Original Work, No Plagiarism, Cite and Reference

You (a research assistant) are administering an electronic survey about chemotherapy-induced peripheral neuropathy to Edith, a participant receiving chemotherapy, in the infusion suite. The survey is administered using software on a iPad. You hand Edith the iPad and while she is clicking around to answer the survey, she accidentally navigates to the main page of the survey administration software, revealing the first and last names of everyone on the study. This is not the first time that a data privacy incident has occurred during the conduct of this study.

Discussion Questions

1. What security steps could you take in the future to prevent participants from navigating to the home page of the survey administration software when they complete the survey on the iPad? 

2. If you were the PI of this study, how would you explain to your research assistant the importance of data privacy/security?

3. If you were the PI of this study, should you report this incident to the IRB? Why or why not? 

4. In an alternate scenario, when you approach Edith to administer the survey, Edith says that she does not remember being apart of a research study. How would you respond in this situation? Should you still administer the survey? 

1st 

 

The Theory of Goal Attainment and Transactional process is a theory that guides nurses to practice nursing based on a personal approach. It is a Grand Theory based on Interactive Process.  The purpose of this theory is to be able to achieve patients’ goals by forming a relationship with the client or patient. To be able to form a relationship with a patient/client there are several factors that have to be consider.  One of the main factors that has to be consider is the fact that the patient is a unique individual and as such nurses must think how to approach this patient to form a therapeutic relationship that will involve the patient in his/her own healthcare goals.

The goal of attainment has impacted research, education, and the nursing. However, it has impacted nursing education in particular. “For example, it served as a frame work for the baccalaureate program at the Ohio State University School of Nursing where it determined the content and process taught at each level of the program” (McEwen & Wills,2023, p. 177).

The development of this theory was created by Imogene King in the 1960’s.  “During this time nursing practice was not so much based on theory.  Nursing practice was generally prescribed by others and highlighted by traditional, ritualistic tasks with little regard to rational” (McEwen & Wills, 2023, p.25).

It is interesting to know that this theory has been used not only for the purpose of education, research and nursing practice but it has also help to develop other theories.   “In addition to application in practice and research described previously, King’s work has been the basis for development of several middle-range nursing theories.  For example, was used by Rooda (1992)  to develop a model for multicultural nursing practice” (McEwen & Wills, 2023, p. 117)> 

2nd 

Virginia Henderson was born in Missouri and raised in Virginia. She grew up to receive her diploma in nursing from the Amy School of Nursing located at Walter Reed Hospital. Within two years of working as a bedside nurse her passion for the profession grew immensely.  She applied to and was offered a nurse educator position at a hospital in Virginia. From that day Henderson embarked on a lifelong mission to educate nurses on her concept of the nursing profession. Over a decade she had  went on to obtain her Bachelors of Nursing degree in 1932 and her Master’s degree in 1934. Her concept and theories evolved and was imitative of her passion, practice and education. 

The philosophical and structural components of her theory was focused on educating nurses and providing patient care in an encouraging environment. Henderson was introduced to physiologic principles during her graduate education. The study of these principles was the fundamental basis of her framework for patient care (Henderson, 1965, 1991). The physiologic principle implies that the patient’s biology, psychology and sociology (biopsychosocial) all had to be taken into consideration when providing care. As her studies and work experience progressed, she was also introduced to “Thorndike’s fundamental needs of a man” (McEwen, Grand Nursing Theories Based on Human Needs 2022), in which she gave credit to as having a direct influence on her beliefs. Another major concept of her theory is that nurses should assist patients with otherwise daily activities of life in times of illness until the patient is back to their optimistic level of health. Overall, helping the patient to regain independence by providing a supportive environment. Her concept of nursing included the nurse assisting the patient with 14 activities.

Henderson’s theory of nursing has immensely affected nursing education, nursing research and nursing practice.  Lucier (2018), for example, described how Henderson’s model could be used to enhance the nurse−patient relationship to provide holistic care at the end of life. Similarly, Waller-Wise (2013) found that Henderson’s theory assisted nurses in attaining excellence in childbirth education, and Miranda et al. (2018) used Henderson’s assumptions and model in their analysis of the concept of “nursing care of overweight children.” (McEwen, Grand Nursing Theories Based on Human Needs 2022). Her contribution to nursing textbooks extended from 1930-1990’s. Her contributions to nursing had a global impact by strengthening the focus on nursing practice and confirming the value of tested interventions in assisting individuals to regain health (McEwen, Grand Nursing Theories Based on Human Needs 2022). Researchers internationally continue to be influenced by Henderson’s model as a framework.

Rubric

 

 

Criteria for Grading Discussion Participation
Interactions should be thorough, thoughtful and facilitate the learning community’s growth.
Behaviors will be reviewed on a weekly basis. Contribution toward the course grade total
will be based on the pattern of demonstrating these characteristics.
Please remember, initial posts should be submitted by midnight by deadline. Your
responses to two of your peers’ initial posts should be made by deadlines, and then
responses to questions or comments made to you on your posts or discussion responses
should be made by deadlines also, per syllabus above.
Rubric for evaluating Discussion Participation
Characteristic of the Response Point Value
 No response 0
 Responses are noncontributory (e.g., “I agree with the comment;”
“I was thinking the same thing:” “I had a similar experience.”
2
 On-time response to all points
 Response is not relevant to other statements or the discussion
thesis
 Response shows minimal understanding of the topic
4
 On-time response to all discussion points
 Response reflects the point being discussed; builds on ideas of
other participants
 Facts and examples are appropriate to each thesis and are
accurate
 Rules of communication, language, etc. are utilized so as not to
distract the flow of discussion
6
 All elements in the 6-point division (above) and
 Responses reflect complete understanding of topic and assigned
readings
 Uses greater detail, examples and other sources to support
discussion
 Initiates another question (which may/may not be discussed by
group0
8
 All elements in the 8-point division (above) and
 Analyses, discussions and conclusions explicitly linked to the
10

 

please follow all directions

Experiential Nursing Learning Planning Proposal
Assignment

 20 points 

Overview and Instructions:
Demonstrating the student’s ability to effectively collaborate with nursing leaders and community health nurses for the upcoming public/community health clinical experience, while using leadership skills as a means to prepare for the upcoming NURS 450 experiential nursing learning experiences, the student will submit an experiential learning planning proposal paper by 6-25-23.

During this course (410), you will plan your experiences that will take place during the NURS 450 course. Prior to due date, you will be responsible for contacting a BSN (or higher) preceptor for 24 hours in a public/community health clinical site for your upcoming NURS 450 course. The clinical site must offer community/population-based services, with the primary preceptor being a BSN (or higher) prepared nurse working in a clinical setting providing community or population-based care, while using nurse leadership skills. You will also arrange for 11 additional volunteer hours in a different public/community health setting. Within this module, you will find a list of potential experiential learning (clinical) sites that have been used by previous nursing students. This is not an all-inclusive list but does give the student an idea of previously used sites. Your precepted and/or volunteer experiential nursing learning (clinical) site does not need to be included in this list, as other public/community health sites can be arranged as well.

Experiential Nursing Learning Planning Proposal Grading Rubric

Criterion	Excellent	Satisfactory	Unsatisfactory
Determine the experiential nursing learning (clinical) precepted site (5 pts.)	a. Description of the clinical site is clear and relevant, including location and demographics of location (include either community/county/city demographic data such as age, race, ethnicity, gender, income, education, etc.) and population served (2.5 pts.) b. Describes appropriateness of the clinical site to a community/population health focus as well as application to professional nursing practice (2.5 points)	a. Minimally describes the clinical site (1.25 pts) b. Minimally describes the appropriateness of the clinical site to a community/population health focus as well as application to professional nursing practice (1.25 pts.)	a. Description of the clinical site is unclear and/or irrelevant (0.625 – 0 pts.) b. Does not describe the appropriateness of the clinical site to a community/population health focus as well as application to nursing practice (0.625 – 0 pts.) *May receive (0) if description of clinical site and/or appropriateness is missing
Describe the role of the BSN preceptor (5 pts.)	a. Describes the role of the proposed BSN preceptor as a community/ population-based BSN prepared nurse and nurse leader (2.5 pts.) b. Describes the value of the nursing student having an experience with a BSN prepared nurse preceptor in general, and specifically with the proposed preceptor, integrating nursing standards of practice and how this relates to their role in adhering to the Standards of Practice while completing the nursing process during this public/community health clinical experience. c. (2.5 pts.)	a. Minimally describes the role of the proposed BSN preceptor as a community/population-based BSN and nurse leader (1.25 pts.) b. Minimally describes the value of the nursing student having an experience with a BSN preceptor, does not integrate public health nursing standards of practice (1.25 pts.)	a. Does not describe the role of the proposed BSN preceptor as a community/population-based BSN and nurse leader (0.625 – 0 pts.) b. Does not describe the value of the nursing student having an experience with a BSN preceptor (0.625 – 0 pts.) *May receive (0) if description of the role of the BSN prepared preceptor and/or public health nursing standards of practice are missing
Explain the community service and volunteer public/community health setting (2.5 points)	a. Explains the appropriateness of the community service/volunteer setting to a community/population health focus (2.5 points)	a. Minimally explains the appropriateness of the community service/volunteer setting to a community/population health focus (1.25 pts)	a. Does not explain the appropriateness of the community service/volunteer setting (0.625 – 0 pts.)
Included at least one professional/research nursing journal article to support rationale (2.5 pts.)	a. Includes at least one professional research nursing journal article (hint- use CINAHL) (2.5 pts.)	a. Includes article that lacked professional credibility (1.25 pts.)	a. Fails to include professional journal article (0.625 – 0 pts.)
Experiential Learning (clinical)agency/contact information for preceptor (2.5 pts.)	a. Includes agency/contact information for BSN preceptor, including preceptor name, clinical site name, phone contact, address, and email contact (2.5 pts.)	a. Includes partial agency/contact information for BSN preceptor (1.25pts.)	a. Does not provide any agency/contact information for BSN preceptor (0.625 – 0 pts.)
Writing Mechanics and APA formatting (2.5 pts.) *Must include American Nurses Association (2013). Public health nursing: Scope and standards of practice (2nd ed.) reference	a. Demonstrates information literacy and proper writing mechanics through formatting, citing, and documenting a reference list for resources while displaying a proficient understanding of how to appropriately organize his/her work using headings per 7th ed. APA formatting. Must include · Title Page · Body of paper · Reference list (2.5 pts)(No page length requirements. Suggested page length of paper for the body of the paper is one to two pages in length.)	a. Demonstrates information literacy through formatting, citing, and documenting relevant material but does not organize work using headings per 7th ed. APA formatting. Includes partial paper requirements. (1.25 pts.)	a. Incorrect use of information literacy in formatting, citation, and documentation. Multiple errors in APA formatting. (0.625 – 0 pts.)
Total Points	20 points