Seach

 it’s powerpoint presentation
remember to show some of his work like 15-25 photos
remember to a page of 5 sources 

To understand the role that effective communication practices will play in your career

NURSING CAREER 

APA FORMAT 

THEY CHECK FOR PLAGERISM/AI 

SEE INSTRUCTIONS IN ATTACHMENT

evidence based


NUR640 Week 3 Assignment 3.1 Page 1

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Assignment Title: Sampling Methods

Step 3 for your Evidence-Based Practice Mini-Project (Research Proposal)

Assignment Overview:


For your Research Proposal Step 3, you will submit your target population listed and a clearly stated and though description of your study population with scholarly sources. There is a sampling plan that identifies the sampling method. There is a clear and thorough description of the sample. There is a precise procedure detailing how participants will be selected. There is a thorough description of the research setting, and a detailed description of the recruitment plan. There is a clear and thorough description of all ethical considerations related to your mini-research project.

Deliverables:

The final copy of your Step 3 Research Proposal assignment is on or before Sunday at 11:59pm just before Week 4 begins at the latest. Be sure to use the file naming protocol: NUR640_EBP Step 3_last name_mmddyyyy.

Assignment Details:

For this assignment, you will write part of Step 3 of your Research Proposal. Use the discernment gained from your Human Subjects Certificate Discussion Board regarding ethical considerations for your own EBP Proposal.

Sampling Plan: Describe your sampling plan that identifies the sampling method you will utilize. Describe your sample in detail.

Research Setting: Describe your research setting. For example, is your setting where you work?

Recruitment Plan: Describe your recruitment plan in detail.

Ethical Considerations: Describe whether your EBP Proposal could go through an expedited IRB approval. Why or why not?

Note: In your Step 3 state what instrument you will be using for your EBP proposal.

Grading: Each part of your EBI proposal has a grading rubric. All submissions should have a title page and reference page. Each Step of the EBP Proposal will then be added together in Week 5 assignment which will be graded again based on a new rubric that includes your best revision based on weekly instructor detailed feedback. Points will be lost if suggestions are not incorporated into the final Week 5 Submission of your EBP Proposal. (See Week 5 Assignment rubric).

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nursing

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The use of technology in nursing education

Ivet Infante Hidalgo

Florida National university

Adult Health Nursing I-FSD_GR01

Yaimara Diaz Alameda

06/18/23


The use of technology in nursing education

Literature Review

Nursing education is vital in preparing future healthcare professionals to provide high-quality care. With the rapid advancements in technology, nursing programs have recognized potential of integrating digital tools into curricula to enhance teaching and learning experiences. Nursing programs now employ simulation equipment, virtual reality systems, and e-learning platforms for interactive modules and assessments. Virtual simulations provide hands-on practice in a safe environment, while online platforms offer access to educational resources and facilitate collaborative learning (Altmiller & Pepe, 2022). Mobile apps and wearable devices enable real-time patient monitoring and data collection. Teleconferencing and videoconferencing support remote teaching and mentoring. Electronic health records are also used to familiarize students with documentation systems. The technologies contribute to comprehensive nursing education, promoting practical experience, theoretical understanding, and adaptability in healthcare. The increased integration of technology in nursing programs has raised studies to assess its impact on nursing education.

Technology has been found to facilitate collaborative learning among nursing students, promoting teamwork, communication, and interprofessional collaboration. Männistö et al. (2019) conducted systematic review intended to evaluate the efficiency of educational interventions in digital collaborative learning within the nursing curriculum. The review followed rigorous guidelines and entailed published RCTs between 2003 and 2018. The researchers searched multiple databases for relevant studies and independently evaluated their quality using established criteria. Total of five RCTs involving 647 nursing students were included in the review. The findings consistently established favorable influence of digital collaborative learning on students' knowledge and nursing abilities. Using collaborative education in digital settings facilitated interaction and collaboration among nursing students. It improves their capacity to solve problems, satisfaction, and desire to learn.

Männistö et al. (2019) review concludes that digital collaborative learning holds great potential for enhancing nursing students' competence, knowledge, and satisfaction. Online discussion boards, video conferencing, and shared virtual spaces allow students to connect with peers, exchange ideas, and engage in collaborative problem-solving activities. As digital tools and teachers' proficiency in utilizing them continue to improve, evidence suggests that effectiveness of collaborative learning in digital contexts is rising in nursing education. The authors recommend systematically incorporating digital collaborative learning across various nursing courses, highlighting its ability to enhance learning results for students in higher education.

Integrating technology in nursing education supports the development of critical thinking skills. Singh and Masango (2020) investigate student nurses' perspectives on using information technology (IT) in nursing education. It aimed to identify their challenges regarding IT use and recommend strategies for improving IT utilization in nursing education. Singh and Masango chose quantitative non-experimental descriptive research design. The study was conducted at a private nursing education institution in Kwa-Zulu Natal, South Africa. The sample consisted of 244 student nurses who completed self-administered structured questionnaire. Most respondents were young adults familiar with IT and belonged to Millennial or Net Generation. However, despite their familiarity with IT, most did not possess formal IT qualifications or receive IT training before entering the nursing programs. The respondents reported frequent use of IT for communication, internet searches, and academic purposes, but they showed varying levels of competence in different IT skills.

The study found that information technology (IT) in nursing education provides opportunities for students to engage in interactive learning experiences, access wealth of information resources, and participate in collaborative activities. Students engage in problem-solving exercises, analyze complex scenarios, and develop critical thinking abilities. Student nurses reported frequent IT use for internet searches, communication, and academic purposes. Engaging in the activities requires students to evaluate and analyze information contributes to development of critical thinking skills. Simulation devices and interactive video conferencing enabling students to practice clinical judgment in a secure setting, enhancing critical thinking abilities. Singh and Masango (2020) also revealed that student nurses perceived technology as valuable tool for accessing medical videos, medical applications, and medical databases. Students interact with online case studies, virtual patient scenarios, and mobile applications. The resources facilitate independent learning allowing students to explore different perspectives, analyze complex healthcare situations, evaluate evidence, and make informed decisions.

Technology improves clinical competency in nursing education. Hack-Polay et al. (2022) investigated technology role in enhancing nursing education and promoting resilience among nursing students. It utilized mixed-method approach collecting 54 nursing students data and 20 health professionals in Australia and United Kingdom. The findings indicate improvement in nursing students' confidence in mental health nursing practice after clinical experience in mental health settings. Hands-on exposure to technology and its integration into healthcare practices enhanced students' abilities to handle complex situations and effectively communicate with patients. Virtual simulations and augmented reality tools offer safe and controlled environment to practice clinical skills. Qualitative interviews with health professionals also reveal that exposure to emerging technologies helps nurses develop modern capabilities. The study emphasizes that technology upskills nurses for contemporary healthcare settings. The findings suggest that AI, digital technology, and health-related engineering equipment foster faster responses, improved accuracy, and enhanced quality of care. It reduces professional stress by critically aiding and providing support in diagnosis and patient. Technologies facilitate repeated practice, feedback, and self-assessment, increasing clinical competency and confidence in real-life patient care settings.

Conclusion

Technology integration in nursing education has revolutionized future healthcare professionals' teaching and learning experiences. Digital tools like simulation equipment, virtual reality systems, e-learning platforms, mobile apps, and wearable devices enhance nursing education. Collaborative learning in digital environments effectively promotes teamwork, communication, problem-solving abilities, and motivation for learning. Information technology facilitates interactive learning experiences, critical thinking development, and access to information resources. Technology improves clinical competency through hands-on practice, enhances communication skills, and prepares nurses for modern healthcare settings.

References

Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education.
Nursing Clinics of North America,
57(4), 551–562. https://doi.org/10.1016/j.cnur.2022.06.005

Hack-Polay, D., Mahmoud, A. B., Ikafa, I., Rahman, M., Kordowicz, M., & Verde, J. M. (2022). Steering resilience in nursing practice: Examining the impact of digital innovations and enhanced emotional training on nurse competencies.
Technovation,
120, 102549. https://doi.org/10.1016/j.technovation.2022.102549

Männistö, M., Mikkonen, K., Kuivila, H., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2019). Digital collaborative learning in nursing education: a systematic review.
Scandinavian Journal of Caring Sciences,
34(2), 280–292. https://doi.org/10.1111/scs.12743

Singh, F., & Masango, T. (2020). Information technology in nursing education: Perspectives of student nurses.
The Open Nursing Journal,
14(1), 18–28. https://doi.org/10.2174/1874434602014010018

Supplemental activity

  1. Use of prednisone in childhood severe asthma.
  2. Metformin and lactic acidosis.
  3. Congestive heart failure therapy with a diuretic medication.
  4. Immunization schedule/catch-up vaccination in childhood -until 12 years old.
  5. Type 2 diabetes mellitus and bile acid sequestrant.
  6. Urge incontinence or overactive bladder diagnoses and management.
  7. Dosing regimen principles in a pediatric population. 
  8. Testing for type 2 diabetes in all adults.

Reflections Week 1 NP 501

What were the most important concepts you learned in week 1? Why are these concepts important? How will they prepare you for your future role as a nurse practitioner? In what ways do you feel prepared for your new role? In what ways do you feel unprepared? 

SOAP note 2

UTI(Urinary tract infection)

Nursing Assignment – 3-2-1 Reflection

due 9-12-23 @10am

informed consent elements

Discuss the elements of informed consent. Provide a clinical example about what can happen when some elements are not adhered to.

Unit 7 Discussion Peer Response. Medications for Psychosis and Schizophrenia Related Disorders 600W. APA. 4 references due 10-20-23.

Advanced Psychopharmacology and Health Promotion

Unit 7 Discussion
Peer Response. Medications for Psychosis and Schizophrenia Related Disorders 600W. APA. 4 references due 10-20-23.

Instructions:

Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

· Compare and contrast your initial posting with those of your peers.  

· How are they similar or how are they different?

· What information can you add that would help support the responses of your peers?

· Ask your peers a question for clarification about their post.

· What most interests you about their responses? 

Please be sure to validate your opinions and ideas with citations and references in APA format.

JS1

Which antipsychotics are considered first-generation, and why are they used less often than second-generation antipsychotics? Are second-generation antipsychotics more effective?

The first-generation antipsychotic (FGA) medications include chlorpromazine, fluphenazine, droperidol, loxapine, haloperidol, pimozide, perphenazine, thioridazine, prochlorperazine, thiothixene, and trifluoperazine. FGA drugs exert their therapeutic effects by antagonizing dopamine (D2) receptors, specifically addressing the positive symptoms associated with schizophrenia. According to Chokhawala & Stevens, 2023), first-generation antipsychotics are considerably more likely to elicit extrapyramidal movements (i.e., tardive dyskinesia) than second-generation and are thus used less commonly. Second-generation antipsychotic (SGA) medicines have antagonistic effects on the D2 receptor but are often called serotonin-dopamine antagonists. There is also some evidence to suggest that antipsychotics of the second generation provide better symptom management than those of the first generation (Chokhawala & Stevens, 2023). The efficacy of second-generation antipsychotics in addressing the negative symptoms of schizophrenia surpasses that of first-generation antipsychotics, while also demonstrating use in managing the positive symptoms of the disorder.

Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics.

Tardive dyskinesia (TD) is a collection of involuntary, repeated movements resulting from disrupting or blocking dopamine receptors. Involuntary motions may range from akathisia and dystonia to buccolingual stereotypy and myoclonus to chorea and tics (Paudel et al., 2023). There is currently no therapy available for TD. However, there are a variety of therapy methods available for reducing symptoms. While other drugs may also contribute to TD, conventional antipsychotics are the most common culprits. Paudel et al. (2023) provide a cautious estimate that around 5% of individuals experience TD annually when on conventional antipsychotics. Statistically speaking, older people have a far greater incidence rate.

Tardive dyskinesia, athetosis, acute dystonia, and tics are all instances of involuntary movements, as stated by Paudel et al. (2023). Repetitive muscular contractions, known as tics, often affect only one part of the body and are sometimes suppressed. Acute dystonia is characterized by sustained, repeated muscular contractions typically triggered by an intentional activity. Slow, writhing motions are characteristic of athetosis, often affecting the arms and hands.

References

Chokhawala, K., & Stevens, L. (2023). Antipsychotic medications. In StatPearls [Internet]. StatPearls Publishing. 
https://www.ncbi.nlm.nih.gov/books/NBK519503
Links to an external site.

Paudel, S., Donovan, A. L., Petriceks, A., Vyas, C. M., Van Alphen, M. U., & Stern, T. A. (2023). Drug-Induced Abnormal Involuntary Movements: Prevalence and Treatment. The Primary Care Companion for CNS Disorders, 25(3), 47041. 
https://www.psychiatrist.com/pcc/effects/drug-induced-abnormal-involuntary-movements-prevalence-and-treatment/
Links to an external site.

SY-2

Which antipsychotics are considered first-generation and why are they used less often than second-generation antipsychotics? Are second-generation antipsychotics more effective?

Both first-generation antipsychotics and second-generation antipsychotics are used for the treatment of psychiatric disorders such as schizophrenia. First-generation antipsychotics, also known as typical antipsychotics, such as phenothiazines (perphenazine, prochlorperazine), and butyrophenones (haloperidol) are classified by their chemical structure (Chokhawala, 2023). Whereas second-generation antipsychotics also known as atypical antipsychotics such as risperidone, olanzapine, quetiapine, aripiprazole, and clozapine are classified based on pharmacological proprieties (Chokhawala, 2023).

First-generation antipsychotics tend to be used less often than second-generation antipsychotics due to their long list of adverse effects that include extrapyramidal side effects, anticholinergic side effects (dry mouth, urinary retention, constipation), prolonged QT intervals, sedation, as well as the rare but fatal neuroleptic malignancy syndrome (Chokhawala, 2023). In comparison, second-generation antipsychotics have a decreased risk of extrapyramidal side effects but are associated with weight gain and metabolic syndrome, therefore patients should be monitored for diabetes, dyslipidemia, and weight gain (Chokhawala, 2023). Although second-generation antipsychotics tend to be the drug of choice when it comes to treating psychiatric disorders, and this is mainly due to the less severe side effects, this does not necessarily indicate that it is more effective. A study done by Fabrazzo et al. (2022) showed that second-generation antipsychotics showed no clear evidence of their effectiveness on cognitive deficit, however, it did prove to be more effective than first-generation antipsychotics in treating negative symptoms, relapse-free survival, and hospitalization rate.

                                                                                                                                  

Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics.

 Tardive Dyskinesia 
(TD) is a disorder characterized by repetitive movement such as facial and tongue movement, tongue protrusion, facial grimacing, chewing, and quick, jerking limb movements. These movements are involuntary and can range in severity (slight tremor to full body movement) thus, making daily function difficult. Its main cause is long-term use of antipsychotics, and this disorder tends to be irreversible (Bergman & Soares-Weiser, 2018).

Acute Dystonia is a neurological symptom characterized by muscle contractions that cause repetitive movements by arms, legs, neck, face, or abnormal posture (Stahl, 2022). The cause of this reaction is due to a dopaminergic-cholinergic imbalance in the basal ganglia (Lewis, 2023). Early intervention can prevent the onset and development of dystonia and neurological damage and treatments include benzodiazepines, baclofen, muscle relaxants, and dopamine depletes (VMAT-2 inhibitors) (Bledsoe et al., 2020).

Akathisia and Tics syndromes are seen in patients treated with D2 blockers and are characterized by inner restlessness and mental unease (Stahl, 2022). Akathisia is a neuropsychiatric syndrome characterized by the inability to remain still and it typically involves the lower extremity (Patel, 2023). Tics on the other hand such as Tourette syndrome are neurodevelopmental disorders characterized by motions, noise, and words and are involuntary (Jones, 2023).

  

References

Bergman, H., & Soares-Weiser, K. (2018). Anticholinergic medication for antipsychotic-induced tardive dyskinesia. 
Cochrane Database of Systematic Reviews
2018(1). https://doi.org/10.1002/14651858.cd000204.pub2

Bledsoe, I. O., Viser, A. C., & San Luciano, M. (2020). Treatment of dystonia: Medications, neurotoxins, neuromodulation, and rehabilitation. 
Neurotherapeutics
17(4), 1622–1644. https://doi.org/10.1007/s13311-020-00944-0

 Chokhawala, K. (2023, February 26). 
Antipsychotic medications. StatPearls – NCBI Bookshelf. 
https://www.ncbi.nlm.nih.gov/books/NBK519503/Links to an external site.

Fabrazzo, M., Cipolla, S., Camerlengo, A., Perris, F., & Catapano, F. (2022). Second-Generation Antipsychotics’ Effectiveness and Tolerability: A Review of Real-World Studies in Patients with Schizophrenia and Related Disorders. 
Journal of Clinical Medicine
11(15), 4530. https://doi.org/10.3390/jcm11154530

Jones, K. S. (2023, May 8). 
Tourette syndrome and other TIC disorders. StatPearls – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK499958/

Lewis, K. (2023, May 1). 
Dystonic reactions. StatPearls – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK531466/#:~:text=An%20acute%20dystonic%20reaction%20is,to%20abnormal%20movements%20or%20postures.

Stahl, S. M. (2021). 
Stahl’s essential psychopharmacology: Neuroscientific basis and practical application (5th ed.).

Patel, J. (2023, July 24). 
Akathisia. StatPearls – NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK519543/#:~:text=Akathisia%20is%20defined%20as%20an,usually%20involves%20the%20lower%20extremities.