DQ: Amazing Changes and Events
DQ: Amazing Changes and Events
NR 390 Week 6 DQ
The mid-to-late 20th century was filled with amazing changes and events in professional nursing. Select one of these changes or events, describe it, and explain how that change or event has impacted the quality of nursing practice today
The nursing profession evolved greatly in the 20th century. Two catapults that greatly changed the nursing profession were both world wars. Evidenced-based practice and the rapid increase in technology contributed to many changes in the way nursing was performed. One area that I found interesting and is a great contrast to how our practice works today was the concept of Public Health Nursing. The ideas that kept changing in the early 20th century, such as clean water, sanitation, and the use of vaccines began to start during this time period. “Advancing knowledge about germ theories from the mid-1800s to the mid-1900s focused medical evolution on “hygiene and sanitation . . . the forefront of the struggle against illness and disease,” and work done in these two areas “resulted in unprecedented longevity, concomitant with markedly improved quality of life in the last century and a half” (Judd 2014). These ideas go back to Nightingale’s original theories of cleanliness, fresh air, and sanitation, but now in the 20th century have been scientifically identified and the advances in knowledge lead to the eventual understanding of germ theories and epidemiology. ” During the 1920s, vaccines for diphtheria, pertussis, tuberculosis, and tetanus were introduced. The result was an increase in life expectancy from 59.7 years to 74.9 years over the next 30 years.” (Judd, 2014) Increasing life expectancy like this was revolutionary and nurses advocated for public health measures. Sanitation and vaccines were new and public education was a task that nursing took on in order to continue this cause.
I thought reading about this history right now while answering questions on vaccines and during a pandemic were very timely as we as nurses are once again educating the public on health measures and sanitation guidelines. Nursing has always been about education for the patient, and in the 20th century, the nursing profession began to greatly increase its role as public health advocates and educators.
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Judd, D., & Sitzman, K. (2014). A history of American nursing: Trends and eras. (2nd ed.). Jones & Bartlett
There is a a lot of false information going around holding people back from getting vaccines. During this time, “The National Vaccine Plan (NVP) is intended to be a comprehensive framework that guides national efforts of federal, state, local, multinational, and non-governmental partners to improve access to and increase uptake of vaccines, as well as continued development of new and improved vaccines”(Shen 2019). A culture of vaccine hesitancy threatens to undermine public health and the value of vaccines. Since this issue has been validated by the recent measles outbreak 2019, the World Health Organization recognized vaccine hesitancy as one of the top 10 threats to global health. The biggest platforms for this misinformation is social media and online sources. The 2020 vaccine plan will offer guidance on addressing the spread of this misinformation. They plan to implement this by building partnerships with social media platforms, leveraging provider- patient encounters to advance informed decision making, and messaging the value of vaccines through targeted strategies across digital and print media platforms. (Shen 2019). The CCDH warned that the anti- vaccine movement could undermine the vaccine against COVID- 19. As nurses it’s our job to educate and put out accurate information. Much of the reasoning and information anti-vaxxers have against vaccines have been proven to be myths. We are required to ask everybody leaving the hospital if they want the flu shot. I always do small education on why the flu shot is important before letting them make their decision. As for vaccines being mandatory, I think that certain vaccines should be mandatory like the childhood vaccines, because we have seen how people not getting the MMR vaccine has brought back measles. But, as for the flu vaccine I do not think at this point it should be mandatory.
Shen, A. (2019). Shaping the 2020 national vaccine plan. Health Affairs: Leading Publication Of Health Policy Research & Insight. https://www.healthaffairs.org/do/10.1377/hblog20191212.484779/full/ (Links to an external site.)
Burki, T. (2020). https://www.thelancet.com/journals/landig/article/PIIS2589-7500(20)30227-2/fulltext
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Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
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Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
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To apply lessons in nursing history to living nurses contributing to nursing history through an interview and recording of historical information
The Course Project enables the student to meet the following Course Outcomes:
CO 1. Incorporate appropriate historical perspectives into current professional nursing practice. (PO #2)
CO 4. Compare current professional nursing practice roles with historical roles of the nurse. (PO #7)
The entire project is worth 600 points. Milestone 1 is worth 100 points of this total.
Submit your completed NR390 Milestone 1 to its Dropbox by Sunday at 11:59 p.m. MT at the end of Week 1.
Requirements and Guidelines
- Nursing history is being made today by exemplary nurses throughout the world. Select one registered nurse who is creating nursing history to be the subject of this project. This RN must have at least 15 years of RN licensure. The nurse could be a family member, friend, colleague, acquaintance, manager, former instructor, or other nurse who is creating, delivering, or influencing the practice of nursing in your area. Do not select a former or current patient. Remember that a nurse does not have to create a nursing theory, write textbooks, or be the head of a nursing organization to make nursing history. The chief nurse executive who manages to deliver quality care in a small rural hospital with a tiny budget has a story worth telling. The nurse who served in the military has a story that is important to document as nursing history. The staff nurse who consistently provides high-quality care is making history. History is not merely the major accomplishments or events, but includes the activities nurses everywhere do in their nursing lives. Milestone 1 is due at the end of Week 1.
- Clearly explain to the selected nurse that statements made in the interview will be recorded (audio, video, and/or written) and submitted to instructor. The interview is not intended for public access.
- Obtain permission from the selected nurse to participate in an interview about his or her
- memories of nursing and nursing education;
- contributions to nursing; and
- persons or events that have influenced his or her nursing practice.
- Carefully review the Milestone 1 Grading Criteria and Grading Rubric. Complete only Milestone 1 requirements at this time.
- Download the Milestone 1 Template. Save it to your computer in Microsoft Word 2010 (or later) as a .docx file with the file name Your Last Name Milestone 1.docx. Type directly on your saved Milestone 1 Template. Submit your completed Milestone 1 as instructed by Sunday of Week 1.
- NOTE: Do not complete the interview at this time.
|Name of Selected Nurse||15||15%||Provides first and last name of selected nurse with credentials.|
|Years Selected Nurse Has Been an RN||15||15%||States the number of years the selected nurse has been an RN. Nurse must have held an RN license for at least 15 years.|
|Your Relationship With Selected Nurse||25||25%||Describes details of your relationship with the selected nurse.|
|Why You Selected This Nurse||45||45%||Explains details of why the selected nurse is making nursing history and was chosen as the subject of this Course Project.|
|Assignment Criteria||A (100%)
Outstanding or highest level of performance
Very good or high level of performance
Competent or satisfactory level of performance
Poor or failing level of performance
Unsatisfactory level of performance
|Name of Selected Nurse
|States first and last name of the selected nurse and credentials (example, BSN, RN, FNP, etc.). Explains the meaning for each credential (example, RN is registered nurse).
15 points ☐
|States first and last name of the selected nurse and credentials but with no explanation for the credentials.
13 points ☐
|States first AND last name of the selected nurse.
12 points ☐
|State first OR last name of the selected nurse.
6 points ☐
|Does not state names or credentials of the selected nurse.
0 points ☐
|Years Selected Nurse Has Been an RN
|Selects a nurse who has been an RN for at least 15. States specific number of years the selected nurse has been an RN.
15 points ☐
|Selects a nurse who has been employed for at least 15 years, but not necessarily as an RN. States specific number of years selected nurse has been employed.
13 points ☐
|States incorrectly the number of years selected nurse has been an RN. 12 points ☐||Selects a nurse who has less than 15 years of experience as an RN.
6 points ☐
|Does not state years the selected nurse has been an RN.
0 points ☐
|Your Relationship With Selected Nurse
|Clearly identifies the relationship of student to the selected nurse with details of length of relationship and circumstances.
25 points ☐
|Mostly identifies the relationship of student to the selected nurse but generally describes the length of the relationship and/or the circumstances.
22 points ☐
|Somewhat identifies relationship of student to the selected nurse but provides few details of the length of the relationship or the circumstances.
20 points ☐
|Minimally identifies the relationship of student to the selected nurse and provides minimal details about the relationship.
10 points ☐
|Does not clearly identify relationship of student to selected nurse and/or length of the relationship.
0 points ☐
|Why You Selected This Nurse
|Clearly explains details about why this nurse was selected.
45 points ☐
|Mostly explains details about why this nurse was selected.
40 points ☐
|Somewhat explains details about why this nurse was selected.
36 points ☐
|Minimally explains details about why this nurse was selected.
17 points ☐
|No information provided as to why this nurse was selected.
0 points ☐
|Total Points Possible = 100 points|
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