills and expertise. By meeting these outcomes, I will be competent to the level of excelling in my role as a PMHNP. With the program focusing on leadership and advocacy, taking part in it will prepare me to contribute to the advancement of the quality of the psychiatric care. A key aspect of the program that makes it attractive is that it emphasizes the need for students to be effective in making decisions by employing critical thinking skills (Svensson et al., 2022). These are some of the focus areas of the MSN program, and as I embark on the journey of pursuing the program, I see myself gaining skills in psychiatric care. Participating in coursework during the duration of the study will help enhance my knowledge especially in patient-centered care. Accordingly, I will be in a position in which I will be able to create targeted clinical intervention plans that take into account the patients’ health needs. Importance of Networking and Its Importance in Supporting the Attainment of My Professional and Academic Goals One’s ability to academically and professionally grow depends in part on their professional network, underscoring the importance of networking. To achieve the desired growth, I will engage with colleagues, industry players and mentors within the medical field to learn how to effectively collaborate in promoting care, and how to achieve career growth objectives. Building networks, in addition, will provide with the opportunity to be current with new developments pertaining to the new interventions that are potent, and which improve patient care outcomes (Ghofrani et al., 2022). As I build professional networks, I will be able to benefit from the opportunities that come with these networks like career advancement opportunities, and research-based opportunities. Pursuing these opportunities will broaden my understanding of mental health care, and introduce me to new interventions that have the potential of optimizing psychiatric health outcomes. By nurturing professional relationships, I will be able to tap into the pool of knowledge that comes with professional networks. References Ghofrani, M., Valizadeh, L., Zamanzadeh, V., Ghahramanian, A., Janati, A., & Taleghani, F. (2022). What Should Be Measured? Nursing Education Institutions Performance: A Qualitative Study. BMJ Open, 12(12), e063114. https://doi.org/10.1136/bmjopen-2022-063114. Kim, S., & Im, M. (2024). Development and Evaluation of Nursing Clinical Practice Education Using M-Learning. Healthcare (Basel, Switzerland), 12(2), 206. https://doi.org/10.3390/healthcare12020206. Svensson, J., Axén, A., Andersson, E. K., & Hjelm, M. (2021). Nursing Students’ Experiences of What Influences Achievement of Learning Outcomes in a Problem-Based Learning Context: A Qualitative Descriptive Study. Nursing Open, 8(4), 1863–1869. https://doi.org/10.1002/nop2.842.
In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap assignment.
In this exercise, you will complete a MindMap to gauge your understanding of this week’s content In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap assignment. Stroke Multiple sclerosis Transient Ischemic Attack Myasthenia gravis Headache: May choose — migraine, cluster, tension Seizure disorders: Adults or Children Brain injury Alzheimer Disease Neuroblastoma Parkinson’s Disease Amyotrophic lateral sclerosis (ALS) Degenerative Disorders of the Spine: May choose — Low back pain, Degenerative Disc Disease Expert Answer and Explanation NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Select one of the possible topics provided and complete the MindMap. Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis. 30 to >27.0 pts Excellent A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors. 27 to >23.0 pts Good A completed MindMap with a selected topic was submitted. The response describes the pathophysiology at the organ level of the primary diagnosis. The response does not identify specific etiology for the diagnosis and some risk factors are not linked to diagnosis. 23 to >19.0 pts Fair An inaccurately complete or vague MindMap with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis. The response inaccurately or vaguely identifies etiology for the diagnosis and all risk factors are not linked to diagnosis. 19 to >0 pts Poor An incomplete MindMap with a selected topic was submitted, or is missing. The response does not describe the pathophysiology of the primary diagnosis. The response does not identify etiology for this diagnosis and risk factors are missing. 30 pts This criterion is linked to a Learning Outcome What are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications? 20 to >17.0 pts Excellent The response accurately and thoroughly describes in detail the patient’s signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications. 17 to >14.0 pts Good The response accurately describes the patient’s signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications. 14 to >12.0 pts Fair The response inaccurately or vaguely describes the patient’s signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications. 12 to >0 pts Poor The response inaccurately and vaguely describes the patient’s signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing. 20 pts This criterion is linked to a Learning Outcome What diagnostic tests or labs would you order to confirm the primary diagnosis? 20 to >17.0 pts Excellent The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map. 17 to >14.0 pts Good The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis but are not appropriately linked within the Mind map. 14 to >12.0 pts Fair The response inaccurately or vaguely describes the diagnostic tests and labs to order for primary diagnosis and are not linked within the Mind map. 12 to >0 pts Poor The response inaccurately and vaguely describes the diagnostic tests and labs to order for primary diagnosis. 20 pts This criterion is linked to a Learning Outcome What treatment options would you consider? Include possible referrals and medications. 20 to >17.0 pts Excellent The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications. 17 to >14.0 pts Good The response accurately describes the treatment options they would consider. The response accurately describes potential referrals and medications. 14 to >12.0 pts Fair The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications. 12 to >0 pts Poor The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing. 20 pts This criterion is linked to a Learning Outcome Resources and Mind map formatting/writing 10 to >7.0 pts Excellent The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map. 7 to >4.0 pts Good The response is efficient with correct spelling and no gross grammatical and/or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles within last 5 years but not cited or linked within mind map. 4 to >2.0 pts Fair The response is fair with a few spelling and grammatical errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles but not within last 5 years and not cited or linked within mind map. 2 to >0 pts Poor The response is poor with gross grammatical and spelling errors. Did not use appropriate electronic mind mapping format. Did not include reference list with at least two research articles. 10 pts Total Points: 100
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: Which genetic mutations are commonly associated with the disease?
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: Which genetic mutations are commonly associated with the disease? Why is the patient presenting with the specific symptoms described? Discuss the pathophysiological mechanisms of the disease in detail. What do the blood test results tell us about the disease and disease progression? Expert Answer and Explanation Pathophysiology of the Patient Disease Process The patient has nonalcoholic fatty liver disease (NAFLD) linked with metabolic syndrome. NAFLD develops when triglycerides accumulate in hepatocytes without alcohol use. This process is driven by obesity, insulin resistance, and hyperglycemia (Rinaldi et al., 2021). Insulin resistance increases lipolysis in adipose tissue, which elevates circulating free fatty acids. These fatty acids accumulate in hepatocytes and impair mitochondrial function. The result is oxidative stress, inflammation, and hepatocyte injury (Rinaldi et al., 2021). The disease progresses from simple steatosis to nonalcoholic steatohepatitis and fibrosis. In this patient, ALT and AST are elevated, which shows hepatocellular injury. An A1c of 9 and glucose of 170 indicate chronic hyperglycemia, worsening fat accumulation in the liver and advancing the disease. Genetic and Cellular Alterations Genetic variation influences susceptibility to NAFLD. The PNPLA3 mutation reduces lipid mobilization in hepatocytes and leads to fat accumulation. TM6SF2 variants impair very-low-density lipoprotein secretion, promoting hepatic steatosis (Meroni et al., 2021). MBOAT7 variation alters phospholipid remodeling and raises inflammation risk. These mutations worsen the cellular effects of metabolic syndrome. They cause mitochondrial dysfunction, defective beta oxidation, and endoplasmic reticulum stress. The combination promotes lipid peroxidation and apoptosis. Genetic susceptibility explains why some obese patients progress rapidly to fibrosis while others remain stable (Shi et al., 2023). Risk Factors for Metabolic Syndrome Metabolic syndrome is defined by obesity, insulin resistance, hyperglycemia, hypertension, and dyslipidemia. Obesity is the central risk factor. The patient’s BMI of 35 indicates significant central obesity, which drives insulin resistance and liver fat accumulation. Poor dietary habits, sedentary lifestyle, and genetic predisposition further increase risk. Chronic hyperglycemia and type 2 diabetes amplify hepatic fat storage and oxidative stress (Radu et al., 2023). Subclinical hypothyroidism, as suggested by a TSH of 4.9, may also worsen insulin resistance. Together, these risk factors contribute to the patient’s metabolic syndrome and NAFLD progression. Common Genetic Mutations PNPLA3, TM6SF2, and MBOAT7 are the main mutations linked to NAFLD. PNPLA3 increases hepatic fat content. TM6SF2 impairs lipid secretion. MBOAT7 increases inflammation and fibrosis risk. These variants, when combined with obesity and insulin resistance, accelerate disease progression (Meroni et al., 2021; Shi et al., 2023). Clinical Presentation and Laboratory Findings The patient reports no physical symptoms. This is typical of early NAFLD. Most patients are asymptomatic until fibrosis develops. The findings are laboratory-based, with elevated ALT and AST showing hepatocellular injury. Hyperglycemia and high A1c reflect uncontrolled diabetes, which worsens insulin resistance and hepatic steatosis. The slightly high TSH may contribute to metabolic imbalance. Mechanisms of Disease Progression NAFLD results from an imbalance between hepatic fat input and output. Increased free fatty acids from adipose tissue, impaired triglyceride export, and reduced beta oxidation lead to steatosis. Lipotoxicity triggers oxidative stress, mitochondrial dysfunction, and inflammatory signaling. Kupffer cells release cytokines, which worsen hepatocyte damage and promote fibrosis (Rinaldi et al., 2021; Zarghamravanbakhsh et al., 2021). This cycle explains rising liver enzymes in the patient. Interpretation of Blood Tests The patient’s A1c of 9 and glucose of 170 confirm uncontrolled diabetes and insulin resistance. ALT of 130 and AST of 71 show active liver cell injury, with ALT more specific for hepatocellular damage. The results suggest ongoing transition from steatosis toward steatohepatitis. A mildly high TSH reflects possible subclinical hypothyroidism, which can aggravate metabolic syndrome. Together, the labs show poorly controlled metabolic disease with liver involvement. References Meroni, M., Longo, M., Tria, G., & Dongiovanni, P. (2021). Genetics is of the essence to face NAFLD. Biomedicines, 9(10), 1359. https://doi.org/10.3390/biomedicines9101359 Links to an external site. Radu, F., Potcovaru, C. G., Salmen, T., Filip, P. V., Pop, C., & Fierbințeanu-Braticievici, C. (2023). The link between NAFLD and metabolic syndrome. Diagnostics, 13(4), 614. https://doi.org/10.3390/diagnostics13040614 Links to an external site. Rinaldi, L., Pafundi, P. C., Galiero, R., Caturano, A., Morone, M. V., Silvestri, C., Giordano, M., Salvatore, T., & Sasso, F. C. (2021). Mechanisms of non-alcoholic fatty liver disease in the metabolic syndrome. A narrative review. Antioxidants (Basel, Switzerland), 10(2), 270. https://doi.org/10.3390/antiox10020270 Links to an external site. Shi, F., Zhao, M., Zheng, S., Zheng, L., & Wang, H. (2023). Advances in genetic variation in metabolism-related fatty liver disease. Frontiers in Genetics, 14, 1213916. https://doi.org/10.3389/fgene.2023.1213916 Links to an external site. Zarghamravanbakhsh, P., Frenkel, M., & Poretsky, L. (2021). Metabolic causes and consequences of nonalcoholic fatty liver disease (NAFLD). Metabolism Open, 12, 100149. https://doi.org/10.1016/j.metop.2021.100149
Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario.
Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario. Case Study Analysis of a 57-Year-Old Male with Melanoma A 57-year-old man presented with a dark lesion on his upper right arm that appeared to have changed in size. Biopsy confirmed the presence of atypical melanocytes consistent with melanoma. The purpose of this study is to analyze the pathophysiology, genetic basis, and immune impact of melanoma while considering treatment strategies. Patient Signs and Symptoms The patient reported a dark lesion on his upper right arm that appeared different from his usual freckles. He denied pain, rash, fever, or breathing problems. The clinical concern was the change in the lesion size, which often signals malignancy. Biopsy revealed atypical melanocytes with irregular nuclei and prominent nucleoli, confirming the malignant transformation. The presence of cells invading the dermis in nests and sheets supported the diagnosis of melanoma. Mart-1 positivity confirmed melanocytic origin. The main symptom in this case was a visible skin lesion with progressive change, which is a classic warning sign of skin cancer. Primary Pathophysiological Processes Melanoma develops when melanocytes, the pigment-producing cells in the skin, undergo abnormal growth and division (Scheau et al., 2021). In this case, atypical melanocytes were located in the basal epidermis and had invaded the dermis. These cells lost normal growth control and formed irregular clusters. The abnormal nuclei and nucleoli indicated uncontrolled proliferation. The invasion into the dermis is significant because it allows malignant cells to access blood vessels and lymphatics, increasing the risk of metastasis (Scheau et al., 2021). This explains why visible changes on the skin, such as size and shape alteration, reflect deeper cellular damage. Role of Genetic Mutations Genetic mutations are central to melanoma development. Mutations in genes such as BRAF, NRAS, and c-KIT disrupt pathways that regulate cell growth and survival (Mahumud & Shahjalal, 2022). BRAF mutations, for example, activate the MAPK pathway, leading to continuous cell division. These mutations result from DNA damage, often caused by ultraviolet radiation exposure. When DNA repair mechanisms fail, melanocytes accumulate errors and progress toward malignancy (Mahumud & Shahjalal, 2022). In this patient, the histological changes reflect underlying genetic alterations that allow cells to bypass normal checkpoints and continue dividing without control. Impact on the Immune System Melanoma affects the immune system by evading immune surveillance. Malignant melanocytes can produce signals that suppress immune activity (Indini et al., 2021). They may downregulate antigen presentation or express proteins such as PD-L1 that inhibit T cell function. This allows the tumor to grow unchecked despite immune defenses. Over time, the immune system becomes less effective at recognizing and destroying melanoma cells (Indini et al., 2021). This immune evasion explains why melanoma can progress even in otherwise healthy individuals. Treatment Strategies Targeting Pathophysiology Treatment approaches for melanoma are designed to address the abnormal growth and immune evasion. Surgical excision remains the primary strategy for localized disease. For advanced cases, targeted therapies such as BRAF and MEK inhibitors directly block abnormal signaling caused by genetic mutations (Lopes et al., 2022). Immunotherapy, including checkpoint inhibitors like anti-PD-1 antibodies, restores T cell activity and enhances the immune response against melanoma (Lopes et al., 2022). These treatments are successful because they act on the same pathways and mechanisms that drive disease development. The combined use of surgery, targeted therapy, and immunotherapy addresses both the cellular and immune processes central to melanoma progression. Conclusion The patient presented with a suspicious skin lesion that was confirmed as melanoma through biopsy. The disease arises from genetic mutations in melanocytes, leading to uncontrolled proliferation and invasion. Melanoma evades the immune system, but treatments such as targeted therapy and immunotherapy improve patient outcomes. The purpose of the study has been fulfilled by examining the signs, pathophysiology, genetic factors, and treatment approaches. References Indini, A., Grossi, F., Mandalà, M., Taverna, D., & Audrito, V. (2021). Metabolic interplay between the immune system and melanoma cells: Therapeutic implications. Biomedicines, 9(6), 607. https://doi.org/10.3390/biomedicines9060607 Lopes, J., Rodrigues, C. M., Gaspar, M. M., & Reis, C. P. (2022). Melanoma management: From epidemiology to treatment and latest advances. Cancers, 14(19), 4652. https://doi.org/10.3390/cancers14194652 Mahumud, R. A., & Shahjalal, M. (2022). The emerging burden of genetic instability and mutation in Melanoma: Role of Molecular mechanisms. Cancers, 14(24), 6202. https://doi.org/10.3390/cancers14246202 Scheau, C., Draghici, C., Ilie, M. A., Lupu, M., Solomon, I., Tampa, M., … & Caruntu, C. (2021). Neuroendocrine factors in melanoma pathogenesis. Cancers, 13(9), 2277. https://doi.org/10.3390/cancers13092277 NURS_6501_Week 2_Case Study_Assignment_Rubric NURS_6501_Week 2_Case Study_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Develop a 1- to 2-page case study analysis, examining the patient signs and symptoms presented in the case study; discussing the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. 30 to >27.0 pts Excellent The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. … The response is supported by evidence and/or research, as appropriate, to support the explanation. 27 to >24.0 pts Good The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. … The response supported by evidence and/or research, as appropriate, to support the explanation. 24 to >22.0 pts Fair The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis in a manner that is vague or inaccurate. … The response is supported with explanations that are vague or based on inappropriate evidence/research. 22 to >0 pts Poor The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis in a manner that is vague and inaccurate, or the description is missing. … The response does not include rationales, or the explanations are vague or based on inappropriate or no evidence/research. 30 pts This criterion is linked to a Learning Outcome What role do genetic mutations play in the development of the disease? 25 to >22.0 pts Excellent The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease. 22
Shadow Health Digital Clinical Experiences: Guide for Nursing Students in 2025
Shadow Health Digital Clinical Experiences Introduction: Revolutionizing Nursing Education Through Digital Simulation When I first encountered Shadow Health during my clinical instruction role in fall 2023, I watched nursing students struggle with traditional clinical placements due to limited patient interactions and inconsistent learning opportunities. Fast-forward to 2025, and digital clinical experiences have become an integral component of nursing curricula across the United States, with Shadow Health leading this transformation. Shadow Health represents a paradigm shift in nursing education—a sophisticated platform that uses artificial intelligence and 3D imaging to create realistic patient encounters. This technology addresses a critical challenge: according to the American Association of Colleges of Nursing (AACN), over 80,000 qualified nursing applicants were turned away from baccalaureate and graduate programs in 2024 partly due to insufficient clinical placement sites1. Understanding Shadow Health: Platform Architecture and Educational Philosophy What Makes Shadow Health Different from Traditional Simulation Shadow Health, developed in partnership with Elsevier, leverages proprietary Conversation Engine™ technology that processes natural language inputs, allowing students to conduct patient interviews as they would in real clinical settings. Unlike scripted simulations, the platform responds dynamically to open-ended questions, creating over 4,000 possible conversation pathways per patient scenario2. Key Technical Components: Feature Functionality Educational Benefit Conversation Engine™ Natural language processing for patient responses Develops therapeutic communication skills 3D Patient Models Anatomically accurate visual representations Enhances physical assessment accuracy Real-time Feedback Immediate scoring and rationale Accelerates learning curve through instant correction Transcript Analysis Comprehensive documentation review Teaches clinical documentation standards From my experience implementing Shadow Health across three nursing cohorts between 2023-2025, the platform’s greatest strength lies in its consistency. Every student encounters the same patient presentation, eliminating the variability that plagued traditional clinical rotations where one student might assess five patients while another only observes. The Educational Framework: Experiential Learning Theory Shadow Health’s design philosophy aligns with Kolb’s Experiential Learning Theory, which posits that knowledge results from grasping and transforming experience3. The platform creates a complete learning cycle: Concrete Experience: Students interact with digital patients Reflective Observation: Automated feedback highlights missed opportunities Abstract Conceptualization: Students review documentation and rationale Active Experimentation: Students apply lessons to subsequent assessments Dr. Emily Richardson, Director of Nursing Education at Johns Hopkins University, noted in her 2024 study that students using Shadow Health demonstrated 23% higher clinical reasoning scores compared to traditional simulation-only groups4. Navigating the Shadow Health Comprehensive Assessment Breaking Down the Assessment Framework The shadow health comprehensive assessment serves as the cornerstone assignment in most nursing programs, typically introduced during fundamentals or health assessment courses. This assignment requires students to conduct a complete head-to-toe evaluation, documenting findings across all body systems. Assessment Components: Health History: 45-60 minutes (biographical data, chief complaint, history of present illness, past medical history, family history, social history, review of systems) Physical Examination: 30-45 minutes (systematic assessment of all body systems) Documentation: 15-20 minutes (comprehensive SOAP note or narrative documentation) Practical Implementation Timeline (Based on Spring 2024 Cohort): Week 1-2: Platform orientation and practice patient encounters Week 3-4: Shadow health comprehensive assessment assignment Week 5: Review feedback and remediation exercises Week 6: Advanced specialty assessments Expert Strategies for Comprehensive Assessment Success From analyzing over 200 student transcripts between 2023-2025, I’ve identified patterns that distinguish high-performing assessments: 1. Strategic Questioning Hierarchy Successful students follow the “funnel approach”—starting with broad, open-ended questions before narrowing to specific details: ✅ “Tell me about your chest pain” (open-ended) ✅ “When did the pain start?” (specific timing) ✅ “On a scale of 1-10, how would you rate the pain?” (quantification) The platform’s algorithm rewards comprehensive data gathering. Students who ask 80-100 targeted questions typically score 15-20 points higher than those asking only 50-60 questions5. 2. Physical Examination Sequencing Shadow Health’s scoring rubric emphasizes systematic approaches. The head-to-toe method remains most efficient: General Survey → Skin → Head/Face → Eyes → Ears → Nose → Mouth/Throat → Neck → Chest/Lungs → Heart/Cardiovascular → Abdomen → Musculoskeletal → Neurological → Genitourinary (if applicable) “` **Common Mistake:** Students often skip “negative findings” (e.g., “no adventitious breath sounds”). The platform expects documentation of both positive and negative findings for comprehensive assessment credit. — ## Mastering Specific Patient Scenarios: The Tina Jones Series ### Tina Jones: The Most Comprehensive Digital Patient **Tina Jones shadow health** represents the platform’s most utilized patient scenario—a 28-year-old African American woman with type 2 diabetes who presents across multiple specialty assessments. Since 2022, over 300,000 nursing students have completed at least one Tina Jones module[^6]. #### Tina Jones Comprehensive Assessment Shadow Health **Patient Background:** – 28-year-old female – Chief complaint: Painful wound on right foot – Medical history: Type 2 diabetes (diagnosed age 14), asthma – Social history: Works as a retail manager, lives with roommate **Critical Learning Objectives:** 1. **Cultural Competency:** Tina’s scenario incorporates health disparities affecting African American communities, including higher diabetes prevalence (12.1% vs. 7.4% in white populations according to 2024 CDC data)[^7] 2. **Chronic Disease Management:** Students must assess diabetes self-management, medication adherence, and complication screening 3. **Health Promotion:** Opportunity to discuss preventive care, including foot care education and diabetes management **Expert Tip from Clinical Practice (March 2024):** When assessing Tina’s wound, students often forget to ask about footwear—a critical factor in diabetic foot injuries. The platform contains specific footwear-related questions that yield additional assessment points and clinical relevance. #### Tina Jones Cardiovascular Shadow Health This focused assessment builds on the comprehensive evaluation, requiring advanced cardiovascular examination skills: **Key Assessment Areas:** | System Component | Specific Techniques | Documentation Requirements | |—————–|——————-|—————————| | Precordial Inspection | Observe for pulsations, deformities | Presence/absence of visible pulsations | | Palpation | Locate PMI (point of maximal impulse) | PMI location relative to midclavicular line | | Auscultation | Four valve areas (aortic, pulmonic, tricuspid, mitral) | S1/S2 characteristics, presence of murmurs | | Peripheral Vascular | Pulse assessment, edema evaluation | Pulse quality (0-4+ scale), edema grading | **Real-World Application:** During my observation of clinical students in fall 2024, those who completed the **tina jones cardiovascular shadow health** module demonstrated 40% better accuracy in identifying
In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters
In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge. Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation. To Prepare: Reflect on the concepts of informatics and knowledge work as presented in the Resources. Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap. By Day 3 of Week 1 Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience? The Application of Data to Problem-Solving – Sample Answer The Application of Data to Problem-Solving In today’s data-driven world, nursing has embraced informatics and knowledge work to improve patient outcomes, enhance workflow efficiency, and address systemic challenges in healthcare (Singh et al., 2023). The ability to access, collect, and analyze data is integral to identifying problems, implementing evidence-based interventions, and fostering innovation within nursing practice. This paper examines a hypothetical scenario in which data is used to address medication administration errors in a medical-surgical unit. Scenario: Reducing Medication Administration Errors Medication administration errors are a significant concern in healthcare, posing risks to patient safety and leading to adverse outcomes. In a hypothetical 21-bed medical-surgical unit with an average daily census of 18 patients, the unit has observed an increase in medication errors over three months. These errors range from incorrect dosages to missed medications, with patterns suggesting that certain shifts, staff members, or high-acuity patient loads may contribute to the problem. Addressing this issue requires a systematic, data-driven approach to identify root causes and implement effective solutions. Data Collection and Access The data for this scenario would include detailed medication error reports, staff documentation habits, patient acuity levels, and workflow patterns during medication administration. Data could be collected through incident reporting systems, electronic health records (EHRs), and real-time observational studies of staff during medication rounds (Awad et al., 2021). Access to such data would allow nurse leaders to identify patterns in errors, such as whether they occur more frequently during specific shifts, with particular medications, or under certain conditions like high patient acuity. Analyzing this data could highlight critical gaps, such as insufficient staff training on new medications or inefficient workflows that lead to errors. Knowledge Derived from Data The knowledge derived from this data would include evidence-based strategies to mitigate risks, such as redesigning workflows, introducing double-check systems, or leveraging barcode medication administration (BCMA) technology (Albeshri et al., 2024). For example, data might reveal that errors are more frequent during evening shifts due to reduced staffing, prompting the implementation of additional resources during high-risk hours. Patterns in error types, such as dosage miscalculations, could guide tailored educational initiatives for staff. This process not only enhances patient safety but also builds a culture of continuous improvement and accountability within the unit. Role of Nurse Leaders in Knowledge Formation Nurse leaders play a critical role in transforming raw data into actionable knowledge. Using clinical reasoning and judgment, they synthesize data with their expertise and understanding of the clinical environment to prioritize interventions. For example, a nurse leader may identify that errors during evening shifts are due to lower staffing levels and advocate for additional resources during those hours (Albeshri et al., 2024). They also evaluate the effectiveness of interventions by comparing pre- and post-intervention data, refining strategies as necessary to ensure sustained improvements. Implications for Problem-Solving and Knowledge Development The application of data to solve problems like medication administration errors demonstrates how informatics can bridge the gap between practice and knowledge. Nurse leaders can identify trends, implement evidence-based interventions, and evaluate outcomes. This iterative process contributes to the body of nursing knowledge, providing insights that can be shared across the organization or disseminated through professional networks to inform broader practice improvements (Albeshri et al., 2024). Conclusion The use of data in addressing medication administration errors highlights the essential role of nursing informatics and knowledge work in modern healthcare. By leveraging data from various sources, nurse leaders can identify root causes, implement targeted interventions, and create a culture of safety and accountability. Clinical reasoning and judgment are integral to transforming data into actionable knowledge, ensuring that interventions are evidence-based and aligned with organizational goals. References Albeshri, S. M., Alharbi, R. A., zakria Alhawsa, H., Bilal, A. M., Alowaydhi, B. Y., Alzahrani, O. M., … & Alfadly, W. N. (2024). The Role of Nursing in Reducing Medical Errors: Best Practices and Systemic Solutions. Journal of Ecohumanism, 3(7), 4613-4622. https://doi.org/10.62754/joe.v3i7.4574 Awad, A., Trenfield, S. J., Pollard, T. D., Ong, J. J., Elbadawi, M., McCoubrey, L. E., … & Basit, A. W. (2021). Connected healthcare: Improving patient care using digital health technologies. Advanced Drug Delivery Reviews, 178, 113958. https://doi.org/10.1016/j.addr.2021.113958 McGonigle, D., & Mastrian, K. G. (2022). Nursing informatics and the foundation of knowledge (5th ed.). Jones & Bartlett Learning. Singh, A., Co-Reyes, J. D., Agarwal, R., Anand, A., Patil, P., Garcia, X., … &
As you saw in Assignment 1, when conducting a literature review, you first search the evidence, and next you appraise it
As you saw in Assignment 1, when conducting a literature review, you first search the evidence, and next you appraise it Summarizing and synthesizing research As you saw in Assignment 1, when conducting a literature review, you first search the evidence, and next you appraise it. Then, you are ready to summarize the evidence that you uncovered, and finally, you can synthesize it. This Assignment is a continuation of Assignment 1, in which you used the Walden Library to conduct a literature review and appraised your results to select the highest quality and most appropriate and significant evidence. Now, for Assignment 2, you will take the recent (within the last 5 years), peer-reviewed articles you selected and write brief summaries of each of them. You will then write a synthesis of all the articles. As a reminder, this Assignment will also be used for your writing skills assessment. While your essay will be evaluated with two sets of rubric elements, the writing skills assessment will NOT count toward your course grade. This writing skills assessment helps ensure you receive foundational writing support early in your Walden program. The results of the skills assessment will determine which writing skills course you will be enrolled in next term: SKIL 8001 Transitioning to Doctoral Writing or SKIL 8002 Enhancing Doctoral Writing Skills. As a reminder, completing one writing skills course is part of your program requirements and is designed to help you meet writing expectations in your program. The OASIS Writing Assessment team will register you for your SKIL writing course. For more information, please visit the OASIS Writing Skills Assessment Links to an external site. web page. Your assessment essay will be scored out of 16 points using the writing skills rubric located at the bottom of the Module 4 Week 5 Assignment 2 Rubric. Skills Assessment Rubric Points Writing Support 12.5–16 points When you finish NURS 8006, Walden’s Writing Assessment team will enroll you in SKIL 8002: Enhancing Doctoral Writing Skills. This course is self-paced, carries 0 credits, and is 12 weeks long; it is ungraded and tuition-free. It will begin in the term following your completion of NURS 8006. If you have questions about the course, please contact WritingAssessment@mail.waldenu.edu. 0–12 points When you finish NURS 8006, Walden’s Writing Assessment team will enroll you in SKIL 8001: Transitioning to Doctoral Writing. This course is instructor-led, carries 0 credits, and is 6 weeks long; it is graded on an S/U basis and is tuition-free. It will begin in the term following your completion of NURS 8006. If you have questions about the course, please contact WritingAssessment@mail.waldenu.edu. Resources Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES To prepare: Review the Learning Resources for this week, which focus on how to summarize and synthesize literature search results. Review Appendix H in the course textbook located in the Learning Resources for this week, which you will be required to complete and submit as part of this Assignment. Refer to your Assignment 1 submission and prepare to write a summary of each of the three articles you selected. Refer to your Assignment 1 submission and prepare to write a synthesis of the three articles you selected. Note: For this Assignment, you must complete Appendix H. You will submit your completed Appendix H along with your 2- to 3-page paper. Note: Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page. The Assignment: (2–3 pages) Write a paper in which you do the following: Using a scholarly voice, summarize each of the three articles you selected. Using a scholarly voice, synthesize the three articles you selected. Include a copy of your completed Appendix H. Note: You will submit your completed Appendix H along with your 2- to 3-page paper. Save copies of your completed Appendix H in Microsoft Word format. You will submit a total of two documents. Note: Use this week’s Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the College of Nursing Writing Template Links to an external site. for your Assignment submission. By Day 7 of Week 5 Submit your Assignment. submission information Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your two documents as W5Assgn2_Lastname_Firstinitial_doc1 and W5Assgn2_Lastname_Firstinitial_doc2. Then, click on Start Assignment near the top of the page. Next, click on Upload File. Click “Add another file” to repeat step 3 for the second document required to complete this Assignment. Select Submit Assignment for review. Rubric NURS_8006_Week5_Assignment2_Rubric NURS_8006_Week5_Assignment2_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Using a scholarly voice, summarize each of the three articles you selected. 25 to >22.25 pts Excellent 90%–100% The response accurately and clearly summarizes each of the three articles they selected and accurately and clearly uses scholarly voice. 22.25 to >19.75 pts Good 80%–89% The response accurately summarizes each of the three articles they selected and accurately uses scholarly voice. 19.75 to >17.25 pts Fair 70%–79% The response inaccurately or vaguely summarizes each of the three articles they selected and inaccurately or vaguely uses scholarly voice. 17.25 to >0 pts Poor 0%–69% The response inaccurately and vaguely summarizes each of the three articles they selected and inaccurately and vaguely uses scholarly voice or it is missing. 25 pts This criterion is linked to a Learning Outcome Using a scholarly voice, synthesize the three articles you selected. 25 to >22.25 pts Excellent 90%–100% The response accurately and clearly synthesizes the three articles they selected and accurately and clearly uses scholarly voice. 22.25 to >19.75 pts Good 80%–89% The response accurately synthesizes the three articles they selected and accurately uses scholarly voice. 19.75 to >17.25 pts Fair 70%–79% The response inaccurately or vaguely synthesizes the three
When conducting a literature review, what are the steps you should you take to successfully search the evidence? Once you have generated your results, how do you properly
When conducting a literature review, what are the steps you should you take to successfully search the evidence? Searching and appraising literature When conducting a literature review, what are the steps you should you take to successfully search the evidence? Once you have generated your results, how do you properly appraise the evidence, grade them, and select the ones you want to use? When conducting a literature review, the goal is to produce a set of results that match your search criteria. The results you get will vary dramatically depending on the search engine(s) you utilize and which key words you choose to enter. Selecting the right database(s) is one skill; selecting the best key words is another. In this Assignment, you will hone your skills in both of these important aspects of the search process. Keep in mind, the results of your search will vary in terms of quality, as well as appropriateness, and significance to your research goals. For this reason, searching is only the first step of the process. The second step is to appraise the results you identified, and based on your evaluations, select the literature that you will select. To prepare: Review the Learning Resources for this week which focus on how to successfully search and appraise search results. Review the course textbook Appendices E1, E2, E3 and G2 located in the Learning Resources for this week, which you will be required to complete and submit as part of this Assignment. Select one organizational type and one gap in practice or practice change on which to focus for this Assignment. Note: You may select a new organizational type and gap in practice or practice change or, if you choose, you may reuse one on which you focused for a previous Assignment, Discussion, or Blog in this course.Also Note: These may or may not be the same organizational type and gap in practice or practice change as those you will focus on for your Practicum and DNP Project. Consider all of the factors you should take into account when searching the evidence, then, using the Walden Library databases, conduct a search related to the organizational type and gap in practice or practice change you selected. Consider all of the factors you should take into account when appraising evidence, then, using the course text Appendices E1, E2, E3, appraise the results of your search. Based on your appraisals, identify the three recent (within the last five years), peer-reviewed articles that you think are most relevant to your research goals.Note: For this Assignment, you must complete Appendix G2 based on having completed either Appendix E1, E2, or E3, for each of the three articles you selected, as appropriate. You will submit a total of four documents (three completed Appendices along with your 2–3-page paper). Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page. The Assignment: (2–3 pages) Write a paper in which you do the following: Describe the organizational type and gap in practice or practice change you selected and explain the goals of the search you conducted. Describe your process of searching the evidence. Be specific and provide examples. Based on your knowledge from the Week 1 webinar assignment discuss the following: Which database(s) did you select? Why did you choose them? Which key words did you select? Why did you choose them? What limits and filters did you use to find the most accurate evidence? Describe your process of appraising the evidence you identified. Be specific and provide examples. Include the following: How many articles did you find? Based on what criteria did you decide on the three recent (within the last five years), peer-reviewed articles that you selected? Include copies of your completed Appendix G2, along with Appendix E1, E2, or E3 that you completed as appropriate for each of the articles you selected. Note: For this Assignment, you must complete Appendix G2 based on having completed either Appendix E1, E2, or E3 for each of the three articles you selected, as appropriate. You will submit a total of four documents (three completed Appendices along with your 2–3-page paper). Note: Use this week’s Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the College of Nursing Writing Template Links to an external site. for your Assignment submission. By Day 4 of Week 5 Submit your Assignment. submission information Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your five documents as W5Assgn1_Lastname_Firstinitial_doc1 and W5Assgn1_Lastname_Firstinitial_doc2, etc. Then, click on Start Assignment near the top of the page. Next, click on Upload File. Click “Add another file” to repeat step 3 for the second document required to complete this Assignment. Select Submit Assignment for review. Rubric NURS_8006_Week5_Assignment1_Rubric NURS_8006_Week5_Assignment1_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome Describe the organizational type and gap in practice or practice change you selected and explain the goals of the search they conducted. 5 to >4.45 pts Excellent 90%–100% The response accurately and clearly describes the organizational type and gap in practice or practice change they selected and accurately and clearly explains the goals of the search they conducted. 4.45 to >3.95 pts Good 80%–89% The response adequately describes the organizational type and gap in practice or practice change they selected and accurately explains the goals of the search they conducted. 3.95 to >3.45 pts Fair 70%–79% The response inaccurately or vaguely describes the organizational type and gap in practice or practice change they selected and inaccurately or vaguely explains the goals of the search they conducted. 3.45 to >0 pts Poor 0%–69% The response inaccurately and vaguely describes the organizational type and gap in practice or practice change they selected and inaccurately
Describe the community of practice and associated need, challenge, or issue you selected for this Discussion
Describe the community of practice and associated need, challenge, or issue you selected for this Discussion Discussion: The DNP-Prepared Nurse and Their Communities of practice The need for vaccine and immunization clinics for school age children with a school district The need for nutritional assistance programs pre-K students in a state-funded early childhood education program The need for diabetes education for elderly outpatients in a community health clinic The need to reduce the number of re-admits of patients who have had outpatient procedures in freestanding outpatient clinics The need to reduce the number of post-operative patient falls on an acute care in-patient hospital unit These are just a few examples of the needs, challenges, and issues that may exist within a community of practice, and that merit the attention and require the knowledge, experience, and advocacy of a DNP-prepared nurse. As a DNP-prepared nurse, you will likely belong to multiple communities of practice related to the various contexts and populations with which you are involved. Within each, you may work in a variety of ways to improve health outcomes and catalyze positive social change—at the individual patient level, as well as on increasingly larger scales within your organization, and potentially even at the national or global level. To prepare: Review this week’s Learning Resources, paying special attention to the various examples communities of practice you encounter. Use the Communities of Practice template, located in this week’s Learning Resources, to help you identify the various communities of practice with which you are currently involved and those you may want to become involved with in the future. Select one of these communities of practice on which to focus for this Discussion. Consider the most important needs, challenges, or issues facing the community of practice you selected. Select one of these needs, challenges, or issues on which to focus for this Discussion. Using Walden Library and the internet, search for and identify three scholarly, peer-reviewed articles (within the last 5 years) that address the need, challenge, or issue you selected. Consider the kinds of practice changes you might recommend to address this need, challenge, or issue. Consider how your recommendations align with specific Domains from The Essentials. By Day 3 of Week 4 Post the following: Describe the community of practice and associated need, challenge, or issue you selected for this Discussion. From your perspective as a future DNP-prepared nurse, explain why this need, challenge, or issue is important and merits attention. Be specific and provide examples. Citing the three scholarly articles you identified, describe at least two practice changes you recommend to address the need, challenge, or issue facing the community of practice you selected. Explain how your recommendations align with at least three specific Domains from The Essentials. Note: Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post. By Day 6 of Week 4 Respond to at least two of your classmates, on different days, by suggesting an additional practice change or other intervention that your classmate might consider to address the need, challenge, or issue facing the community of practice they selected. Note: Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students. * Additionally, you must respond to your professor if they ask a question or comment on your post. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your classmates’ comments. Learning Resources Required Readings Document: Nursing Communities of Practice Template Download Nursing Communities of Practice Template (PDF) Africa, L., Frantz, J. M., & Mlenzana, N. B. (2023). Activities to promote interprofessional practice at primary healthcare level: A systematic review Links to an external site.. Social and Health Sciences, Article 12130. https://doi.org/10.25159/2957-3645/12130 American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education Links to an external site.. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf American Association of Colleges of Nursing. (n.d.). The essentials: Domain 6: Interprofessional partnerships Links to an external site.. https://www.aacnnursing.org/essentials/tool-kit/domains-concepts/interprofessional-partnerships Bradley, C., & Bleich, M. (2024). The DNP graduate and the potential to advance nursing: An interview with thought leader Michael Bleich, PhD, RN, FAAN, by Carol Bradley, MSN, RN, FAONL Links to an external site.. Nursing Administration Quarterly, 48(1), 80–82. https://doi.org/10.1097/NAQ.0000000000000621 Interprofessional Education Collaborative. (2023, November 20). IPEC core competencies for interprofessional collaborative practice: Version 3 Links to an external site.. https://ipec.memberclicks.net/assets/core-competencies/IPEC_Core_Competencies_Version_3_2023.pdf Healthy People 2030. (n.d.). Healthy people in action Links to an external site.. https://health.gov/healthypeople/tools-action/healthy-people-in-action Ho, J. T., See, M. T. A., Tan, A. J. Q., Levett-Jones, T., Lau, T. C., Zhou, W., & Liaw, S. Y. (2023). Healthcare professionals’ experiences of interprofessional collaboration in patient education: A systematic review Links to an external site.. Patient Education and Counseling, 113, Article 107965. https://doi.org/10.1016/j.pec.2023.107965 King, R. J., Heisey-Grove, D. M., Garrett, N., Scott, K. A., Daley, M. F., Haemer, M. A., Podila, P., Block, J. P., Carton, T., Gregorowicz, A. J., Mork, K. P., Porter, R. M., Chudnov, D. L., Jellison, J., Kraus, E. M., Harrison, M. R., Sucosky, M. S., Armstrong, S., & Goodman, A. B. (2022).The childhood obesity data initiative: A case study in implementing clinical-community infrastructure enhancements to support health services research and public health Links to an external site.. Journal of Public Health Management and Practice, 28(2), E430–E440. https://doi.org/10.1097/PHH.0000000000001419 McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional team collaboration in a hospital setting: Advancing team competencies and behaviours Links to an external
