Category: Nursing

Scenario
The manager would like you to facilitate a training for new BSN nurses. As the lead on this initiative, you are responsible for teaching the group how to identify practice interventions from evidence and generate a recommendation from the group. You plan to include a synthesis of the literature and evaluation table to show the critical appraisal of the research. To prepare for this training and make recommendations, you pull out the synthesis table and complete the spreadsheet to share the process for the meetings and have an example of a completed document so you can generate recommendations as a group.
Synthesis Table
Instructions
From your practice experience, identity a practice intervention that you believe would be beneficial for the unit. Prepare a recommendation by completing the spreadsheet and including a summary in a separate document of the following:
Describe an identified practice problem.
Complete a review of research that includes current, peer-reviewed research or evidence-based practice articles and add all information to the synthesis table.
Synthesize the findings of all of the research articles selected for the practice problem.
Analyze the ethical perspectives applied in each study.
Summarize the findings to include a recommendation of the practice intervention from the group.

Develop a TRIFOLD instructional brochure on the nutritional aspects (Please add pictures as well ) this brochure should be based on this patient. ENTERAL NUTRITION
Purpose: To provide diet teaching to a geriatric patient .
PT HAS CONGESTIVE HEART FAILURE. LIMITED INCOME LIMITED MOBILITY. LIKES TO DRINK POOR SUPPORT SYSTEM
brochure should include foods ok for enteral nutrition
pathophysiology of congestive heart failure
why she is having enteral nutrition.
foods to avoid for enteral nutrition
solution for social and psychosocial problems – her income is limited, limited mobility
teaching activities -enteral nutrition
health promotions -enteral nutrition
reflective analysis: what i’ve learned -about enteral nutrition
References at least 2 research

Submit AACN Essentials Summary Paper: READ CAREFULLY
Write an APA 7th ed. Paper that discusses EVERY AACN BSN Essential and describe in great detail how you met each essential with specific examples.
**For EVERY A ACN BSN Nursing Essential you MUST complete the following:
Paragraph #1: Provides a summary explanation of the essential. Be sure to reference at least one scholarly source such as the AACN essentials pdf.
Paragraph #2: Provides specific examples demonstrating how you met the AACN BSN
Essential during your nursing program by providing specific examples from clinical rotations, theory courses, skills labs, etc.
→ Note: The AACN BSN Essentials pdf and a Word doc sample paper template are provided
BELOW this announcement. Please be sure to cite within the paper in APA 7th ed.Write a paper in APA Style that discusses each of the AACN Essentials and describe how you met each essential. Incorporate evidence from your previous Nursing Evolution assignments, as well as detailed examples from your didactic, skills lab, and clinical rotations.
For each essential include the following:
A brief summary explanation of the essential that is cited with at least one scholarly source
At least one example of how you met the essential during your nursing program
Review the rubric for more information on how your assignment will be graded.
Rubric
Nursing Essentials Rubric
Nursing Essentials Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent
40 to >35.6 ptsThe student provides an accurate and concise summary paragraph for each Essential. All summary descriptions expertly identify key aspects of each essential. Every essential is supported with at least one scholarly source.
35.6 to >30.0 ptsA summary paragraph is provided for each Essential. The summary descriptions satisfactorily identify key aspects of each essential, however 1 or 2 descriptions may be vague. One or two essentials may not be supported with at least one scholarly source.
30 to >23.6 ptsA summary paragraph is not provided for each Essential. Several summary descriptions vaguely identify or inaccurately identify key aspects of each essential. Most essentials are not supported with at least one scholarly source.
23.6 to >0 ptsMost or all summary descriptions are not provided. Scholarly sources are not used.
40 pts
This criterion is linked to a Learning OutcomeExamples & Reflection
40 to >35.6 ptsAt least one detailed and explicit example of how the student met each essential during the nursing program is provided for all nine Essentials. The student expertly synthesizes and incorporates significant feedback, concepts, and ideas from the week’s discussion into the assignment. It is evident that the student has thoroughly reflected upon and met the nine essentials.
35.6 to >30.0 ptsAt least one example of how the student met each essential during the nursing program is provided for all nine Essentials, but some examples may be vague. The student satisfactorily incorporates some feedback, concepts, and ideas from the week’s discussion into the assignment. It is evident that the student has satisfactorily reflected upon and met the nine essentials.
30 to >23.6 ptsThe student does not provide an example of how they met each of the nine essentials during the nursing program. The student incorporates little feedback, concepts, and ideas from the week’s discussion into the assignment. It is evident that the student did not fully reflect upon or provide evidence of meeting each essential.
23.6 to >0 ptsThe student provides two or fewer examples of how they met essentials during the nursing program. No reflection is provided.
40 pts
This criterion is linked to a Learning OutcomeOrganization
10 to >8.9 ptsThe assignment is organized in a clear, concise, and well-organized manner.
8.9 to >7.5 ptsMost of the writing is concise and organized, but there may be one or two minor instances where it is not.
7.5 to >5.9 ptsThe writing lacks clarity, conciseness, and organization in many places.
5.9 to >0 ptsThe writing is unfocused and contains serious errors with organization.
10 pts
This criterion is linked to a Learning OutcomeMechanics and APA Format
10 to >8.9 ptsThe student uses APA Style accurately and consistently. The assignment meets all formatting requirements (length and style). Punctuation, spelling, and capitalization are all correct. There are minimal to no errors.
8.9 to >7.5 ptsThe student uses APA Style, but there are 1–2 errors. The assignment meets most formatting requirements (length and style). Punctuation, spelling, and capitalization are generally correct with a few minor errors.
7.5 to >5.9 ptsThe student does not use APA Style consistently and there are 3-4 errors. The assignment meets half of the formatting requirements (length and style). Errors in punctuation, spelling, and capitalization detract from the readability of the assignment.
5.9 to >0 ptsMechanical errors significantly interfere with the readability of the paper. No attempt to follow the required format is indicated. There are many distracting errors in punctuation, spelling, and capitalization.
10 pts
Total Points: 100
PreviousNext

Peer Advocacy
You are a nursing student. Like many of the students in your nursing program, sometimes you feel that you study too much and therefore miss out on partying with friends, something many of your college friends do on a regular basis. Today, after a particularly grueling examination, three of your nursing school peers approach you and ask you to go out with them to a party tonight, off campus, which is being cohosted by Matt, another nursing student. Alcohol will be readily available, although not everyone at the party is of legal drinking age, including you and one of your nursing peers (Jenny). Because you really do not want to drink anyway, you agree to be the designated driver.
Almost immediately after you arrive at the party, all three of your nursing peers begin drinking. At first, it seems pretty harmless, but after several hours, you decide the tenor of the party is changing and becoming less controlled and that it is time to take your friends home. Two of your peers agree, but you cannot find Jenny. As you begin searching for her, several partygoers tell you that she has been drinking all night and that she “looked pretty wasted” the last time they saw her. They suggest that you check the bathroom because Jenny said she was not feeling very well.
When you enter the bathroom, you see Jenny slumped in the corner by the toilet. She has vomited all over the floor as well as her clothing and she reeks of alcohol. When you attempt to rouse her, her eyelids flutter but she is unable to wake up or answer any questions. Her breathing seems regular and unlabored, but she is continuing to vomit in her “blacked-out” state. Her skin feels somewhat clammy, and she cannot stand or walk on her own. You are not sure how much Jenny actually had to drink or how long it has been since she “passed out.”
You are worried that Jenny is experiencing acute alcohol poisoning but are not very experienced with this sort of thing. The other two nursing students you brought to the party feel that you are overreacting, although they agree that Jenny has had too much to drink and needs to be watched. One of your peers suggests calling an older classmate in the nursing program, who offered just the other day to provide rides to students who have been drinking. You think she might be able to provide some guidance. Another one tells you that she feels Jenny just needs to “sleep it off” and that she will stay with Jenny tonight to make sure she is OK, although she has had a fair amount to drink herself.
You think Jenny should be seen in the local emergency department (ED) for treatment and are contemplating calling for an ambulance. One partygoer agrees with you that Jenny should be seen at the hospital but suggests that you drop Jenny off anonymously at the front door of the ED so “you won’t get in any trouble.” Matt encourages you not to take her to the ED at all because he is afraid the incident will be reported to the local police because Jenny is a minor and that he could be in “real trouble” for furnishing alcohol to a minor. He argues that this could threaten both his progression and Jenny’s in the nursing program. He says that she can just stay at the house tonight and that he will check on her on a regular basis.
To complicate things, you, Jenny, and the other two students you brought to the party live in the college dormitories and they lockdown for the evening in another 30 minutes. It will take you at least 20 minutes to gather the manpower you need to get Jenny down to your car and up to her dormitory room by lockdown, if that is what you decide to do. If you are not inside the dormitories by lockdown, you will need to find another place to spend the evening. In addition, there will likely be someone at the door to the dormitory assigned to turn away students who are clearly intoxicated.
ASSIGNMENT:
Decide what you will do. How do you best advocate for a peer when they are unable to advocate for themselves? Does it matter if the risk is self-induced? How do you weigh the benefits of advocating for one person when it can result in potential harm or risk to another person?
***Please have Leadership roles and management by Carol J Huston and two other references, APA format , 250+ word
Huston, C. J. (2022). Lippincott CoursePoint Enhanced for Marquis and Huston: Leadership Roles and Management Functions in Nursing (11th ed.). Wolters Kluwer Health.***

Module 3: Assignment — Prescriptive Authority and Credentialing
Due Sunday by 11:59pm
Points 100
Submitting a text entry box or a file upload
Online Assignment
Assignment: Prescriptive Authority, Credentialing, and DEA Licensing
Part 1: State Prescriptive Authority (MO 1, 3)
Research: Go to the official website of the State Board of Nursing in your state.
Information Gathering: Find and document comprehensive information regarding prescriptive authority for nurses in your specified state. This should include regulations, requirements, and any limitations or specifics.
Reporting: Write a summary highlighting the key points of the prescriptive authority within your state, ensuring to mention specific regulations and requirements and include proper citations.
APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
Part 2: Understanding Drug Schedules (MO 2, 3,5)
Research: Familiarize yourself with the Controlled Substance Act and understand the classifications of Schedule I, II, III, IV, and V drugs.
Differentiation: Describe the differences between these schedules, including examples of drugs falling under each category.
Examples: Provide at least five examples of drugs for each schedule, explaining their uses and restrictions.
APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
Part 3: DEA Licensing Process (MO 4,6,9)
Research: Visit the official DEA website (DEA.gov) to explore the process of obtaining a DEA license for prescribing controlled substances.
Information Gathering: Identify the steps involved in obtaining the license, the initial cost, renewal cost, and the duration of validity for both the initial license and renewals.
Reporting: Write a summary detailing the steps involved in obtaining a DEA license, including costs and validity duration, ensuring proper citations.
APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
Part 4: Summary and AACN Essentials Alignment (MO 7, 8, 10)
Reporting: Write a summary detailing AACN Essentials Alignment. Identify and explain which specific AACN essentials for nursing education and practice are addressed or met by this assignment.
APA Format: Adhere to APA format guidelines for in-text citations and the reference list.
Submission: Submit all work for Parts 1-4 as a single document to the assignment in Canvas.
Part 5: Credentialing Application (M 7, 8, 10)
Completion: Fill out the provided credentialing application form with as much accurate and relevant information as possible. Blank Credentialing Application-1.docx
Submission: Submit the completed application form to the assignment site in Canvas. Note: Do not submit this to an employer.
This form will not need to follow APA format guidelines. All other sections require APA format guidelines.
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Rubric
Prescriptive Authority, Credentialing, and DEA Licensing Updated January 2024
Prescriptive Authority, Credentialing, and DEA Licensing Updated January 2024
CriteriaRatingsPts
This criterion is linked to a Learning OutcomePart 1: State Prescriptive Authority
15 to >12.0 ptsExceptional
Conducted extensive research and information gathering from credible sources, providing a thorough and well-supported summary highlighting key points
12 to >9.0 ptsAdequate
Conducted adequate research and gathered relevant information, presenting a comprehensive summary
9 to >0 ptsNeeds Improvement
Provided incomplete or inadequate research and information, limited summary
15 pts
This criterion is linked to a Learning OutcomePart 2: Understanding Drug Schedules
15 to >12.0 ptsExceptional
Conducted extensive research on drug schedules, classified and differentiated with clear examples
12 to >9.0 ptsAdequate
Adequately researched and provided clear differentiation between schedules with examples
9 to >0 ptsNeeds Improvement
Offered incomplete differentiation or unclear examples
15 pts
This criterion is linked to a Learning OutcomePart 3: DEA Licensing Process
15 to >12.0 ptsExceptional
Conducted comprehensive research on the DEA licensing process, gathered detailed information on steps, costs, and validity, providing a well-summarized process
12 to >9.0 ptsAdequate
Explored and summarized the licensing process effectively, provided comprehensive details and a clear summary
9 to >0 ptsNeeds Improvement
Provided inadequate research, lacked crucial information in the summary
15 pts
This criterion is linked to a Learning OutcomePart 4: Summary and AACN Essentials Alignment
11 to >8.8 ptsExceptional
Presented a well-structured summary with AACN essentials alignment, providing clear insights
8.8 to >6.6 ptsAdequate
Offered a coherent summary with alignment details
6.6 to >0 ptsNeeds Improvement
Provided a basic summary with limited alignment information
11 pts
This criterion is linked to a Learning OutcomePart 5: Credentialing Application
11 ptsFull Marks
Submitted the credentialing application with relevant and accurate information
0 ptsNo Marks
Did not submit
11 pts
This criterion is linked to a Learning OutcomeOverall Presentation
11 to >8.8 ptsExceptional
Information presented with exceptional clarity and structure, easy to follow and understand
8.8 to >6.6 ptsAdequate
Clear and well-structured presentation of information
6.6 to >0 ptsNeeds Improvement
Unclear or disorganized presentation of information
11 pts
This criterion is linked to a Learning OutcomeOverall Accuracy
11 to >8.8 ptsExceptional
Information presented is highly accurate and reliable
8.8 to >6.6 ptsAdequate
Mostly accurate information presented
6.6 to >0 ptsNeeds Improvement
Information contains numerous inaccuracies
11 pts
This criterion is linked to a Learning OutcomeAPA Formatting
11 to >8.8 ptsExceptional
Accurate adherence to APA format guidelines for citations and reference list, using 2 or more reliable resources
8.8 to >6.6 ptsAdequate
Mostly followed APA format guidelines for citations and references
6.6 to >0 ptsNeeds Improvement
No adherence to APA format guidelines for citations and references
11 pts
Total Points: 100
PreviousNext

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.
Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.
No AI or Chatbot! I will be sure to check this.
BSN375 Hallmark Assignment Introduction
Introduction
For this assignment, you will examine the role of the nurse in caring for clients with cognitive and/or mental health issues. You will identify your target audience (such as staff nurses, pre-licensure nursing students, etc.) and create an educational PowerPoint presentation (instructions below). This final assignment will reflect ability and achievement in the following areas:
Intentional Learning, Reflection, and Clinical Judgment
Decision Making and Evidence Based Practice
Organization and Presentation
Writing and APA Formatting
Objectives
Demonstrate collaborative standardization of safe practices through health promotion.
Integrate course concepts within management of a cognitive alteration.
Instructions
You are the nurse educator preparing an orientation on cognitive or mental health illness. There is a need to address the many clients with cognitive issues that seek healthcare services and how to better understand their needs. Choose a cognitive/mental health illness that you feel less knowledgeable about and address the following prompts by including two to three examples of each bullet point:
Choose a cognitive or mental health illness.What is it? How is it diagnosed? How is it treated?
How does it differ from a physical or “visible” illness?
Address the following for your chosen diagnosis.Historical
Socioeconomic impact
Political issues or impact
Educational needs
Topographical findings
Geographical impact
Cultural impact
Include interdisciplinary interventions for this disease.
Discuss the impact of a patient’s value systems on management of this disease.
Address the following health-care practices:Acute versus preventive care
Barriers to health care
Impact of pain and the sick role
Cultural practices
Identify challenges related to:Learning styles
Autonomy
Educational preparation
Disease management
Your presentation should be 15-20 slides (not including title, objectives, and references slides) with detailed presenter notes with in-text citations for each slide with at Least 100 Words of Speaker Notes on Each Slide. Include at least four (4) scholarly sources published within the last 5 years. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment. Audio recording is required. Be sure to completely answer all the prompts/questions. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with in-text citations throughout your presentation. Make sure to reference the citations using the APA 7th Edition writing style for the presentation. Include at least one slide for your references at the end.
Assignment Expectations
Length: 15-20 slides; answers must thoroughly address the questions in a clear, concise manner. Include at least four (4) scholarly sources. Below is a recommended breakdown for the assignment.Title: 1 slide
Objectives/Introduction: 1 slide
What is the cognitive/mental health disease?: at least 2 slides
Address historical, socioeconomic, political issues, educational needs, topographical findings, geographical impact, and cultural impact: at least 4 slides
Interdisciplinary interventions: at least 3 slides
Address health care practices: at least 4 slides
Identify any challenges such as learning styles, autonomy, educational preparation, or disease management: at least 3 slides
Conclusion: 1 slide
References: 1 slide
Audio recording narration
How to create an APA 7th edition formatted PowerPoint presentation:
In-text citations are required just as with any professional writing.
Utilize detailed presenter’s notes.To open presenter’s notes, click on ‘notes’ in the bottom right-hand corner of PowerPoint.
Detailed presenter’s notes should be a minimum of 75 words per body slide.
These notes will help guide you during the audio recording.
Tips for formatting your presentation, adding slides, and applying APA 7th edition format can be foundhere.
Late submissions will receive 0 points! The hallmark assignment is due at the end of week 14 at 11:59pm.
Requirements: 15-20 slides (not including title, objectives, and references slides) With at Least 100 Words of Speaker Notes on Each Slide
Be sure to include an introduction with a clear thesis statement along with a conclusion
Please be sure to carefully follow the instructions
Please be sure to include at least one in-text citation on each slide
Please be sure to include title, conclusion, and reference slides in the ppt
Please be sure to include a background and at least one image on each ppt slide whether its a photograph, statistic, graph, document etc.
Please use the 5×5 rule for the ppt slides

Caleigh Miller
SundayMay 19 at 8:40amManage Discussion Entry
The Lewis and Clark Expedition and The California Gold Rush
May 14th, 1804 the Lewis and Clark Expedition started. Meriwether Lewis and Willian Clark explored the western united states with the purpose of mapping uncharted land, befriending Native Americans and establish trade routes. “Jefferson also tasked Lewis and Clark with paving the way for American trade among the western tribes” (Corbett et al.,2023). The expedition impacted western expansion by inspiring others to explore westward. The California Gold Rush started in 1848 when James W. Marshall found gold at Sutter’s Mill. The gold rush heavily impacted western expansion because a massive amount of settlers moved west in hopes of discovering gold. “In 1848, gold was discovered in California, inspiring thousands of people to converge there in search of their fortunes” (DiPaolo, 2007). I believe the California Gold Rush was the most impactful on western expansion because thousand of people left everything to move westward to mine for gold. ” It has enticed thousands of people into abandoning their homes, families and gainful employment, in an irrational quest to “get rich quick”” (DiPaolo, 2007).
References
Corbett, P. S., Janssen, V., Lund, J. M., Pfannestiel, T., Vickery, P., & Waskiewicz, S. (2023, July 6). U.S. History. OpenStax, OER Commons. https://openstax.org/details/books/us-historyLinks to an external site.
DiPaolo, B. (2007). California gold rush. In California Gold Rush. Infobase. online.infobase.com/Auth/Index?aid=239824&itemid=WE52&articleId=592550

You are a nursing student. Like many of the students in your nursing program, sometimes you feel that you study too much and, therefore, miss out on partying with friends, something many of your college friends do on a regular basis. Today, after a particularly grueling examination, three of your nursing school peers approach you and ask you to go out with them to a party tonight, off campus, which is being cohosted by Matt, another nursing student. Alcohol will be readily available, although not everyone at the party is of legal drinking age, including you and me of your nursing peers (Jenny). Because you really do not want to drink anyway, you agree to be the designated driver.
Almost immediately after you arrive at the party, all three of your nursing peers begin drinking. At first, it seems pretty harmless, but after several hours, you decide the tenor of the party is changing and becoming less controlled and that it is time to take your friends home. Two of your peers agree, but you cannot find Jenny. As you begin searching for her, several partygoers tell you that she has been drinking all night and that she “looked pretty wasted” the last time they saw her. They suggest that you check the bathroom because Jenny said she was not feeling very well.
When you enter the bathroom, you see Jenny slumped in the corner by the toilet. She has vomited all over the floor as well as her clothing, and she reeks of alcohol. When you attempt to rouse her, her eyelids flutter, but she is unable to wake up or answer any questions. Her breathing seems regular and unlabored, but she is continuing to vomit in her “blacked-out” state. Her skin feels somewhat clammy, and she cannot stand or walk on her own. You are not sure how much Jenny actually had to drink or how long it has been since she “passed out.”
You are worried that Jenny is experiencing acute alcohol poisoning but are not very experienced with this sort of thing. The other two nursing students you brought to the party feel that you are overreacting, although they agree that Jenny has had too much to drink and needs to be watched. One of your peers suggests calling an older classmate in the nursing program, who offered just the other day to provide rides to students who have been drinking. You think she might be able to provide some guidance. Another one tells you that she feels Jenny just needs to “sleep it off” and that she will stay with Jenny tonight to make sure she is OK, although she has had a fair amount to drink herself.
You think Jenny should be seen in the local emergency department (ED) for treatment and are contemplating calling for an ambulance. One partygoer agrees with you that Jenny should be seen at the hospital but suggests that you drop Jenny off anonymously at the front door of the ED so you won’t get in any trouble.” Matt encourages you not to take her to the ED at all because he is afraid the incident will be reported to the local police because Jenny is a minor and that he could be in “real trouble” for furnishing alcohol to a minor. He argues that this could threaten both his progression and Jenny’s in the nursing program. He says that she can just stay at the house tonight and that he will check on her on a regular basis.
To complicate things, you, Jenny, and the other two students you brought to the party live in the college dormitories, and they lock down for the evening in another 30 minutes. It will take you at least 20 minutes to gather the manpower you need to get Jenny down to your car and up to her dormitory room by lockdown if that is what you decide to do. If you are not inside the dormitories by lockdown, you will need to find another place to spend the evening. In addition, there will likely be someone at the door to the dormitory assigned to turn away students who are clearly intoxicated.
Decide what you will do. How do you best advocate for a peer when they are unable to advocate for themselves? Does it matter if the risk is self-induced? How do you weigh the benefits of advocating for one person when it can result in potential harm or risk to another person? Must have 1 scholarly resource and use the text book as reference.

The Scenario: Tom
Insurance salesman, male, age 52, lifetime non-smoker, diagnosed with non-small cell lung cancer within the past 6 weeks. This is his first visit since he received his first chemotherapy treatment. He is presenting to his oncologist for discussion about an incidental finding of a germline EGFR mutation identified during tumor genetic analysis. He is being considered for participation in a research study that will involve germline genetic testing on a blood sample to confirm this finding. If confirmed, family members could also be tested and if mutation positive, undergo lung cancer screening.
1. Describe the epidermal growth factor receptor (EGRF).
2. What are the risk factors for EGRF mutations?
3. Discuss genetic testing for EGRF mutations, i. e., who, when, why
4. Discuss the relationship between EGFR mutation and targeted therapies.
Has to be in APA format and 3 references within 5 years. answer lenght 250 words minimum

Instructions:
Submission Instructions:
formatted and cited in current APA style with support from at least 2 academic sources within 5 years.
You should respond to your peers by extending, refuting/correcting, or adding additional nuance to their posts.
All replies must be constructive and use literature where possible.
Learning Theories & Principles and Quality Health Care
Understanding learning theories, which make up the foundation of educational psychology, is critical for clinical personnel because it enables us to create learning environments, improve the effectiveness of the educational system, and comprehend particular learning theories in order to understand the patient and provide appropriate care. The development and testing of learning theories has substantially improved our understanding of how to identify individuals and changes in thinking, feeling, and behavior patterns. Furthermore, health professionals must exhibit consistent application of theories and clear reasoning in management, staff development, continuing education, and health promotion programs, especially given the current healthcare system (Aliakbari et al., 2015). In this regard, learning theories are critical for advanced nursing professionals who provide high-quality care to patients. I believe that cognitive and behaviorist ideas are crucial in advanced nursing practice.
Cognitive theory
Cognitive theory is widely used in education and therapy, and it is regarded to encompass a number of sub theories. This position holds that the individual’s cognition (perception, reasoning, memory, and methods of processing and organizing information) is critical to learning and evolution. Cognitive learning is a highly dynamic process that involves perceiving information, assessing it based on existing knowledge, and then restructuring the information to create new insights or understanding. The cognitive theory’s emphasis on recognizing and appreciating individuality and variability in how people learn and process events is extremely beneficial to health care. When used to health care, cognitive theory has been useful in establishing fitness programs for breast cancer patients (Themes, 2016). Advanced practice nurses will be more effective in providing care as they get more familiar with different situations. As a result, the cognitive development theory is important to contemporary nursing practice. Practitioners can also identify parallels, differences, and countermeasures for application in various medical situations (Jessee, 2018).
Behaviorism theory
Behaviorism theory is increasingly being used in educational and clinical psychology in combination with other learning theories, particularly cognitive theory (Themes, 2016). Behaviorism is a learning theory that emphasizes the quantitative qualities of traits and behaviors in order to facilitate learning (Landers et al., 2020). The behaviorist approach is clear and easy to implement, and it encourages unambiguous, objective study of observable environmental stimulus situations, learner reactions, and the effects of reinforcements on people’s activities (Themes, 2016). Because people cannot perceive their own thoughts, health providers are advised to employ visual qualities to better understand patients. According to the hypothesis, observing changes in the patient’s behavior can also be used to provide learning suggestions. Furthermore, the theory claims that circumstances play an important role in initiating behavioral change. The behaviorism hypothesis also requires ongoing change and change reinforcement (Landers et al., 2020). As a result, when caring for a variety of patients, advanced nurse practitioners are exposed to novel stimuli. It’s known as conditioned stimulation. The practitioner then formulates a reaction by comparing the situation to one they may have already encountered. This is referred to as a “conditioned reaction.” The application of behaviorism theory improves service delivery, resulting in high-quality healthcare.
Finally, as part of professional nursing practice, cognitive and behaviorist theories are commonly used in patient education. Learning theories are essential in advanced practice nursing because they improve the quality of care offered. The use of cognitive development theory to the field of APN nursing ensures that the professionals educated can learn and enhance their knowledge via independent efforts such as experience, hence improving the quality of care. The behaviorism theory can help the APN practitioner comprehend behavioral changes, use them to absorb new knowledge, and reinforce their responses to diverse situations. Advanced Practice Nurses can employ learning theories at the individual, group, and community levels to not only comprehend and teach new material and activities, but also to solve problems, break bad habits, create healthy relationships, control their emotions, and behave productively (Themes, 2016).
References
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of Education and health promotion, 4, 2. https://doi.org/10.4103/2277-9531.151867
Jessee, M. A. (2018). Pursuing improvement in clinical reasoning: The integrated clinical education theory. Journal of Nursing Education, 57(1), 7–13. https://doi.org/10.3928/01484834-20180102-03Links to an external site.
Landers, M. G., O’Mahoney, M., & McCarthy, B. (2020). A theoretical framework to underpin clinical learning for undergraduate nursing students. Nursing Science Quarterly, 33(2), 159–164. https://doi.org/10.1177/0894318419898167Links to an external site.
Themes, U. (2016). Applying Learning Theories to Healthcare Practice. Nurse Key. https://nursekey.com/applying-learning-theories-to…