Assignment: GCU Treating Hospice

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Assignment: GCU Treating Hospice

Assignment: GCU Treating Hospice

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TOPIC -Treating Hospice and End of Life Patients with Optimal Pain Management

State your topic in the form of a foreground question and a problem statement of 250-500 words. Provide an initial reference list of a minimum of five resources your CLC group has consulted during the selection process.

Refer to the “CLC Assignment: Evidence-Based Practice (EBP) Project Student Guide” (ATTACHED)for additional guidance. Must follow all instructions

Prepare this assignment according APA 6.

You can use following references for this and foreground question and a problem statement must be based on topic

REFERENCES
American Nurses Association. (2018). Nurses’ roles and responsibilities in providing care and support at the end of life. Retrieved from https://www.nursingworld.org/practice-policy/nursi…

Coyne, P., Mulvenon, C., & Paice, J. A. (2018). American society for pain management nursing and hospice and palliative nurses association position statement: Pain management at the end of life. Pain Management Nursing, 19(1), 3-7. doi:10.1016/j.pmn.2017.10.019

Glod, S. (2017). The other victims of the opioid epidemic. New England Journal of Medicine, 376, 2101-2102. DOI: 10.1056/NEJMp1702188

Harrison, K. L., & Connor, S. R. (2016). First Medicare demonstration of concurrent provision of curative and hospice services for end-of-life care. The American Journal of Public Health, (8), 1405. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/eds/…

Hunnicutt, J. N., Tjia, J., & Lapane, K. L. (2017). Hospice use and pain management in elderly nursing home residents with cancer. Journal of Pain and Symptom Management, (3), 561. doi:10.1016/j.jpainsymman.2016.10.369

Kirby, E. G. (2018). Patient centered care and turnover in hospice care organizations. Journal of Health & Human Services Administration, 41(1), 26. Retrieved from http://eds.b.ebscohost.com.lopes.idm.oclc.org/eds/…

National Hospice and Palliative Care Organization. (2018). NHPCO facts and figures: Hospice care in America. Retrieved from https://www.nhpco.org/hospice-statistics-research-…

Reddy, A., Yennurajalingam, S., & Bruera, E. (n.d). “Whatever my mother wants”: Barriers to adequate pain management. Journal of Palliative Medicine, 16(6), 709-712. doi:10.1089/jpm.2012.0189

Reynolds, J., Drew, D., & Dunwoody, C. (2013). American society for pain management nursing position statement: Pain management at the end of life. Pain Management Nursing, (3), 172. doi:10.1016/j.pmn.2013.07.002

Sanders, S., Herr, K. A., Fine, P. G., Fiala, C., Tang, X., & Forcucci, C. (2013). An examination of adherence to pain medication plans in older cancer patients in hospice care. Journal of Pain and Symptom Management, (1), 43. https://doi.org/10.1016/j.jpainsymman.2012.01.007

Assignment: GCU Treating Hospice

Assignment: GCU Treating Hospice

Assignment: Reflective Journal: 1 & 2 (10 points per journal for a total of 20 points)

Reflective writing is one way of citing evidence of practice and learning in practice. Reflective writing involves thinking about and reviewing events to try to make sense of them, using acquired nursing knowledge and understanding.

Reflective journaling also provides insight into context and emotions and addresses the matching of intellect, decision-making andproblem solving appropriate for a complex and dynamic situation.

A keycomponent of this assignment will be areflection on specific incidents occurring during apracticum experience. The reflective journal is more than a description of what was seen,andthe tasks have performed. This journal is a chance to comment on actions and experiences in a practicum placement and to explore feelings about the same. Include how these could/should affect personal and professional development.

As a novice nurse, it will be required to plan, implement andevaluate performance; the reflective journal gives the scope to begin to develop these skills while completing apracticum.

A reflective journalis a learning tool that can be used to look at experiences and help to do the following:

a)Review and reflect upon development, and how have grown on both an individual and professional level

b)Organize thoughts

c)Demonstrate practical application of the underpinnings of knowledge; link theory with clinical practice and vice versa

d)Demonstrate practical competence

e)Decide what new learning is needed; provide evidence to show where, when and how practiceoutcomes/standards of proficiencies have been achieved

Assignment Criteria

Developing a reflective journalthat addresses the following criteria:

Requirement: The student will express their comprehension of the nursing process in the reflective journal.
Choose to write about any aspect(s) of practice which:

Feel the intervention made a difference in a client outcome

Feel went unusually well

Feel did not go as planned

Think captures the essence of nursing practice

2- Requirement: The student will identify the following elements in the reflective journal.

The focus should be on the nursingpractice

What was going on (the context of the situation)?
Shift, time of day, resources, the clinicalscenario
What happened?
Detailed description of situation/incident/experience
Why is this incidentimportant?
What were theconcerns at the time?
oWhat thoughts and feeling during and after the experience?

oWhat influenced thedecision-making?

oWhat, if anything, was the most demandingaspect of this experience?

oWhat was unexpected?

3-Requirement: The student will analyze the positive and negative aspects of their learning.

Choose to write about the following:

A reflection or evaluation of the situation showing the competencies and expertise used (skilled communication, teaching, leadership). Support these with current evidence-based practice literature.

What were actions taken? Include not just, what was done, but also more importantlythe rationale for theactions. Support these with current evidence-based practice literature

What new knowledge or insights were gained? How would make recommendations for change in practice?

Provide references to show evidence-basedpractice (see guidelines below)

Was anything learned? If so what?

Consider another way to manage nursingpractice as it relates to this experience? Has thenursing practice changed in any way?

4- Requirement: The student will follow these guidelines

Utilizing the above guidelines for contextual writing; complete two (2) journals
Journal entries should exceed no more than two (2) pages in length (not including reference page).

Journal entries should include a minimum of two (2) citations from a peer-reviewed, evidence-based journal. The inclusion of evidence-basedpractice is an integral part of learning, critical thinking and growth therefore must be relevant to the journal topic and shows relevant learning.

Journal to follow 6thedition APA guidelines and should include a titlepage, the bodyof the journal, reference page

See attached rubric for grading.

Reflective Journal Paper Rubric (10 points per journal for a total of 20 points))

Assignment Criteria

2.5 points

All topics/criteria addressed, and all questions fully answered.

Quality/Accuracy of Information

2.5 points

Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

Organization

2.5 points

Information is very organized with well-constructed paragraphs and levels of heading.

Sources

2.5 points

All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

Earned Points

Up to 10% of the assigned points (total points of assignment) can be deducted from the earned points for errors in APA style [title page, introduction, purpose statement, level heading, conclusion, references, citations, and format], spelling, and/orgrammar.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

 

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