Feb 23, 2024 NR 451 iCARE Self-Assessment
NR 451 iCARE Self-Assessment
NR 451 iCARE Self-Assessment
Teamwork is an important component of nursing practice that contributes to the provision of high quality, safe and efficient care. Teamwork ensures that healthcare providers work in collaboration in addressing the health needs of the patients. Teamwork contributes to the realization of care outcomes that include patient satisfaction with care, empowerment, and provider satisfaction with the care that they give. The organization that I work with utilizes inter-professional teams in the provision of patient care. An aspect of inter-professional team that can be improved is the use of effective leadership styles in getting team activities done efficiently. Therefore, this paper examines the use of iCARE components to improve the effectiveness of inter-professional team activities in my organization.
Compassion
Compassion in nursing is defined as the feeling of sympathy towards the negative experiences or distress of others. Compassion focuses on understanding or feeling the experiences of others’ suffering. One of the nursing actions that could contribute to compassion through inter-professional team support is acknowledging the feelings of others. Nurses should acknowledge the feelings, experiences or sufferings of others including their patients and colleagues. Acknowledging the feelings of others makes them perceive cared and understood by the healthcare providers. Acknowledging the feelings of others creates the culture of sensitivity to the needs of patients by the healthcare providers (Sacco & Copel, 2018). The impact on patient outcomes includes patient satisfaction with care and strengthening of effective patient-provider communication.
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Advocacy
Advocacy in nursing is a practice that entails the protection of the needs and rights of others in health care. Nurses act as advocates of their patients by ensuring that their rights to safe, effective, quality and efficient care are not violated. One of the nursing actions that could contribute to advocacy through inter-professional team support is speaking up in situations where the rights of the vulnerable are violated. Nurses should speak up for the vulnerable in their communities. They should express their dissatisfaction or concerns towards the adoption of interventions that infringe the rights of the vulnerable. Speaking up may affect the culture in my organization by strengthening the adoption of values such as honesty, responsibility, transparency, and prioritization of the needs of others (Kalaitzidis & Jewell, 2020). The possible impact on patient outcomes due to speaking up includes patient safety, empowerment, and provision of high quality care in nursing practice.
Resilience
Resilience in nursing entails having the abilities to overcome difficult situations. Nurses should demonstrate resilience in addressing the complex and emerging care needs of their populations. Resilience is perceived a protective factor that comprises of characteristics such as enduring values, sense of carrying on, and problem solving. Resilience also encompasses characteristics such as flexibility, faith, selfhood, creativity, and self-confidence in nursing. One of the nursing actions that could contribute to resilience through inter-professional team support is creating social support networks for healthcare providers. Social support is important for healthcare providers to overcome their difficulties. Social support networks provide healthcare givers the opportunities to express their experiences and learn from others the effective mechanisms for coping with challenging situations (Darch et al., 2017). The use of social support networks might affect the culture of my organization by ensuring that healthcare providers are given opportunities that promote their personal and professional growth. It can also influence the organizational culture by strengthening the recognition of the diverse needs of the staffs and effective interventions that can be used to meet them (Young & Rushton, 2017). The possible impacts to patient outcomes include patient safety in care and provision of high quality care due to staffs being resilient in addressing the care needs of their patients.
Evidence-Based Practice
The use of evidence-based practices in healthcare has gained considerable popularity in the modern world. Evidence-based practice entails the use of best clinical practices obtained from clinical research and expertise with a consideration of patient values. Evidence-based practice contributes to care outcomes such as patient-satisfaction with care and provision of high quality care. One of the nursing actions that could contribute to evidence-based practice through inter-professional team support is the provision of training and educational opportunities to healthcare providers on selection and implementation of best practices in health. Healthcare providers should be trained on the ways of performing critique of evidence and translating evidence into practice. Provision of training and educational opportunities may affect the culture of my organization by ensuring the use of best practices in the provision of patient care (Rojjanasrirat & Rice, 2017). The potential patient outcomes with the adoption of the action include the provision of high quality, safe, efficient and patient-centered care.
Summary
iCARE components that include compassion, advocacy, resilience, and evidence-based practice contributes to the provision of high quality, safe and efficient care in nursing. The utilization of the iCARE components ensures that inter-professional teams prioritize the care needs of the patients in the care process. The components also guide the development of nursing plans that are appropriate to the needs of the diverse patient populations. Therefore, health organizations should strive to ensure that the workplace conditions support the effective use of the iCARE components. Nurses should also influence the use of the components by advocating the provision of training and educational opportunities to other providers to create provider awareness.
References
Darch, J., Baillie, L., & Gillison, F. (2017). Nurses as role models in health promotion: A concept analysis. British Journal of Nursing, 26(17), 982–988. https://doi.org/10.12968/bjon.2017.26.17.982
Kalaitzidis, E., & Jewell, P. (2020). The concept of advocacy in nursing: a critical analysis. The Health Care Manager, 39(2), 77–84. https://doi.org/10.1097/HCM.0000000000000292
Rojjanasrirat, W., & Rice, J. (2017). Evidence-based practice knowledge, attitudes, and practice of online graduate nursing students. Nurse Education Today, 53, 48–53. https://doi.org/10.1016/j.nedt.2017.04.005
Sacco, T. L., & Copel, L. C. (2018). Compassion satisfaction: A concept analysis in nursing. Nursing Forum, 53(1), 76–83. https://doi.org/10.1111/nuf.12213
Young, P. D., & Rushton, C. H. (2017). A concept analysis of moral resilience. Nursing Outlook, 65(5), 579–587. https://doi.org/10.1016/j.outlook.2017.03.009
This week’s graded topic relates to the following Course Outcome (CO).
CO1: Applies principles of nursing, theories, and the care philosophies to self, colleagues, individuals, families, aggregates and communities throughout the healthcare system. (PO#I )
Care expressed and practiced in professional nursing models provides a way of looking at the nursing role from the aspect of care. It may seem excessive to consider aspects of caring and compassion in nursing. However, precisely because it IS nursing makes it crucial to our continual progress of defining and upholding one of our central professional principles.
Address each of these items:
Reflect on a caring and compassionate experience with a patient or family encountered in your practice. How was your compassion demonstrated? What other ways do you wish you would have expressed caring?
How does your thinking about compassion expand to include self and colleagues?
Please complete the iCARE Self-Assessment (Links to an external site.)Links to an external site. and download for your own use and information. The self-assessment is not a graded item.
NR 451 Week 2: The Clinical Question
Your capstone change project begins this week when you identify a practice issue that you believe needs to change. The practice issue must pertain to a systematic review that you must choose from a List of Approved Systematic Reviews (Links to an external site.)Links to an external site. for the capstone project.
Choose a systematic review from the list of approved reviews based on your interests or your practice situation.
Formulate a significant clinical question related to the topic of the systematic review that will be the basis for your capstone change project.
Relate how you developed the question.
Describe the importance of this question to your clinical practice previously, currently, or in the future.
Describe what a research-practice gap is.
The systematic review I chose from our provided list was about 30 day hospital readmission. I chose this topic because I work in the emergency department and I see time and time again the same patients coming into the department with the same complaints and being admitted once again. I my opinion the common denominator I have found when treating these patients is lack of education. Whether the patients are lacking education on the disease process, medications or preventative measures there is some form of not understanding. My clinical question would address this situation. For example: Do discharge planning and interventions cover enough education material to prevent or lower 30 day readmissions?
Research-practice gap is the gap between the person doing the research and the practitioners in the field working with what is being researched. My research gap would be my lack of working on the medical surgical floor or any other floor besides the emergency department. Discharge planning and interventions are not something commonly dealt with in the emergency department.
Leppin, A. L., Gionfriddo, M. R., Kessler, M., Brito, J. P., Mair, F. S., Gallacher, K., & … Montori, V. M. (2014). Preventing 30-day hospital readmissions: a systematic review and meta-analysis of randomized trials. JAMA Internal Medicine, 174(7), 1095-1107. doi:10.1001/jamainternmed.2014.1608
Chamberlain Library Permalink: http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=24820131&site=eds-live&scope=siteLinks to an external site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
To be a nurse is to be someone that loves to care for people. I give care to my patients unselfishly but occasionally forget to include self-care. While trying to keep up with all of my obligations including school, work, and family, I find that I don’t make a lot of time for myself.
Prior to starting this program and then taking the iCare Self-Assessment, I have started to try and organize my everyday life as well as try not to worry about what I may not be getting done. I have tried to set a schedule for schoolwork, juggling my work schedule, and of course my girls’ activities and family time. Recognizing the relationship between personal health, self-care, and the ability to deliver sustained quality care and maintain your life is one that is not always easy to manage but can be very obtainable if done with a little bit of planning (Massachusetts Nurse of the Future Nursing Core Competencies©: p. 16). Going back to school has been a big goal of mine and I want to make sure I make the adjustments in my life to make it a success.
As nurses, we advise our patients to take care of themselves, so I think it is only fair to make sure we are also taking care of ourselves. I think we could all benefit from improving our own health and personal wellbeing (Cook, 2008)
I think that my instructors will play an important role in preparing me to become successful in this BSN program and I hope that each one I have will help me grow in my nursing career. (Hood, 2018). Giving feedback and support is key to helping us as students succeed.
References
Cook, R. (2008). Take some time for yourself. Nursing Standard, 22(21), 28–28. doi: 10.7748/ns.22.21.28.s32
Hood, Lucy. (2017) Leddy & Pepper’s Professional Nursing, 9th Edition. [VitalSource Bookshelf]. Retrieved from
https://online.vitalsource.com/#/books/9781496351388Links to an external site.
Massachusetts Nurse of the Future Nursing Core Competencies: Registered Nurse. (Revised March 2016). Retrieved from http://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdfLinks to an external site.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
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