Category: Nursing

Research and the Role of the NP Assignment

Research and the Role of the NP
Research and the Role of the NP

Research and the Role of the NP

Order Instructions:

Research and the Role of the NP

Nursing research differs from research in other fields in that nursing draws data and develops interventions from a broad knowledge base (e.g. social science, biology, chemistry, etc.). The advantage of interdisciplinary and multidisciplinary collaboration is increasingly apparent. Review Bringing Science to Life: The Interdisciplinary Advantage (NINR, 2011).
After reviewing, please address the following:
• Compare and contrast nursing research to that of other fields of study.
• Appraise the role of the NP in the process of collaboration with researchers in other fields.
• Distinguish the role of the NP in clinical trials.

Resources
Advanced Practice Nursing: Emphasizing Common Roles
• Chapters 4, 9
Please review the following web resources:
National Institute for Nursing Research
NINR – Bringing Science to Life: The Interdisciplinary Advantage
Robert Johnson Wood Foundation
National Institute of Health
Agency for Healthcare Research and Quality

SAMPLE ANSWER

As compared with other professions, nurses do numerous kinds of duty. They make observations and adjust treatments, patient habits, and medications. Nurses not only observe medical and scientific outcomes, but also human treatment results and emotional behavior that influence treatments. As a result, nursing research is developed to cover all these areas, which other forms of researches easily neglect.

Nursing research is developed on a rigorous scientific inquiry with a significant body of knowledge with the goal of advancing the field of nursing practice, creating positive health impact across the world, and shaping healthcare policy. Nursing practice is structured to meet the goals of optimizing population health and societal well-being (Potempa & Tilden, 2004). The research is coined on holistic study of  individuals, their families, communities, and society in general. Unlike most studies, nursing practice encompasses a wide discipline including biobehavioral, translational scientifically approach, and interdisciplinary. A significant development in nursing research is the emphasis on evidence-based practices (Squires, Adachi & Estabrooks, 2008).

Nursing research has a wider scope than other researches. Most researches are developed for a specific outcome, however, any single nursing research is aimed at coming out with diverse outcome. Nursing researches revolves around clinical research, health outcomes research, health systems, and nursing education research. Clinical research is aimed at unearthing behavioral, biological, and other forms of investigations. They are undertaken in any setting where nursing practice takes place (Berlin, Wilsey & Bednash, 2005). Health systems and outcomes research are aimed at examining the quality, availability, and costs of health care services. In addition, the research is aimed at finding ways improving the effectiveness and appropriateness of all clinical practices. Nursing education practice is aimed at empowering young learner and equipping them with necessary skills needed in practice, scientific, and clinical development.

With new developments in nursing practice, such as evidenced based studies, researchers are obliged to collaborate with other parties. Nurses likewise are interested in solving diverse problems away from individual patient. They prefer observing clients in their traditional setting rather the hospital cases alone (Ploeg, Davies, Edwards, Gifford & Elliott, 2007). Usually, gaining access of clients in their natural setting presents numerous challenges. In independent research, nurses rely on diagnosis chain such as public health assistants, physicians, laboratories, and doctors to vital information. Nursing researches cannot be undertaken successfully without legal interventions, which consent and facilitate acquisition of information in their natural setting. Nurses rely on various researches to gather information basic information such as population statistics from statistical departments, geographical maps from the relevant departments, they rely on climatic and whether information to relate their health impact on the population. Additionally, nurses collaborate with educators to promote their values, and technological researches for their research instrumentation and validity (Ploeg, Davies, Edwards, Gifford & Elliott, 2007).

Nurses have a unique practices in clinical domain. The activities are diverse and span over specializations such as medical surgical, neurology, oncology, and mental health. Most of the activities undertaken by nurses are service driven (Schramp, Holtcamp, Phillips, Johnson, Hoff, 2010). There are two distinct nursing roles; CRN and RNC. CRN role is integration of specialized knowledge and skills to collaborate with patients for better outcome. RNC is focused on study management, continuity and care coordination. Some of the work conducted in clinical trials overlaps nursing research practices (Nagel, Gender, Bonner, 2010). In essences, nursing research is a holistic study approach with diverse perspectives.

References

Berlin, L.E, Wilsey, S.J., & Bednash, G.D. (2005). 2004-2005 enrollment and graduations in             baccalaureate and graduate programs in nursing. Washington, DC: American  Association of Colleges of Nursing.

Nagel, K., Gender, J., Bonner, A. (2010). Delineating the role of a cohort of clinical research  nurses in a pediatric cooperative clinical trials group. Oncol Nurs Forum. 37(3):E180– 185

Ploeg, J., Davies, B., Edwards, N., Gifford, W. & Elliott M., (2007). Factors influencing best-practice guideline implementation: Lessons learned from administrators, nursing staff  and project leaders. Worldviews on Evidence-Based Nursing. Vol 4(4):210-219.

Potempa, K.M., & Tilden, V. (2004). Building high-impact science: The dean as innovator. Nursing Education, 43, 502-505.

Squires J, Adachi A, Estabrooks C: (2008). Developing a Valid and Reliable Measure of  Research Utilization Technical Report. Edmonton, AB: Faculty of Nursing, University of Alberta.

Schramp LC., Holtcamp M., Phillips SA., Johnson, TP., Hoff J. (2010). Advanced practice nurses   facilitating clinical translational research. Clin Med Res. 8(3–4):131–134.

We can write this or a similar paper for you! Simply fill the order form!

Theoretical Basis for Nursing and Social Policy

Theoretical Basis for Nursing and Social Policy Order Instructions: I’ll need a minimum of 300 words and 2 nursing scholar/APA references for each of the paragraph.

Theoretical Basis for Nursing and Social Policy
Theoretical Basis for Nursing and Social Policy

These are a reference to include:
American Nurses Association. (2010). Nursing’s social policy statement: The essence of the profession. Washington, DC: American Nurses Association.
McEwen, M., and Wills, E. M. (2011). The theoretical basis for nursing (3rd ed.).Philadelphia: Lippincott Williams and Wilkins.
Parker, M. E. (2006). Nursing theories and Nursing practice (2nd ed.). Philadelphia: F. A. Davis.

Paragraph 1
Explain, in your own words, the difference between the three paradigms: human needs, interactive, and unitary process. Which of these best fits your philosophy of nursing?

Paragraph 2
Select one of the grand or middle-range nursing theories. How does the theory demonstrate evidence of the utilization of social, behavioral, or bioscience theories?

Paragraph 3
Discuss findings of Christina Sieloff Theory of Group Power Within Organizations and include references. Focus on applying this theory in terms of evaluating care (200 Words)

Theoretical Basis for Nursing and Social Policy Sample Answer

Nursing

In the philosophy of nursing, there occur three types of paradigm namely basic needs, interactive and unitary processes. However, these three paradigms are distinguished from each other due to what they stand for. Human needs paradigm indicate that there should be identification and limiting of the stressors through nursing mechanisms. In this aspect, much focus is placed on some of the variables that cause diseases (American Nurses Association, 2010). Human needs paradigm dictate that the patients are to be mirrored as bio-psychosocial beings that are in constant search for nursing care. The paradigm also believes that the patient is a mechanistic creature whose health problems can be evaluated and terminated if precise data is garnered. In simpler terms, interventions can be brought by to bring effectiveness in satisfying patient’s demands and needs for nursing care.

On the other hand, interactive processes in nursing are those processes that can occur between the patient and the nurse or between a patient and the health care system. Interactive processes paradigm proposes that human beings are interactive organisms and their problems can be understood as multifactorial. Therefore, the paradigm indicates that it is easy to treat a patient because many elements on the patient’s environment affect the outcome of the nursing interventions. The paradigm in simpler terms suggests that patient’s needs are mostly met when there is an appropriate transaction between the patient and the nurse. Unitary processes paradigm in nursing emphasizes that human being is an integral part of the universe and that the environment, as well as the unitary human being, are the same thing (McEwen & Wills, 2011). The paradigm holds that nursing is mainly the focus on people and their manifestations, which are derived from the human filing activities. Therefore, patients have the ability to get involved in knowing the change process as far as their health matters are concerned. Of the three paradigms above, basic needs rein the others to fit in the philosophy of nursing. This is because nursing is all about helping the patient: prevention of factors that affects a patient’s response to the stressors (diseases).

The system model is one of the mid-range nursing theories that demonstrate clearly the evidence of the utilization of social, behavioral, and bioscience theories. The theory’s main argument is that it is the role of the nurse to help the patient maintain her or his equilibrium. On the part of the bioscience theories such as adaptation theory, the system theory provides that a nurse will only be able to provide an optimal level of functioning to a patient if the subsystems in a system interact together to form a whole (McEwen & Wills, 2011). The interactive parts of the environment should be interconnected and interrelated to ensure stability. Nursing interventions, therefore, are to focus on restoring behavioral system balance wherever there is an impairment to bring a new status of development.

On the part of behavioral theories such as behavioral system theory, system model asserts that a patient is a behavioral system reacting in a manner that is predictable to its environment to ensure there is a balance. Therefore, nursing intervention occurs whenever a patient or a person is unable to perform necessary subsystem tasks. In overall terms, nursing is the deliberate external regulatory force that functions to restore the equilibrium in the behavioral system (American Nurses Association, 2010). System theory demonstrates the evidence of social theories, such as Neuman system model, by viewing human beings as spiritual beings with human experience. This theory of nursing stresses the impact of a problem on an individual, and how well the person reacts back to the problem. Social factors are some of the attributes that force an individual to seek nursing intervention. The problem can be either extra-personal or intrapersonal. The environment can take the both perceptive of a problem that affects a patient. The individual is constantly interacting with the environment to bring an influence between the two.

Christina Sieloff is well known for her theory of group power within organizations. The findings from this theory have remarkable application in evaluating care. One of the findings of the theory is that nursing power as viewed by professionals is very important in the provision of quality health services to clients (McEwen & Wills, 2011). The theory echoes this statement by arguing that nurses perceive the lowest levels of group power in correlation to subscales of regulating the impacts of environmental forces, communication, resources, and group supervisor’s result competency. Another finding of the theory by Christina Sieloff’s theory of group power within organizations is that there was a weak correlation between professional autonomy and group leader’s goal accomplishment competency, outcome competency and result attainment perceptive (American Nurses Association, 2010). The implication of this in evaluating care is that nursing management nurse managers can play a major role in nurses’ group-goal accomplishment capability and expected professional autonomy.

The theory also found out that the leader of a nursing organization could bring forth a significant change in a group’s ability to actualize their power capacity. Therefore, the theory identifies behaviors correlated to power perceptive variables and the nurse leader’s power competency that a nurse manager can take to foster a nursing power in a group. Moreover, Christina Sieloff’s theory of group power within organizations found out that a nurse would need to have leadership characteristics in order to be able to function successfully in a new century (David, 2014). The needed features comprise of the ability to manage the environment, ability in changing the views of the patients, being a visionary person, ability to apply new resources and to possess abilities to utilize efficiently and effectively communication skills. This is not forgetting that the theory found out that there was a need to assist staff gets the group power they need to be heard and to realize their goals.

Theoretical Basis for Nursing and Social Policy References

American Nurses Association. (2010). Nursing’s social policy statement: The essence of the profession. Washington, DC: American Nurses Association.

David, D. (2014). The Oxford handbook of leadership and organizations. New York: Oxford        University Press.

McEwen, M., and Wills, E. M. (2011). The theoretical basis for nursing (3rd ed.).Philadelphia:           Lippincott Williams and Wilkins.

Reimbursement for NP Services Available

Reimbursement for NP Services
Reimbursement for NP Services

Reimbursement for NP Services

Order Instructions:

SECTION A (1.5 pages minimum)

Reimbursement for NP Services

Reimbursement processes and rates for services provided by NPs vary between funding sources. Differentiate between public, private and managed health care plans. Research the application process for NPs to join the panels for reimbursement and the rates of reimbursement for services provided by NPs. Share with your colleagues which panel(s) you researched and what you learned.

Include a reference list at the end of this section 4 minimum.

SECTION B (1.5 pages minimum)

Healthcare Reform and the NP

Health care reform has prompted numerous debates in regard to reimbursements for providers, such as NPs, Physician Assistants (PAs) and MDs. What are the arguments, data, and rationale used by proponents and opponents of healthcare reform? What is your perspective on the implications of healthcare reform in regard to the role of the NP?
Also, in less than 300 words assess how regulatory, legal, and legislative issues impact advanced practice nurses and discuss how this plays into healthcare reform.

Include a reference list at the end of this section 4 minimum.

Resources

Advanced Practice Nursing: Emphasizing Common Roles
• Chapter 7, 13

Please review the following web resources:

American College of Nurse Practitioners
Centers for Medicare & Medicaid Services
HealthCare.gov

SAMPLE ANSWER

SECTION A: Reimbursement for NP Services

Reimbursements for the services provided by nurse practitioners (NP) constitute a significant part of the health care programs offered in the United States of America and there are considerable variations in the extent of reimbursement rates according to the processes adopted as well as between funding sources (Safriet, 1992). For example, there a various public, private and managed health care plans in the US and there are relative variations between them on basis of the reimbursement rates as well as adopted reimbursement process. In particular, the major health care plans include Medicare, Medicaid as well as commercial indemnity insurers, health maintenance organizations and/or commercial managed care organizations (MCOs) and finally schools or businesses that want provision of health services for their student or employees respectively. Each of the above mentioned health care plans have varied rules and regulations on reimbursement process and rates for the services provided by NPs (Safriet, 1992).

The particular differences that exist between the above mentioned health care programs are in form of management, ownership as well as reimbursement rates as well as reimbursement process. For example, both Medicare and Medicaid health care programs are managed by the government to provide health insurance services to its citizens who meet threshold requirements for inclusion (Stanley, 2010). All the latter health care programs are privately managed or managed by non profit making organizations. Moreover, these health care programs are differently owned where both Medicare and Medicaid are owned by the government while the rest health care programs are either privately managed or managed by non profit making organizations.

Furthermore, in order for the NPs to join the panels for reimbursement the application process also vary considerably as well as the reimbursement rates for the health care services that the NPs provide (Stanley, 2010). In particular, the for an NP to join the Medicare reimbursement panel, the must be holders of state licenses as an NP while at the same time an holder of a certification as an NP by a nationally recognized certifying professional body. Some of the nationally recognized professional bodies for certifying NPs include National Certification Corporation, Americans Nurses Crediting Center, Critical Care Certification Corporation, as well as American Academy of Nurse Practitioners (Stanley, 2010). Moreover, since January 1, 2003 individuals who intend to apply for Medicare reimbursement panel must also be in possession of a master’s degree from a recognized institution of higher learning. Upon meeting the above mentioned requirements an individual NP can apply to join Medicare reimbursement panel (HealthCare.gov).

According to Medicare the reimbursement rates to the services provided by NPs, the NPs are paid 80 per cent of the 85 per cent of the rate of physicians Fee Schedule for any medical procedure where an NP participates since in Medicare an NP must always offer his/her services in conjunction with a physician to qualify for reimbursement (Medicare & Medicaid Services).

References

American College of Nurse Practitioners, Retrieved from: http://www.discovernursing.com/about-us

Centers for Medicare & Medicaid Services, Retrieved from: http://www.cms.gov/

HealthCare.gov, Retrieved from: https://www.healthcare.gov/

Safriet, B.J., (1992). Health care dollars and regulatory sense: The role of advanced practice nursing. Yale Journal of Regulation, 9(2), 417-488.

Stanley, J.M. (2010). Advanced Practice Nursing: Emphasizing Common Roles, (3rd ed.). New York, NY: F.A. Davis Company.

SECTION B: Healthcare Reform and the NP

Reimbursements for health care providers such as NPs, MDs and Physician Assistants (PA) have prompted numerous debates with regards to health care reform. For instance, over the last two decades key issues that have influence health care system in the United States and in particular with regards to reimbursement for the services provided by health care providers. The key debates have revolved around improvements of health care access while containing the costs and maintaining quality for the health care services. However, the direction of this debate has always been changing in direction on basis of newly upcoming issues (Griner, 1995). For example, the rapid increases of health care costs in the 1980s together with global recessions of the early 1990s brought another new issue regarding to making sure that security of health care benefits that accrue from the health care programs are sustained. Based on this premise, the main debate with regards to reimbursements has not only revolved around the rates or process, but around the cost of health care services access (Stanley, 2010).

The arguments by proponents have been that the cost of health care access should be maintained as low as possible even if it means reducing the reimbursements rates, but on basis of a stringently controlled procedure. This includes devising a procedure through which NPs, MDs and Physician Assistants (PA) reimbursement rates could be maintained as affordable as possible in order to make them easily accessible while ensuring quality is not compromised (Stanley, 2010). Since a considerable number reimbursements are done by public health care programs such as Medicare and Medicaid, proponent of reduction in reimbursement rates argue that this would reduce the amount of money the government uses on this programs meaning that if the same budget is maintained the more people would access quality health care affordably courtesy of these public health care programs. On the other hand, the opponents of this debate argue that it would not only compromise with the quality of health care services but also it will significantly reduce the motivation of health care providers such as NPs, MDs and Physician Assistants (PA) as a result of low reimbursement rates (Stanley, 2010). My perspective on the implications of healthcare reform in regard to the role of the NP is that the same reimbursement rates should be maintained, but the government should increase budgetary allocations for these programs to ensure wider access (Stanley, 2010).

Regulatory, legal, and legislative issues have the potential o significantly impact advanced practice nurses into healthcare reform (Safriet, 1992). For instance, regulatory issues help to ensure that the threshold requirements are met by advanced practice nurses in order to guarantee quality. Moreover, the legal and legislative issues impact advanced practice nurses by making sure the necessary laws and rules are formulated to ensure healthcare is stringently controlled with regards to intended reforms (Stanley, 2010).

References

American College of Nurse Practitioners, Retrieved from: http://www.discovernursing.com/about-us

Centers for Medicare & Medicaid Services, Retrieved from: http://www.cms.gov/

Griner, P.F. (1995). The work force for health: Response. 20/20 Vision: Health in the Twenty-first Century. Washington, DC: Institute of Medicine, 102-103.

Safriet, B.J., (1992). Health care dollars and regulatory sense: The role of advanced practice nursing. Yale Journal of Regulation, 9(2), 417-488.

Stanley, J.M. (2010). Advanced Practice Nursing: Emphasizing Common Roles, (3rd ed.). New York, NY: F.A. Davis Company.

We can write this or a similar paper for you! Simply fill the order form!

Defensive practice strategies the NP could employ to prevent a lawsuit

Defensive practice strategies the NP could employ to prevent a lawsuit
Defensive practice strategies the NP could employ to                                        prevent a lawsuit

Defensive practice strategies the NP could employ to prevent a lawsuit

Order Instructions:

• Write a 5 page paper in which you present a case involving malpractice. This case may either be fictional or true. Identify defensive practice strategies the NP could employ to prevent a lawsuit relative to the case you present.

• Next, research malpractice insurance and clarify whether the NP would be covered and to what extent in the case you presented

Resources
Please review the following web resources:

Kleinpell, R. 2009. NPs Role in Improving Quality and Safety: Focusing on Outcomes

ACNP – Nurse Practitioners and Malpractice/Liability
Frazee & Grozel (2009). -Advance for NPs and PAs – Defensive Medicine: Right or Wrong?

Edmunds & Scudder (2009). Malpractice Litigation Continues to Be of Concern to Nurse Practitioners

The Agency for Healthcare Research and Quality (AHRQ) – Patient Safety Network

Quality and Safety Education for Nurses (QSEN)

The National Database of Nursing Quality Indicators (NDNQI)

Joint Commission – National Patient Safety Goals

SAMPLE ANSWER

There are many examples of medical negligence in Nursing Practice that is embodying the health departments a lot of money inform of malpractice claims. The malpractice in the medical arena is a crisis that is currently rapidly spreading across the Nursing Practice profession and bears a lot of relevance to the losses the Nursing Practice has incurred; as a result. One major aspect of the malpractice crisis is that explicitly includes the litigation against Nursing Practice centers as a target from the medical seekers (Graham et al. 2006). When a patient suffers damage harm in the care of medical professionals, either as a result of error, negligence, or a related malpractice, the hospital where that person received care may be held responsible for the losses that are suffered or pain that the patient endures in the medical practice center as a lawsuit for negligence. Hospitals are tasked with serving their patient needs and maintain their safety; but, sometimes, there is a compromise in patient safety due to the failure of the hospital to take the necessary processes in the prevention of negligence and medical error (Graham et al 2006). The instance in am considering in this paper is a nursing mistake as a result of negligence whereby the nurse fails to communicate the complaints, symptoms or concerns of the patient to the doctor or other professionals in the medical fraternity.

In the case scenario described above, it is a malpractice instance where the hospital negligence issue impacts both the nurse and the hospital, although mostly the nurse can be held liable. This is a scenario where the nurse was fully responsible to handle the situation since the nurse is the one who had the most frequent patient contact. The nurse was actually tasked to come in and conduct check-ins routinely, administer medications, feed the patient as well as administer small medications, or take some tasks like conducting x-rays, and much more services for the patients as required by the Nursing practice. In the case mentioned, the nurse failed to act in the way he was required and therefore he committed a medical error by failing to act in the manner that would have prevented harm to the patient, actually, in this scenario both him and the patient are liable and can face a law suit by the patient (Clark & Hankins 2013).

See, Nursing Practice physicians must comprehend and effectively communicate to their patients who are experiencing certain symptoms, conditions or have complaints to the doctor, since this is very crucial in managing their sickness since these nurses are usually involved in the first team that diagnoses the patients and then proceeds with the process of treatment, and are tasked with monitoring symptoms more especially. Therefore, having established that the actions of the nurse constituted medical malpractice associated with the Nursing Practice, it is crucial to identify the various defensive strategies the Nursing Practice could employ to prevent any possible lawsuit relative to the negligence case covered (Clark & Hankins 2013).

There are several instances when the Nursing Practitioners have been found guilty of nursing malpractice when such cases hit the courts and hence the hospital in this case scenario has to employ certain strategies that would avoid litigation as a result of unprofessional conduct of failing to communicate the symptoms, complaints and concerns of the patient the medical practitioner. After establishing that the nurse was in fact liable for the malpractice committed, the hospital can first avoid the costly and lengthy battles in court through settling the case because obviously the nurse, and the hospital, are clearly on the wrong here. Otherwise, the hospital or the nursing practitioner would have to consult their insurance company for malpractice to represent them in case the patient chooses to settle the case in court. All in all, the best approach that is suggested is to try as much as possible to settle the issue out of the court of law, and they should only be positive about the court route if they envision that they will have a substantial case before the court of law (Budetti 2005). If the client proceeds with the case, a presents it before the court of law it may impact the nursing practice in more than one fold. First, the reputation of the nursing practice will have been destroyed in the event the hospital losses, and actually by the look of the facts that are present, the hospital will most probably be on the losing end. The hospital might even suggest offering free medical treatment to the patient until the patient recovers fully from their condition, besides assigning a new nurse to handle the complaints, concerns, and symptoms to the doctor or healthcare professional (Budetti 2005).

The major function of the Nursing Practice Malpractice liability cover is to defend the nursing practitioner from being litigated as a result of legal lawsuits that come by as a result of acts of neglect, either perceived or real, in the roles they play as healthcare providers (Edmunds & Scudder 2009). Most of the Nurses and healthcare practitioners depend mainly on their employers, that are the hospitals, to cover them in times of legal trouble, and this often exposes them in ways in which the various personal malpractice policies would cover them. It is important that nursing practitioners only entrust their professional integrity to themselves, not to anyone else. Therefore all the cases that are liable for litigation are covered under the insurance liability of the Nursing Practice (Edmunds & Scudder 2009).

The case analyzed in the case scenario falls under the category of the cases that can be handled under the malpractice insurance that is defined under the Nursing Practice. This is because it satisfies the criteria of the issues of neglect that are outlined in the insurance act (Frazee & Grozel 2009). This is was a case of neglect whereby the nurse did not communicate the symptoms, complains and concerns to the doctor or a medical practitioner. It doesn’t matter whether the nursing practitioner did this intentionally, or they were implicated to have done it, what matters is that it was a case of neglect that was practiced by the nurse. The nurse and the hospital will, therefore, be covered in the insurance for malpractice in the Nursing Practice (Frazee & Grozel 2009).

It is clear that all the four elements that are mentioned to prove that the case qualifies to be classified as a case on nursing negligence. The first element is that the case must have involved the issuing the wrong type of dose or the wrong dose to the patient (Kleinpell, 2009). This element has to prove that the physician in the healthcare profession or providers had a duty to provide health care to a specified patient or patients. The second element that is clear from the case scenario is that the nurse or healthcare professional or the healthcare facilities failed to provide the standard of the designated medical care to the patient. The third element that is still applicable to this case to be successively classified as insurable under the insurance for malpractice in the Nursing Practice is that the failure of the nurse to communicate the complains, symptoms and concerns of the patient might have resulted to harm to the patient the nurse was attending to. The fourth and last element that the case described above satisfies so that it falls under the nursing practice insurance is that the patient can possible prove that there were damages which might have impacted his health negatively such as his ability to work, and implications on his finance. The case described above therefore is fully covered under the insurance for nursing malpractice insurance, and hence the appropriate insurance they are insured to shall guide them on how to proceed with the patient case in their hands (Kleinpell, 2009).

In conclusion, when a patient suffers damage harm in the care of medical professionals, either as a result of error, negligence, or a related malpractice, the hospital where that person received care may be held responsible for the losses that are suffered or pain that the patient endures in the medical practice center as a lawsuit for negligence. The case analyzed is a nursing mistake as a result of negligence whereby the nurse fails to communicate the complaints, symptoms or concerns of the patient to the doctor or other professionals in the medical fraternity. It can be avoided by settling it out of court, but, still it is covered under the insurance on nursing malpractice.

References

Budetti PP. (2005) Tort Reform and the Patient Safety Movement. JAMA.; Jun 1: 293(21):2660-2662

Clark SL, Hankins GD.  (2013).Temporal and demographic trends in cerebral palsy–fact and fiction. Am J Obstet Gynecol. Mar;188(3):628-33.

Edmunds & Scudder (2009). Malpractice Litigation Continues to Be of Concern to Nurse Practitioners

Frazee & Grozel (2009). -Advance for NPs and PAs – Defensive Medicine: Right or Wrong?

Graham EM, Petersen SM, Christo DK, Fox HE (2006). Intrapartum electronic fetal heart rate monitoring and the prevention of perinatal brain injury. Obstet Gynecol. Sep; 108(3 Pt 1):656-66.

Kleinpell, R. (2009). NPs Role in Improving Quality and Safety: Focusing on Outcomes
ACNP – Nurse Practitioners and Malpractice/Liability

We can write this or a similar paper for you! Simply fill the order form!

Quality and Safety and the role of the NP

Quality and Safety and the role of the NP
Quality and Safety and the role of the NP

Quality and Safety and the role of the NP

Order Instructions:

This paper comes I two sections and each section must have a reference list at the end of that section, and in section B I will send the file to use to respond to the first question and for the second section, you will search online as mentioned by the prof to be able to complete that section. Please it is important to use proper APA and details are critical for this paper.

SECTION A (1.5 pages Minimum)

The Role of the NP in Improving Quality and Safety
Conduct a literature search to locate at least one article that addresses the role of the nurse practitioner in improving patient safety and quality of care delivered. Once you have done this, prepare a posting in which you:

• Describe the role of the NP in promoting quality and safety in the U.S. health care system.

• Propose a minimum of three methods for the NP to ensure continuous improvement in the quality and safety of healthcare systems.

Include a reference list for this section right here before starting section B (4 references)

SECTION B (1.5 pages minimum)
National Patient Safety and the Role of the NP

Review the QSEN Competency KSAS (Graduate) (attached)

After reviewing, please address the following in your discussion:

• Describe methods the NP will use to identify and prevent verbal, physical and psychological harm to patients and staff.

Next, search and review the AHRQ Patient Safety Network online

After reviewing, please address the following in this section:

• How can the methods you described above be integrated into the role of the NP? Propose new methods you feel can make an impact on national patient safety resources, initiatives and regulations. How can these add to the continuous improvement in the quality and safety of healthcare systems?
Include a reference list at the end of this section ( 4 references minimum)

Resources

Please review the following web resources:

Kleinpell, R. 2009. NPs Role in Improving Quality and Safety: Focusing on Outcomes

ACNP – Nurse Practitioners and Malpractice/Liability

Frazee & Grozel (2009). -Advance for NPs and PAs – Defensive Medicine: Right or Wrong?

Edmunds & Scudder (2009). Malpractice Litigation Continues to Be of Concern to Nurse Practitioners

The Agency for Healthcare Research and Quality (AHRQ) – Patient Safety Network

Quality and Safety Education for Nurses (QSEN)

The National Database of Nursing Quality Indicators (NDNQI)

Joint Commission – National Patient Safety Goals

SAMPLE ANSWER

Quality and Safety and the role of the NP

Section  A

Nursing Practitioners are registered nurses whose contribution to healthcare facilities goes beyond the scope of a traditional nurse. This is because nurses have been known to act as subordinates to doctors when it comes to their positions in healthcare centers. This is made possible by the fact that their training and practical exposure is more advanced than that done by registered nurses. The position of Nursing Practitioner is necessary in the USA’s healthcare system because they play a major role in the promotion of quality and safety in the delivery of healthcare services. This is achieved through several roles that they carry out in their day to day operations (Haig et al, 2006).

Overseeing the management of chronic and acute illnesses through diagnosing, evaluating and managing their treatment. While general practitioners and registered nurses have the capacity to handle these ailments, it is important to note that the authority of registered nurses is limited while the skills of the general practitioner allow for superficial management. Nursing practitioners therefore bridge this gap (Montalvo, 2007).

Another role of nursing practitioners is the accessing and analysis of the historical records of patients as well as the conducting of physical examination to investigate the impact of acute ailments and the progress of their management (Cronenwett et al, 2007).

Nursing practitioners also order and perform diagnostic studies when these are needed. These diagnostics include MRI scans and X rays.

Nursing practitioners also take part in the prescription of medication for patients who have chronic or acute sicknesses. It is however important to note that there is a variance in the authority they have in doing this depending on the state they practice in (Hughes and Mitchell, 2007).

Nursing practitioners also provide healthcare advice to patients on how they can improve and maintain their health.

Methods Nursing Practitioners can implement to ensure continued improvement of healthcare

The first thing that nursing practitioners can do to improve the quality of healthcare is to document their work experiences so that others can learn from them.

Secondly, nursing practitioners can also formulate best practices which can be used in the management of chronic conditions so as to further alleviate the pain and suffering that these patients undergo.

The third thing that nursing practitioners can to in their effort to improve the quality of healthcare in the country is to lobby for legislative changes that will guarantee them more power to prescribe medication since they have the greatest deal of contact hours with these individuals.

References

Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., … & Warren, J. (2007). Quality and safety education for nurses. Nursing outlook, 55(3), 122-131.

Edmunds & Scudder (2009). Malpractice Litigation Continues to Be of Concern to Nurse Practitioners

Haig, K. M., Sutton, S., & Whittington, J. (2006). SBAR: a shared mental model for improving communication between clinicians. Joint Commission Journal on Quality and Patient Safety, 32(3), 167-175.

Hughes, R. G., & Mitchell, P. H. (2008). Defining Patient Safety and Quality Care.

Montalvo, I. (2007). The National Database of Nursing Quality IndicatorsTM (NDNQI®). OJIN: The Online Journal of Issues in Nursing, 12(3).

Section B

There are three things that a Nursing Practitioner can do to ensure that the prevention and identification of psychological, verbal and physical harm to the patients and staff. The first of this is to work on the work environment. This environment needs to be defined through high levels of trust and respect. In such an environment an individual who has been harmed will confidently confide in someone on a position to help without any fear of his or her information being leaked. This trust can be achieved through teamwork training which will bolster trust not just for work but also for the social interactions between individual healthcare workers (Moote et al, 2011).

Secondly the Nursing Practitioner can achieve the prevention and identification of the different forms of harm through the development of a culture that does not foster or tolerate hostility in the work place. The main cause of hostility in the workplace is the aggressor feeling threatened unnecessarily. This tension can be reduced by making the working environment at the healthcare center relaxed with emphasis on the importance of bonding with one’s workmates. The ARHQ recommends the establishment of safety measures at different levels of the healthcare center’s management so as to create an organization-wide culture of commitment to safety (Nettina et al, 2013).

Last but not least, Nursing Practitioners can also employ the use of best practices such guidelines on how to avoid sexual harassment in the office. These best practices can be coupled with legal approaches which will help in ensuring that those who are found to have been harmful to others in the workplace face the law for their actions. It is important for the information about the different forms of harm to be placed in the contract document that employees sign as they start their employment. Their signing of these contracts binds them to the rules and regulations set by the employer or since it indicates their agreement to abide by the terms of employment. . According to the ARHQ, disruptiveness and unprofessionalism pose a grave danger to the patients. Physicians are therefore encouraged to behave in an ethical manner to ensure the safety of their patients (Frazee and Grozel, 2009; Haig et al, 2006).

Proposals

To improve safety and quality standards in healthcare, American nursing practitioners need to be going on ‘exchange programs’ to clinics and facilities in different jurisdictions and possibly other countries so as to expose them to different approaches to safety and quality.

Appraisals for nursing practitioners and other individuals working in healthcare also needs to be conducted on the basis of adherence to safety standards.

References

Frazee & Grozel (2009). -Advance for NPs and PAs – Defensive Medicine: Right or Wrong?

Haig, K. M., Sutton, S., & Whittington, J. (2006). SBAR: a shared mental model for improving communication between clinicians. Joint Commission Journal on Quality and Patient Safety, 32(3), 167-175.

Moote, M., Krsek, C., Kleinpell, R., & Todd, B. (2011). Physician assistant and nurse practitioner utilization in academic medical centers. American Journal of Medical Quality, 26(6), 452-460.

Nettina, S. M., Msn, A. B., & Nettina, S. M. (2013). Lippincott manual of nursing practice. Lippincott Williams & Wilkins.

We can write this or a similar paper for you! Simply fill the order form!

NPs and the Integral Knowledge Base

NPs and the Integral Knowledge Base
NPs and the Integral Knowledge Base

NPs and the Integral Knowledge Base

Order Instructions:

For this paper, the writer will use the template as a guide in completing the paper. APA 6th edition is Key to this paper that’s why it is critical to follow the sample paper when completing this paper. The writer must also address all the key requirements mentioned in the questions and give very responses.

Write a 6 page paper (excluding title and reference pages) evaluating the necessity of a more comprehensive understanding of pathophysiology, pharmacology, and physical assessment skills for the role NP in contrast to the role of the RN.
Analyze and integrate the impact of cultural competence and ethical decision making models on clinical reasoning, health policy and practice in regard to this more comprehensive understanding in the role of the NP.

Resources

• ANA – Code of Ethics for Nurses

• NCCAM, National Institutes of Health

• The Role of Ethnicity in Variability in Response to Drugs: Focus on Clinical Pharmacology Studies (2008)

• U.S. Department of Health and Human Services – National Advisory Council on Nurse Education and Practice

• U.S. Department of Health and Human Services – The Data Bank: National Practitioner Healthcare Integrity and Protection (n.d.)

• U.S. Department of Health and Human Services – Office of Minority Health

• MayoClinic Proceedings – Religious Involvement, Spirituality, and Medicine: Implications for Clinical Practice

• HealthCare.gov – National Prevention, Health Promotion and Public Health Council – The National Prevention Strategy: America’s Plan for Better Health and Wellness

• U.S. DHHS, Office of Disease Prevention and Health Promotion, Healthy People

• Dossey, B. (2008). Theory of Integral Nursing. Advances in Nursing Science. 31 (1),pp. E52–E73 Wolters Kluwer Health.

SAMPLE ANSWER

NPs and the Integral Knowledge Base

Introduction

Nursing is a vital profession in the healthcare field. There are different level of nurses based on experience, training and educational qualifications. This can be registered nurse or nurse practitioners. The scope of practice and authority of these nurses differ from one state to another. Cultural competence is an important aspect of nursing profession given that practice in a culturally diverse setting is inevitable in nursing profession. This paper will look into the difference in the roles of registered nurses and nurse practitioners assess the justification nurse practitioners to have advanced knowledge of pathophysiology, pharmacology and physical assessment. It will also examine the importance of cultural competency in nursing care.

Registered nurse and Nurse Practitioner

A registered nurse is a healthcare practitioner whose main job is educating and treating patients as they assist doctors. In many instances, they also help patients to put up care plan. Some of their responsibilities include administration of medication and therapy, maintaining IV lines for fluids as well as monitoring and recording patient’s condition for doctor’s assessment. The level of education is basically a bachelor’s degree in nursing or a collage diploma. They must work under a physician and are not authorized to prescribe medication and diagnose diseases.

A nurse practitioner often abbreviated as NP is a graduate nurse who has specialized in advanced practice nursing. They are licensed to offer a wide range of care services which include performing physical exam and taking patients history. Unlike registered nurses, nurse practitioners are allowed to order laboratory tests, diagnose, treat and manage diseases. They can also perform certain procedures like lumber puncture and bone marrow biopsy, coordinate referrals, write prescriptions and give hand outs concerning healthy lifestyles and disease prevention. They do work in diverse settings such as neonatology, primary care, women’s health, oncology, school health, pediatrics, nephrology, cardiology, family practice and emergency care among others. Some nurse practitioners are able to work in clinics under no supervision of a doctor while others work together with doctors in a team of public health care professionals. They have two levels of regulation and the scope of practice as well as their authority is highly influenced by the state laws. First they are licensed under the state law, and then obtain certification through national organizations that have consistent professional practice and standards in all states. The laws that govern NP licensing are different in different states, many states nowadays require that NP obtain national certification and a masters degree, other states require that a NP to work with a medical doctor while others have no recognition for nurse practitioners (Iglehart, 2013).

Nurse practitioners are to a greater extent well prepared to give primary care. They have undergone training in managing health problems of many kinds as well as in health promotion. Due to the current challenge that exist in patient care; the role of nurse practitioner can only increase than to reduce. Nurse practitioners are able to work independently in acute care settings and in primary care, their effort can help modulate the cost of healthcare through patient’s education and provision of frontline primary care (An Expanding Role for Nurse Practitioners. (n.d.). In the present day, nurse practitioners are commonly used by Americans in a lot of healthcare needs and they are fully recorgnised by many providers and most healthcare consumers as a vital component of latest healthcare system. For at least fifty years nurse practitioners have given a lot of services in both chronic, acute and community settings, hence they are very important in the healthcare system. It is also expected that NPs are likely to become even more essential as American obtain broader services due to the healthcare reforms (Nurse Practitioners: Shaping the Future of Health Care (n.d.).

Educational pathway

The IOM report acknowledges the fact that nursing has had definitional issues throughout its history, especially in regards to the educational pathways. There are three pathways which are required for initial licensing. First is an associate degrees offered by nursing schools and community collages which takes a period of between two to three years for completion. Secondly is a diploma that is offered by hospitals and take three years. Lastly is a four year degree in nursing usually offered by schools of nursing as well as in universities. The curriculum contains preparatory courses, focus on sciences, public health, nursing research and clinical training. A nurse with a bachelors degree need an additional between 500 to 700 clinical hours that is supervised and a masters degree to qualify as a nurse practitioner (Garcia, 2011).

Increased demand for healthcare

According to Institute of Medicine report of 2010, it is expected that millions of patients will access health services as per the affordable care act by the federal government. Practicing nurse should therefore be well equipped and take the lead in giving that care. Because the roles they play and their ability to take charge of a clinic without the supervision of a doctor. This IOM report of 2010 also serves as the direction that guides nursing profession. The foundation by Robert Wood Johnson indicates that nurse need to have a more strong educational base in order to advance their case for more clinical authority. Nurse practitioners need proper understanding of pathophysiology, physical assessment as well as pharmacology. This will be of great help to them as they diagnose diseases and prescribe drugs especially with the current shortage of physicians to take part in primary care and treat the growing population of newly insured persons. In addition to the current population growth characterized with more aging patients, finding a practitioner has been challenge.

Research has revealed that only close to 25% of graduates from medical schools join careers in primary care as physicians. The state laws governing scope of practice have also placed limits in regard to the clinical boundaries for nurse practitioners; most of them provide primary care in a number of settings. American Medical Association has shown full support for the law on scope of practice indicating the need to promote patient safety and ensure APRNs always provide primary care under the supervision of a physician. Nursing advocates however, are greatly opposed to these restrictions especially in regards to the limit on drug prescription. This is consistent with the IOM report which recommends that nurses need to be given freedom to practice to the extent of their training and education (Iglehart, 2013).

American medical association indicates that some states including District of Colombia permit APRNS to diagnose and treat patients. They are also authorized to prescribe medication and refer patients even without supervision by a physician, some states require that physicians are involved when the nurses diagnose, prescribe and treat patients. Many nurse practitioners view lack of permission to prescribe drugs as the main impediment that bar them from efficient care delivery. The truth is that for a healthcare professional to safely prescribe and administer drug, it is important that one fully understand disease pathophysiology, drug pharmacology and possess physical assessment skills for proper clinical diagnosis. Despite the rapid growth of physicians than the  population in the U.S  for over 30m years ago, it has been estimated that the nation is likely to face a shortage of close to 62,100, physicians, 33100 Primary care providers and 29000 of other specialist. Nurse practitioners are scarce in a number of areas, an issue that has been influenced by that fact that there is an equal distribution of nurse practitioners and physicians who are mainly concentrated in sub urban and urban areas thus leaving rural areas remain with a few practitioners yet these are the places that most often need medical help (Tornyay, 2008).

Cultural competence in nursing

Cultural competency in care is a nursing practice that is keen to issues that relate to culture, gender, race and sexual orientation. In this process the nurse aims to achieve the capability to effectively provide service in an environment with diverse cultural background. A cultural competence model as proposed by Camphinha-Bacote encompasses cultural knowledge, cultural encounters, cultural skills and awareness. In cultural awareness, the nurse recognizes, and develops interest on beliefs, values, life practices as well as problem solving modalities of other cultures. Cultural awareness helps the nurse to recognize the disparity between their culture and that of their patient’s hence devising appropriate approach to patient diagnosis and care. Cultural knowledge on the other hand is the process of seeking and obtaining education concerning various world views on different cultures (Chaloner, 2003).

This knowledge can help nurses to familiarize with ethnically diverse groups, practices, belief, world views and the strategies for problem solving. This knowledge can be obtained by reading literature on different cultures and participation in continuing education courses about cultural competence as well as attending conferences on the same. Cultural skill also a crucial part of the model helps a nurse to perform a better cultural assessment. This may help a nurse to adequately assess patient’s cultural values. Cultural encounter is concerned with participation within cross-cultural interactions with people who have different cultural backgrounds. These cultural encounters become important when dealing with patients for it helps to avoid stereotyping (A model of care for cultural competence. (n.d.).

Conclusion

Currently, Nurse practitioners have shown the ability to effectively deliver high quality healthcare services at low cost. Base on their high level of training and skills, and their ability to take charge of a clinic without supervision by a physician, Nurse practitioners need to have deep understanding of pathophysiology, physical assessment as well as pharmacology in order to enable them deliver services in a safer manner. This knowledge will enhance their diagnosis, prescription and patient care competence. This is unlike registered nurses who have to work under a physician mainly in patient care and education; they don’t need to have a deep understand of pharmacology, physical assessment and pathophysiology. It is also important to point out the important of cultural competence for proper service delivery in healthcare.

References

Iglehart, J. (2013). Expanding the Role of Advanced Nurse Practitioners — Risks and Rewards. New England Journal of Medicine, 1935-1941.

Nurse Practitioners: Shaping the Future of Health Care. (n.d.). Retrieved November 24, 2014, from http://www.nursing.upenn.edu/nhhc/Pages/Nurse-Practitioners.aspx

Bottom of Form

Tornyay, R. (2008). Making Room in the Clinic: Nurse Practitioners and the Evolution of Modern Health Care. Archives of Pediatrics and Adolescent Medicine, 1093-1093.

An Expanding Role for Nurse Practitioners. (n.d.). Retrieved November 24, 2014, from http://today.uconn.edu/blog/2014/02/an-expanding-role-for-nurse-practitioners/

A model of care for cultural competence. (n.d.). Retrieved November 24, 2014, from http://www.euromedinfo.eu/a-model-of-care-for-cultural-competence.html/

Chaloner, C. (2003). Ethics, Power and Policy The Future of Nursing in the NHS Ethics, Power and Policy The Future of Nursing in the NHS. Nursing Standard, 29-29.

Bottom of Form

Garcia, A. (2011). The Future of Nursing: An Introduction to the Institute of Medicine’s 2010 Report. NASN School Nurse, 116-120.

We can write this or a similar paper for you! Simply fill the order form!

The Evolution of the Role of the NP

The Evolution of the Role of the NP
The Evolution of the Role of the NP

The Evolution of the Role of the NP

Order Instructions:

This assignment is in 2 sections and each section need to have a minimum of 4 references at the end of that section, meaning the writer will have to provide 2 reference list one each at the end of the section. I have also included the document that is needed to complete section B. The writer must pay attention to details and respond t all questions in detail.

The Evolution of the Role of the NP
SECTION A (2 pages minimum)
The Evolving Role of the NP
The role of the NP has evolved dramatically over the course of the last 50 years. The evolution of the role is impacted by changes in legislation affecting licensure, credentialing, scope of practice, and educational requirements. Choose a legislative issue related to the role of the NP and describe this for your colleagues. How does this issue impact the scope of practice for NPs? What changes might this issue catalyze? Describe the implications of the DNP credential in regard your selected issue.
Include a minimum of 4 reference at the end of this section.

SECTION B (2 pages minimum)
The Consensus Model/LACE
The Consensus Model was developed with the idea of uniform regulation of NPs across the United States. Review the document Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (NCSBN, 2008). The document will be uploaded in the file section for the writer.
Evaluate the proposed model. What are the strengths and weaknesses of the Consensus Model? Consider the implications, as well. How might this model impact competition and/or collaboration between NPs and physicians in the U.S. health care system?
Include a minimum of 4 reference at the end of this section.

Resources
Textbooks, read the following:
Advanced Practice Nursing: Emphasizing Common Roles
• Chapters 1, 6
Please review the following web resources:
• Are Nurse Practitioners the Solution to Shortage of Primary-Care Doctors? (PBS, 2011)
• Nurse Practitioner World News: The 5 NP Political Issues and the One Solution (O’Grady, 2009).
• Consensus Model for APRN Regulation: Licensure, Accreditation, Certification and Education (APRN Consensus Work Group & the
• National Council of State Boards of Nursing APRN Advisory Committee, 2008)
• American Association of Colleges of Nursing (AACN) Resources and information on Doctor of Nursing Practice (AACN, 2011)

SAMPLE ANSWER

The Evolution of the Role of the NP

SECTION A: The evolving role of the NP

The chosen legislative issue is the expansion of the scope of practice of the Nurse Practitioners (NP). The scope of NPs should be expanded and NPs actually qualify for independent practice – they should be allowed to practice independently without being supervised or directed by a physician. NPs are registered nurses with a postgraduate degree in nursing – commonly a master’s degree. In many states, scope-of-practice laws give Nurse Practitioners the ability to carry out various primary care services which might be delivered whenever people make an initial approach to a nurse or physician for treatment and continuing care for chronic illnesses (Cassidy et al., 2014).

With an envisaged shortage of primary care as the population continues to increase and as millions of Americans become newly insured beginning the year 2014, it is imperative to expand the role of NPs in a lot more areas and to permit them to deliver a broader range of acute as well as preventive healthcare services (Vestal, 2013). Some groups of physicians are against the expansion of NPs’ scope of practice because of concerns over safety of patients. This controversy mostly plays out in state capitals, in which legislators and medical boards determine scope of practice for professionals who are not physicians, such as NPs. In addition, there are concerns and worries at the national level that bear on the ability of NPs to be reimbursed for the care they deliver (Cassidy et al., 2014).

NPs are essentially prepared in master’s degree programs and they are typically team-trained together with medical students and they share similar course work, patient rounds, in addition to other on-site clinical experiences. Studies have indicated over and over again that NPs, within their level of training, provide cost-efficient, quality treatment of common diseases as well as management of minor chronic disorders. Studies have also shown that NPs are as competent as doctors in carrying out a common endoscopic screening test for cancer of the colon (Yee et al., 2013).

The chosen issue impacts the scope of practice for Nurse Practitioners in that it advocates for the expansion of the scope of practice for NPs. The change that this issue may catalyze is allowing nurse practitioners to practice independently to the full scope of their capabilities without being under supervision of physicians. In essence, the critical shortage of primary care providers might actually make the appointment of a physician hard to come by (American Association of Colleges of Nursing, 2014). Some states are attempting to fill the shortage of doctors in primary care with nursing staffs that have advanced degrees in family medicine. This calls for relaxing of old medical licensing limits, understood as scope of practice laws, which are preventing these NPs from playing the lead role in the delivery of basic health services. They should be allowed to work without a supervising doctor (Vestal, 2013).

A Doctor of Nursing Practice (DNP) is basically designed for nursing staffs who are seeking a terminal degree in nursing practice. DNP-prepared nurses are properly equipped to execute fully the science developed by nurse researchers. For the selected issue, the implication of the DNP credential is that DNPs will help in designing and providing care for diverse populations. This is necessitated by the quick expansion of knowledge underpinning practice, countrywide concerns regarding patient safety and the quality of care; the complexity of patient care; as well as shortages of faculty and personnel (Yee et al., 2013).

References

American Association of Colleges of Nursing. (2014). Expanded Roles for Advanced Practice Nurses. Available at http://www.aacn.nche.edu/media-relations/fact-sheets/apn-roles (Accessed November 22, 2014).

Cassidy, A., Aiken, L. H., Bodenheimer, T. S., Agres, T., Schwartz, A., & Dentzer, S. (2013). Health Policy Brief: Nurse Practitioners and Primary Care. Health Affairs.

Vestal, C. (2013). Nurse Practitioners Slowly Gain Autonomy. Kaiser Health News. Available at http://kaiserhealthnews.org/news/stateline-nurse-practitioners-scope-of-practice/ (Accessed November 22, 2014).

Yee, T., Boukus, E. R., Cross, D., Samuel, D. R. (2013). Primary Care Workforce Shortages: Nurse Practitioner Scope-of-Practice Laws and Payment Policies. National Institute for Health Care Reform, 13.

SECTION B: The Consensus Model – LACE

The Consensus Model for ARPN Regulation is essentially the product of considerable work carried out by the ARPN Consensus Work Group and the NCSBN APRN Advisory Committee. It is a consistent model of regulation for the future of advanced practice nursing and was actually designed for the purpose of aligning the interrelationships amongst licensure, accreditation, certification, as well as education (LACE). The 4 main roles of advanced practice registered nurse as specified in the Consensus Model document include the following: certified nurse-midwife; certified nurse practitioner; clinical nurse specialist; and certified registered nurse anesthetist (American Association of Colleges of Nursing, 2013).

Strengths and weaknesses of the Model: it is expected that the clarity and consistency resulting from this regulatory model would benefit individual nursing staff members and enhance patient care. The uniformity that is anticipated to be produced from this model may enable advanced practice registered nurses to practice to the full extent of their licensure and education (Summers, 2011). Additionally, the more consistent system would offer opportunities for nursing staffs through the likelihood of ease of mobility across state lines. As implementation of the Consensus Model is carried out in every state across the country, it would ensure that the advanced practice registered nurse profession keeps on growing and meeting the demands of changing healthcare (American Nurses Credentialing Center, 2014).

Moreover, the model also ensures the scope of practice of APRN is used to its fullest extent. Equally important, the Consensus Model will also ensure that accreditation, licensure, education, as well as certification are uniform throughout all states in America for advanced practice registered nurses (American Nurses Credentialing Center, 2014). The other benefits of the Conceptual Model are as follows: it ensures public safety; it increases access to healthcare; it advocates appropriate scope of practice; and it facilitates mobility of advanced practice nurses. The Model is basically designed to raise the responsibility of advanced practice registered nurses and increase satisfaction with work through opportunities to practice more autonomously (American College of Nurse-Midwives, 2014). Even though this Model consists of several highly positive recommendations and is believed that it would provide benefits to nurse practitioners and advanced practice registered nurses, it has actually created a very dynamic environment wherein there are opportunities for improvements and setbacks if misinterpreted.

The Consensus Model might impact competition and/or collaboration between physicians and NPs in America’s healthcare system considering that it provides APRNs with opportunities to practice independently with doctors. It impacts competition between physicians and APRNs since APRNs will also launch their own practice in an effort to address the problem of doctor shortage thereby competing with physicians for clients and patients. The Model establishes various standards which are aimed at protecting the public; improving access to quality, safe advanced practice registered nurse care; and improving mobility. American Nurses Credentialing Center (2014) pointed out that the Consensus Model emphasizes that advanced practice registered nurses should be licensed as autonomous practitioners. It also claims that APRNs do not have any regulatory requirement for direction, collaboration, or supervision. The Model impacts collaboration in that it does not foster the collaboration of a qualified physician with nurse practitioners. In essence, it stipulates that advanced practice registered nurses are not required by law to collaborate with physicians, and not to be supervised or directed by physicians (Summers, 2011).

References

American Association of Colleges of Nursing. (2013). APRN Consensus Process. AACN

American College of Nurse-Midwives. (2014). Consensus Model for ARPN Regulation: Licensure, certification, accreditation, and education.  Available http://www.midwife.org/Consensus-Model-for-APRN-Regulation-Licensure-Accreditation-Certification-Education. (Accessed November 22, 2014).

American Nurses Credentialing Center. (2014). Consensus model for APRN regulation. ANCC

Summers, L. (2011). Taking stock of the consensus model. The American Nurse. American Nurse Association.

We can write this or a similar paper for you! Simply fill the order form!

Emphasizing Common Roles Paper

Emphasizing Common Roles
Emphasizing Common Roles

Advanced Practice Nursing:Emphasizing Common Roles

Order Instructions:

For this paper, I have provided a template that will be use to complete the assignment. The writer have to use the resources provided below the questions to research and complete the assignment , and take note to read the instructions carefully before completing the assignment. The instructions indicate that the writer will respond in the right hand column of each box, so its important to pay attention to details and get it right. APA is critical and the writer must also provide a reference page at the end,

For this assignment, you will research state (Washington DC) specific and national licensing and credentialing mechanisms specific to nurse practitioners. All of the links you will need have been provided under resources below. Research each mechanism and provide a description of the process in the right hand column next to the appropriate mechanism.

Resources

From your textbooks, read the following:

Advanced Practice Nursing:

Emphasizing Common Roles

• Chapters 2, 6

Please review the following web resources:

Drug Enforcement Administration (DEA)

American Nurses Credentialing Center

National Council of State Boards of Nursing

Centers for Medicare and Medicaid – National Provider
Identification Standard (NPI)

Nurses Service Organization (NSO)

SAMPLE ANSWER

Emphasizing Common Roles

Student Name
State of Residence
Licensure/Credentialing Mechanism Description of Licensure/Credentialing Mechanism and Process
.

 

 

 

 

 

 

 

 

 

 

 

 

 

 A nurse practitioner in order to get licensure must firstget education from a nationally education standard institution to show competencies for programs to help them in their role. NPs must also attend to the education process, of whichhas to graduate with master’s degree or postgraduate certificate that are accredited by the Washington Department of Education and/or The Council of Higher Education Accreditation. The third process is passing professional nursing certification program that is psychometrically sound, legally defensible, and which meets the overall nationally recognized accreditation standards for certification programs.

Washington DC’s State Board of Nursing requirements for NP Licensure are that all NPs are supposed to hold state licenses as RNs. In addition, NPs should have masters’ degrees. Moreover, NPs are required to get national certification. In Washington DC, a NP should have a completion of a formal advanced nursing education meeting the Washington Administrative CODE 246-839-305 (Institute of Medicine (U.S.) & Robert Wood Johnson Foundation, 2011).The other description is that, for licensure, there should a documentation of initial certification credential granted by the national certifying body recognized by the commission, approved ARNP specialty whose certification program is approved by the commission and subsequently maintain currency and competency as defined by a certifying body.
Special state requirements for prescriptive authority

 

 Prescriptive authority in Washington DC requires APRN to have an initial thirty hours of contact of education in pharma therapeutics within the applicant’s SOP obtained within the two years period immediately prior to the application. An advanced pharmacology course taken as a part of the graduation program meets the requirement if application is made within the two years of graduation (Lentz, 2013). The other requirement is that there should be renewal of Rx authority every two years that requires 15 hours of pharmaco-therapeutic education within the area of practice. ARPNs are legally authorized to request, receive, and dispense pharmaceuticals samples. Prescriptions are labeled within the ARPNs name.
State Board of Nursing variations between CNS and NP scope of practice (e.g. diagnosing, prescribing therapeutic treatments, etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 NPs in Washington undergo the first process of completing a preceptorship that is at least one year long to be allowed to function as a NP.The process of becoming CNS in Washington DC is by first completing at least 3 credit hours or 30 m contacts of pharmacology and clinical management of drug therapy or pharmacotherapeutics within 5 years of applying for APRN certification. This course must relate accordingly with the scope of practice. CNS must also complete a preceptorship that is at least one year long. This is because, In Washington DC, NPs’ scope of practice includes family care, diagnosis, psychiatric care, pediatric care, pharmacology primary health care, and adult care. On the other hand, CNS in Washington have a scope of practice that comprises the management of health and psychiatric problems, therapeutic methods band techniques, and involvement in innovation in the specialty area(Houck & Siegel, (2010).

 

 
Process for obtaining DEA number for prescriptive authority

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 General authority in Washington DC is to prescribe evidence of prescriptive authority by inclusion on the prescription of the prescriber’s title and state-issued Rx#. For an APRN to obtain DEA number in Washington DC, he or she must first fill an online DEA form that allows payment using VISA and MasterCard. Thisis mainly registration of an APRN. The second process is that the applicant is asked information about schedules of drugs. The third process is that the applicant is asked to mark the drugs schedules (Schedule III narcotic, Schedule III Nin Narcotic, Schedule IV and Schedule V). Thefourth process is that the applicant to have the Washington DC’s licensenumber(In Stanhope & In Lancaster, 2014).
Process for obtaining an NPI number

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 The applicant APRN in Washington DC submit a paper to Health and Human Services, a National Provider Services with data on name, mailing address, one practice address, license number, and gender. The National provider Services will check the information for consistency as well as standardizing the addresses. It also validates social security numbers and validates dates of birth. Upon passing this process, the applicant will receive permanent identifiers(Maurer & Smith, 2013).
ANCC certification title and description of requirements and process for acquiring certification

 

 

 

 

 

  

One of the requirements to obtain ANCC certification is that APRNs should first hold an active RN in Washington DC. An APRN should hold a master’s degree, postgraduate or doctoral degree from a practitioner program accredited by the Commission Nursing Education (CCNE), or Accreditation Commission for education in Nursing (ACEN). The program must not limit 500 faculty-supervised clinical hours.

APRN may apply for this computer-based test year round and test during a 90-day window at a time and location convenient to him or her. The exam allows 4 hours to answer 200 questions (175 scored plus 25 pretest questions that are not scored(Rapini, 2012)
Professional Liability Insurance (Insurance provider, description of policy and annual cost to NP)

.

 In order for an APRN to obtain professional liability insurance, he or she must first become an APRN by profession. He or she must have a license based on Washington DC. On top of that, APRN will have to present his or her NPI and DEA numbers. In emphasis, the insurance cover will depend on the scope of practice of the APRN. The mechanism can be that the NP can obtain professional liability insurance for the nurse practitioner through the employing clinic, personally. Costs for professional liability insurance policies differ depending on the NPs scope of practice, the type of coverage, and the policy limits. Annual premium costs range from $600 to over $5,000 depending on the location of the practitioner, policy limits, and the NPs scope of practice(In Cherry& In Jacob, 2014).

References

Houck, M. M., & Siegel, J. A. (2010). Fundamentals of Forensic Science.Burlington: Elsevier  Science.

Institute of Medicine (U.S.).,& Robert Wood Johnson Foundation. (2011). The future of   nursing: Leading change, advancing health. Washington, D.C: National Academies  Press.

In Cherry, B., & In Jacob, S. R. (2014). Contemporary nursing: Issues, trends, & management.

In Stanhope, M., & In Lancaster, J. (2014). Public health nursing: Population-centered health care in the community.

Lentz, Sydney. (2013). Advanced Practice Nursing: Setting a New Paradigm for Care in the 21st Century. Authorhouse.

Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for  families and populations.St. Louis, Mo: Elsevier/Saunders.

Rapini, R. P. (2012). Practical dermatopathology.Edinburgh: Elsevier/Saunders.

We can write this or a similar paper for you! Simply fill the order form!

MRSA Infections Research Assignments

MRSA Infections
MRSA Infections

MRSA Infections

Order Instructions:

Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)

Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to CONHCPfield@gcu.edu

For information on how to complete the assignment, refer to “Writing Guidelines” and the “Exemplar of Evidence-Based Practice Capstone Paper.”

Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Note:  All Capstone Projects are to be submitted to the College. Please submit an electronic copy to this e-mail address:  CapstoneRNBSN@gcu.edu
7 NRS 441v.10R. Writing guidelines.docx 8 NRS 441v.10R.Exemplar of Evidenced-Based Practice.docx NRS441V.R.CapstoneReviewForm_1-27-14.docx

SAMPLE ANSWER

Abstract

The frequency of people with MRSA infections has increased considerably in recent years. In 2006, over 50% of all cases of skin infections because of MRSA happened in healthy persons living in the community. The 3 types of MRSA include healthcare-associated MRSA, hospital-associated MRSA, and community-associated MRSA. In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S Aureus presenting to healthcare facilities. The rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease.

Problem Statement

MRSA is defined as an oxacillin minimal inhibitory concentration of at least 4 µg/mL (Raygada & Levine, 2010). The rates of MRSA keep on increasing in many countries around the world. Romano, Lu and Holtom (2011) stated that MRSA infections occur in 3 particular groupings of people: (i) those with recent hospitalization or continuing contact with dialysis units, medical clinics, or those who are going through intricate outpatient treatments, for instance chemotherapy. They are exposed to healthcare-associated MRSA. (ii) Those who are presently within the hospital setting, and these are exposed to hospital-associated MRSA. (iii) Those in the community and these are exposed to community-associated MRSA (Green et al., 2012). A person can become colonized, meaning to be infected with MRSA, by touching a surface which is contaminated, for instance a phone, a door handle, or a counter top; and by touching the skin of an individual colonized with MRSA (Raygada & Levine, 2009).

Mascitti et al. (2010) stated that Staphylococcus is a significant public health issue, and is known to be associated with infections that are difficult to treat. It is also linked to high incidences of mortality and morbidity, as well as increased costs of health care. Staphylococcus is essentially a bacterium which is carried on the nasal lining or skin of about 30% of healthy people (Stefani et al., 2012). In such settings, the bacteria usually does not cause any symptoms, and in such instances the individual is colonized with MRSA. Nonetheless, when the skin of that person is damaged, for instance is cut or scratched, this bacterium can bring about various problems ranging from severe illness to a mild pimple, particularly in elderly persons, children, and persons whose immune system is weakened (Koydemir et al., 2011). Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics.

In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually (Green et al., 2012). In America, the proportion of hospital-acquired MRSA infections is high. From 2009 to 2010, 58.7 percent of S.aureus catheter-associated urinary tract infections, 54.6 percent of S. aureus central line associated bloodstream infections, 43.7 percent of S. aureus surgical site infections, and 48.4 percent of S. aureus ventilator-associated pneumonia episodes were caused by MRSA (Calfee et al., 2014). In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America (Prosperi et al., 2013). In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains.

Community-associated MRSA was initially seen as a cause of infection in community-based people without any health care contact. The emergence of Community Acquired-MRSA as a cause of hospital acquired infections places many patients, health workers, as well as their community contacts possibly at risk of getting an MRSA infection (Otter & French, 2011). The emergence of community-associated MRSA also serves to expose its strains to the selective pressure of antibiotic usage in hospitals possibly leading to increased anti-biotic resistance. Different strains of CA-MRSA have invaded healthcare settings. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. Currently, MRSA strains are resistant to the available β-lactam antibiotics, such as cephalosporins and penicillins. Gray (2014) pointed out that Methicillin-Resistant Staphylococcus Aureus are commonly not just resistant to methicillin and other β-lactam antibiotics, but they are also resistant to other classes of antibiotics.

MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. There is a growing occurrence of health care associated infections with MRSA in youngsters with underlying conditions predisposing to infection with S aureus. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S. Aureus presenting to healthcare facilities (Gray, 2014). According to Stefani et al. (2012), the rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease. The education activities would be targeted at healthcare workers and the community members in order to prevent community-associated MRSA, healthcare-associated MRSA, and hospital-associated MRSA. One of the most important ways of protecting community members, healthcare workers, and patients is by providing education both to patients and community members.

Conclusion

Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics. In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually. There is a worldwide epidemic of CA-MRSA and different strains of CA-MRSA are emerging as a cause of healthcare-associated infections and hospital outbreaks have taken place all over the world. As an emerging cause of hospital-acquired infections, CA-MRSA puts many healthcare workers and patients potentially at risk of developing MRSA infection.

References

Calfee, D. P., Salgado, C.D., Milestone, A.M., Harris, A.D., Kuhar, D.T., Moody, J…Yokoe, D.S.  (2014). Strategies to prevent Methicillin-resistant staphylococcus aureus transmission and infection in acute care hospitals: 2014 Update. Infection Control and Hospital Epidemiology, 35(7), 52-9. Retrieved from http://www.jstor.org/stable/10.1086/676534

Gray, J. W. (2014). MRSA: The problem reaches pediatrics. Archives of Disease in Childhood; 89: 297-298. Retrieved from http://adc.bmj.com/content/89/4/297.full

Green, B. N., Johnson, C. D., Egan, J. T., Rosenthal, M., Griffith, E. A., & Evans, M. W. (2012). Methicillin-resistant Staphylococcus aureus: An Overview for Manual Therapists. Journal of Chiropractic Medicine, 11(1), 64-76. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3315869/

Koydemir, C., Kulah, H., Ozgen, C., & Hascelik, G. (2011). Methicillin-resistant staphylococcus aureus biosensors for detection of Methicillin-resistant staphylococcus aureus. Biosensors and Bioelectronics, 29(1), 1-12. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21856144

Mascitti, K. B., Gerber, J. S., Zaoutis, T., Baron, T. D., & Lautenbach, E. (2010). Preferred treatment and prevention strategies for recurrent community-associated Methicillin-resistant staphylococcus aureus skin and soft-tissue infections: a survey of adult and pediatric providers. American Journal of Infection Control, 38(4), 324-328. Retrieved from http://www.ajicjournal.org/article/S0196-6553%2810%2900063-5/abstract

Otter, J. A., & French, G. L. (2011). Community-associated Methicillin-resistant staphylococcus aureus strains as a cause of healthcare-associate infection. Journal of Hospital Infection, 79(3), 189-193. Retrieved from http://www.journalofhospitalinfection.com/article/S0195-6701%2811%2900227-1/abstract

Prosperi, M., Veras, N., Azarian, T., Rathore, M., Nolan, D., Rand, K., Cook, R. L., Johnson, J., Morris, G. L., & Salemi, M. (2013). Molecular epidemiology of community-Associated Methicillin-resistant staphylococcus aureus in genomic era: A cross-sectional study. Science Reports, 3(1902), 1-7. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC3664956/

Raygada, J. L., & Levine, D. P. (2009). Managing community associated- Methicillin resistant staphylococcus aureus infections: current and emerging options. Infections in Medicine, 12(4), 31-9. Retrieved from http://www.rheumatologynetwork.com/articles/managing-ca-mrsa-infections-current-and-emerging-options

Romano, R., Lu, D., & Holtom, P. (2010). Outbreak of community-acquired Methicillin -resistant staphylococcus aureus skin infections among a collegiate football team. Journal of Athletic Training, 41(2), 141-145.

Stefani, S., Chung, D. R., Lindsay, J. A., Friedrich, A. W., Kearns, A. M., Westh, H., & Mackenzie, F. M. (2012). Methicillin-resistant staphylococcus aureus (MRSA): global epidemiology and harmonization of typing methods. International Journal of Antimicrobial Agents, 39(4), 273-82. Retrieved from http://www.researchgate.net/publication/221733946_Meticillin-resistant_Staphylococcus_aureus_%28MRSA%29_global_epidemiology_and_harmonisation_of_typing_methods

We can write this or a similar paper for you! Simply fill the order form!

Stages of Professional Socialization in Nursing

Stages of Professional Socialization in Nursing Order Instructions: Using APA format, write a six (6) to ten (10) page paper (excludes cover and reference page).

Stages of Professional Socialization in Nursing
Stages of Professional Socialization in Nursing

A minimum of three (3) current professional references must be provided. Current references include professional publications or valid and current websites dated within five (5) years. Additionally, a textbook that is no more than one (1) edition older than the current textbook may be used.

Stages of Professional Socialization in Nursing

Read the following and then compose your paper:
• Chapter 4: Role Transition (Reprinted with permission from Lora Claywell (2009) LPN to RN Transitions (2nd ed.) St. Louis, MO: Elsevier.)

The paper consists of two (2) parts and must be submitted by the close of week six. Each part must be a minimum of three (3) pages in length.

• Define professional socialization. Discuss how the criteria of a profession are achieved during the process of professional socialization.
• Lora Claywell (2009) describes four stages of professional socialization in nursing. Read the attached chapter and summarize the stages. Identify which stage you are experiencing. Describe your rationale.
Part 1
Identify two barriers that could interfere with your ability to accomplish the fourth stage. For each barrier, identify resources that can assist you to overcome the barrier. Explain.
Part 2
Claywell (2009) discusses 8 areas of differences between LPN and RN roles: assessment skills; patient teaching skills; communication skills; educational preparation; intravenous therapy; legal responsibilities; nursing care planning; and thinking skills. Research 3 of these areas using your textbooks and current nursing literature to provide supporting evidence on how the differences you selected are necessary for implementing the role of the RN in providing safe, effective patient care.
Your conclusion should describe your plan for socialization into the role of the professional nurse.

Stages of Professional Socialization in Nursing Sample Answer

Part 1

Professional socialization is the process of internalizing and developing a professional identity through the acquisition of skills, attitudes, beliefs, norms and ethical standards pertinent to a new profession. For nursing students, professional socialization begins with the entry into the nursing program and it continues with entry into the workforce. It is thus a combination of intended and unintended results of the educational process and work experience (Dinmohammadi, Peyrovi, & Mehrdad, 2013). To achieve the criteria of professional socialization, students engage in both formal education and informal learning. Informal learning occurs through trial error, mentors, and observing people with knowhow. Formal socialization entails performing physical assessment, developing patient’s care plans and patient teaching (Melrose, Miller, Gordon, & Janzen, 2012). Formal and informal requirements of socialization strengthen student’s professional role identity. Students engage in a process of lifelong learning on cognitive, psychomotor and affective aspects (Dinmohammadi, Peyrovi, & Mehrdad, 2013).

Stages of Professional Socialization in Nursing

When transitioning from a practical to a registered nurse, one goes through four stages of the socialization process. In the initial phase, it is common for nursing students to experience mixed emotions. The emotional roller coaster begins at the time of consideration to enroll in the BSN program. Some students become excited about the impending learning experience while others feel skeptic and overwhelmed in anticipation of the new challenge. Excitement in some students stems from being overconfident because of having served as an LPN for many years. Such students may at times fear that there is nothing much to learn from the program and are fairly skeptical about the depth of the learning material (Claywell, 2009).

The next phase of the socialization process is marked by internal dissonance as the students effectively appraise the demands and complexity of the BSN content. It also dawns on them that a registered nurse has more daunting responsibilities than they imagined before. Some students also find it more challenging to attain high grades as compared to their practical nursing program. They realize that the transition process demand using higher order problem-solving skills and technical knowledge to make an analysis of test findings and explain disease processes. The second stage is marred by frustration as students struggle to adjust effectively (Claywell, 2009).

Stages of Professional Socialization in Nursing

The third level sets in when students learn how to incorporate acquired knowledge into the expected behavior of a registered nurse. They abandon their practical nurse way of thinking and show significant integration of a registered nurse behavior. The stage is characterized by a greater willingness to adopt and implement new skills and knowledge. They also enjoy learning and experience lower levels of anxiety and fears concerning their capabilities towards successful transition into the registered nursing professional role (Claywell, 2009).

In the last phase, the student fully embraces and epitomizes the skills, attitudes and behavior of registered nurse. They add on the characteristics of a registered nurse onto their practice and are enthusiastic about the new role. They also draw satisfaction form their work because they are empowered to provide comprehensive care (Claywell, 2009). I am at the third stage of the professional socialization process. I have moved from being overwhelmed by the more complex nature of the registered nurse program learning materials. I understand the nursing concepts and theories better and how to apply them in various practical scenarios. Learning is more enjoyable because I am also better acquainted with the expectations of the different courses and I have mastered how to study and achieve better grades. However, I am yet to fully gain confidence in epitomizing the behaviors and ways of thinking of a registered nurse. I am gradually adjusting to the increased workload and complex decision making and accountability responsibilities encountered during the clinical rotation.

Stages of Professional Socialization in Nursing

One of the barriers that could interfere with my ability ace the fourth stage is the fear of failure. The fear of failing might ruin my confidence about offering optical comprehensive care to patients. Fear can have a negative effect on satisfaction with the profession and contribute to dissatisfaction and ultimately the desire to leave the profession. Mentors and preceptors are imperative resources that can be useful in helping one to apply theoretical knowledge in areal clinical environment and elevate confidence levels with every success. Mentors also act as a support system for mentees (Zarshenas, Sharif, Molazem, Khayer, Zare, & Ebadi, 2014). Mentors encourage and support students in their transition. Students indicate that getting opportunities to discuss their course material with colleagues, workplace mentors and even supervisors as very valuable because such discussions make things clearer than just reading them (Melrose & Gordon, 2011).

Stages of Professional Socialization in Nursing

Becoming overwhelmed by financial concerns and job demands is a frequent obstacle for students in fully embraces the registered nurse role. Many LPNs are adult learners that have other financial and work obligations. LPNs may require being in full-time employment to continue meeting the education expenses (Melrose & Gordon, 2011). Balancing work and schooling may be overwhelming and the inability to strike a balance may force students to take frequent breaks that may have a negative effect in learning. Some workplaces may have very stringent prohibitions concerning leave, and this may also negatively affect students especially during practicum courses. To address issues revolving being overwhelmed by financial and job demands, it is necessary that students explore obtaining alternative part time employment with better leave terms. It is also necessary that the LPN to RN education programs schedule flexible practicums that can be customized to accommodate students’ employment.

Part 2

RN and LPN roles vary particularly as it concerns educational preparation, patient teaching and IV therapy administration (Claywell, 2009). The differences in roles show the importance of the RN’s role of providing safe and effective care. Registered nurses educational training focuses on using different critical thinking skills to evaluate patient problems and develop care plans and monitor their effectiveness. RN training capitalizes on understanding why problems occur and devising solutions. RN training encompasses courses on psychosocial and physiological aspects of care, liberal arts hone their communication skills ad capacity to offer holistic care, nursing courses to provide a thorough understanding of diseases and patient needs and practicum hours (Claywell, 2009).

LPN education differs from RN education in the sense that their training is more descriptive rather than analytical. It also takes them one or two years to complete while RNs take 3 or 4 years (Melrose & Gordon, 2008). It is reported that RN educational preparation has significant benefits for patients. A higher level of nursing education is associated with reduced patient mortality (Melrose & Gordon, 2008). Hospitals that have more nurses with BSN level of education register lower heart disease fatalities and significantly reduce patient length of stay in admission. It is also reported that the higher level of education has a direct impact on lowering the rate of failure to rescue rate for patients suffering from pneumonia and cancer. Registered nurses also have lower rates of errors in administering medication and violating medical care procedures (Rosseter, 2014).

Stages of Professional Socialization in Nursing

Registered nurses also differ from practical nurses in terms of their responsibility in administering IV therapy. Although some states allow practical nurses to administer IV therapy after undertaking a course in IV therapy, the prevailing legal requirements instruct that registered nurses supervise the procedure. Registered nurses’ curricula prepare them at a greater depth than practical nurses curricula to oversee the administration of blood and other drugs that are administered through IV therapy. Registered nurses thus possess greater knowledge and competency related to caring for patients on IV therapy and drug interactions and complications that could arise from intravenous therapy (Claywell, 2009). RNs are therefore, better equipped to contribute to increased patient safety and effective care.

To deliver effective care RNs are strongly prohibited from delegating IV therapy related tasks such as inserting and correcting arterial and central nervous catheters, administering anesthesia and procedural sedation because they require keen RN evaluation (Brewer & Ridenour, 2007). Research indicates that RNs make fewer errors when administering medication through IV therapy than LPNs. It has been noted that LPNs are prone to making errors in the course of multiple drug preparation. They either choose the wrong dose or solvent. To address this, it is proposed that LPNs undertake additional education that uses a simulation approach (Hughes & Blegen, 2008). Such a strategy would be effective in improving the patient safety and effective concerns associated with IV therapy.

Stages of Professional Socialization in Nursing

Registered nurses and practical nurses also differ in their role in patient teaching responsibilities. Registered nurses are adequately prepared to develop educational content and they also have the knowhow of teaching-learning principles. Practical nursing education does not encompass patient teaching in its curricula that is necessary for helping them identify hindrances to patients’ readiness to learn and development of practical teaching plans. Registered nurses have the independence to provide comprehensive healthcare training autonomously while practical nurses can only disseminate wellness teaching under the instruction and oversight of a registered nurse (Claywell, 2009).

Registered nurses are thus better informed about patient needs and effective teaching strategies to ensure holistic learning that is essential in improving patient safety and health outcomes. Registered nurses can help patients to lower the risk of developing health complications through teaching on adherence and compliance. They can also teach populations on mangling existing ailments such as asthma by avoiding certain triggers. They can also promote healthy habits such as reducing tobacco use, unhealthy eating and encouraging physical exercise to prevent certain lifestyle diseases.

Stages of Professional Socialization in Nursing

Socialization into the professional nurse role demands a thorough understanding of the different stages of role socialization. It is also imperative that one anticipate the obstacles that may hinder progress through the different stages of the professional socialization process. Research shows that hospitals with more RNs than LPNs have lower mortality rates. It is evidence that a higher level of nursing education has a direct positive correlation with improved patient safety and effective care. My plan of socialization into the professional role entails proper planning to avoid hindrances such as being overwhelmed by competing life responsibilities such as work and financial obligations. It may involve accessing credit to finance my education when resigning from my job or seeking alternative part time becomes necessary to continue my education. The plan also involves actively seeking mentors to encourage me to persistently pursue my goal and neutralized any inherently perceived fear of failure. Mentors are very essential in helping me to transfer theoretical knowledge to practical clinical scenarios. Discussing theory with them also helps in better understanding the clinical procedures and problem-solving methods required to fully develop the registered nursing behavior, attitudes and competencies.

Stages of Professional Socialization in Nursing References

Brewer, J. K., & Ridenour, J. (2007, July). Advisory Opinion Intravenous Infusion Therapy/ Venipincture: The Role of the Licenced Practical Nurse. Retrieved November 1, 2014, from Arizona State Board of Nursing: https://www.azbn.gov/Documents/advisory_opinion/AO%20Intravenous%20Infusion%20Therapy-Venipuncture%20The%20Role%20of%20the%20Licensed%20Practical%20Nurse%200911.pdf

Claywell, L. (2009). Role Transition: LPN to RN Transitions. St. Louis, MO: Elsevier.

Dinmohammadi, M., Peyrovi, H., & Mehrdad, N. (2013). Concept Analysis of Professional Socialization in Nursing. Nursing Forum, 48(1), 26-34.

Hughes, R. G., & Blegen, M. A. (2008). Medication Administration Safety. Patient Safety and Quality: An Evidence-Based Handbook for Nurses, 2, 397-432.

Melrose, S., & Gordon, K. (2008). Online Post LPN to BN Students’ View of Transitioning to A New Nursing Role. Internatioonal Journal of Nursing Education Scholarship, 5(1), 1-18.

Melrose, S., & Gordon, K. (2011). Overcoming Barriers to Role Transition During an Online Post LPN to BN Program. Nurse Eduaction in Practice, 11(1), 31-35.

Melrose, S., Miller, J., Gordon, K., & Janzen, K. J. (2012). Becoming Socialized into a New professional Role: LPN to Student Nurses Experiences with Legitimization. Nursing Research and Practice, 1-8.

Rosseter, R. (2014, January 21). The Impact of Education on Nursing Practice. Retrieved Novemebr 1, 2014, from American Association of Colleges of Nursing: http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education

Zarshenas, L., Sharif, F., Molazem, Z., Khayer, M., Zare, N., & Ebadi, A. (2014). Professional socialization in Nursing: A Qualitative Content Analysis. Iranian Journal of Nursing and Midwifery Research, 19(4), 432-438.