NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

Chamberlain University NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)-Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)                  

Whether one passes or fails an academic assignment such as the Chamberlain University NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)                  

The introduction for the Chamberlain University NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded) is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)                  

After the introduction, move into the main part of the NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)                  

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)                  

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded) Included After Question

Discussion

The nursing process is utilized in a variety of nursing roles and health care settings. Whether you are working in direct patient care, telehealth, or in a leadership role – the basic model is the same! Take this opportunity to share how the nursing process is utilized in your own practice settings! Hint: Your assigned readings will be helpful in formulating your answers.

Please answer the following question in your initial post:

Describe how you apply the first step (assessment) of the nursing process in your current practice setting. If you are not currently practicing as an RN, you may use an example from a prior clinical or work experience. Include the following information:

• Briefly describe your practice setting and the typical patient population.
• Provide examples of key subjective and objective data points you collect.
• Describe how you document your findings. Is there technology involved?
• Describe your process of data analysis. What is the end result of this process? (i.e., Do you formulate nursing diagnoses and care plans, collaborate with others and/or make referrals?)

Remember to use and credit the textbook or lesson, as well as an outside scholarly source, for full credit.

A Sample Answer for the Assignment: NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

Title: NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

I work in a hospital’s medical and surgical telemetry floor for patients comprising adolescents and seniors. Our unit sees to it that the patients can recover smoothly from their surgery, and we are able to fulfill this task by closely monitoring crucial metrics that pertain to their health.

To do this, I collect a range of subjective and objective data points. For the former, our concern includes determining how the patients are generally feeling at specified hours. The subjective data points I collect also include how they feel the medications are affecting their overall condition. For the objective data points, these include basic information such as pulse and heart rates, blood pressure, oxygen intake, and body temperature.

Our clinical setting is among the 97% of healthcare establishments mentioned by Hebda & Czar as those extensively employing technology in collecting and assessing patient information (n.p.). In our case, all the vital signs are directed to a centralized monitor in one of the rooms. From there, we can see immediately all the important metrics we need to know pertaining to the patient we are monitoring. The system also has a built-in alarm that alerts us whenever the metrics surpass certain benchmarks set for each patient.

As part of our data analysis, we anticipate all the information that the physicians would look for whenever something comes up with a particular patient. Collating such information expedites the treatment process as the doctors can make crucial decisions when they already have the relevant information at hand.

Reference

Hebda, Toni, and Patricia Czar. “Handbook of informatics for nurses & healthcare professionals.” Boston: Pearson, 2013.

A Sample Answer 2 for the Assignment: NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

Title: NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

I work on the oncology/hematology and medical-surgical and telemetry unit. We take turns being charge nurse as well. My patient population is a wide range of disorders. Almost the entire population either has cancer or an autoimmune disorder of some sort. We also frequently get alcohol and opiate detox; and pancreatitis patients seem commonplace as well. We are also on the same floor as the psychiatric unit. Therefore, we do get psychiatric patients who are needing some medical attention prior to transfer. We also may have psychiatric patients who need observers and are waiting for placement to the psychiatric unit. Some valuable date is needed for our unit.

Commonplace subjective data on my unit are CIWA scores for detox patients, and pain level and nausea level. Most patients who are hospitalized with cancer treatment battle nausea. Subjective data include questions that we ask our patients (Weber and Kelley, 2018) “Feelings, sensations, symptoms” are subjective data (Weber & Kelley, 2018, p. 12). However, objective data is something “observable” (Weber & Kelley, 2018, p. 2018). So then, I can observe a patient is vomiting and even measure the emesis and that is an observation and is data that helps understand if the patient is getting too dehydrated.

We use Epic to document all patient data. We have flowsheets and we make a note per shift. I would document pain as 1-10 or nausea as mild, moderate, severe.

I typically will measure vital signs more frequently when patients are vomiting to make sure that patient did not become too hypovolemic. When a patient is in pain and on dilaudid, we will keep that patient on continuous pulse oximetry to determine if that patient desaturated. In the greater picture of managing pain and nausea, you can think of all the measurable outcomes that patient has from measuring urine output, bowel movements, and how much the patient is able to drink or eat. The end result is that I know when it is time to ask the doctor for some other medication to make sure that the patient is as well as possible, or when it is time to come to the bedside and I need a doctor’s help.

Gathering subjective data is helpful for the overall benefit of the patient and a population. Robinson and Smith (2016) surveyed oncology patient for improvement of symptoms of “pain, fatigue, nausea, and anxiety” with “therapeutic massage”. Although this reflects subjective data, there is still empirical evidence that shows improvements based on statistics. In this case, there was a 40% greater satisfaction rating in these patients overall from use of therapeutic massage (Robinson and Smith, 2016). Both subjective and objective data prove useful.

References

Weber, J.R. & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.

Robinson, J. and Smith, C. (2016). Therapeutic Massage During Chemotherapy and/orBiotherapy      Infusions: Patient Perceptions of Pain, Fatigue, Nausea, Anxiety, and Satisfaction. Clinical Journal of Oncology Nursing. 20(2): E34-E40.http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1188/16.CJON.E34-E40 

A Sample Answer 3 for the Assignment: NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

Title: NR 305 Week 1 Discussion: Exploring the Nurse’s Role in Health Assessment (graded)

As an RN in the ICU, my facility requires us to do full head to toe assessments every two hours. To some, this may seem extreme or tedious, but when you have a patient who is at risk for decompensation this is an extremely important thing! I don’t feel that I can really give a “typical population” description, as I have seen everything from trauma victims in their 30’s to septic patients in their 90’s, as well as DKA, STEMI, drug overdoses, post cardiac arrest, and now COVID-19 in our unit. I really enjoy the variety of patient’s we see! However I will say that many of our patients are sedated and on ventilators. This makes thoroughly assessing our patients even more important. We use titration orders for our sedation (as well as pressors) so that we can change the amount a patient is receiving without needing to call a provider.  As stated by Olson, D. et. al. (2007), “Response to sedation is influenced by multiple factors; assessments are complicated by multiple patient domains including agitation, sleep, pain, baseline consciousness, and the ability to respond to stimulus.” This means when assessing sedation/level of consciousness, we must look at many factors, not just is the patient moving or are they awake. For example, just because a patient is on a paralytic drip, does not mean they can not hear or feel what is going on. Vital signs, sweating, restlessness, or attempting to pull out lines could indicate pain or confusion. In our facility we use the Richmond Agitation Sedation Scale or “RASS” to score our patients. Our providers will generally put in a RASS goal with our sedation orders, 0 being awake and calm, positive numbers mean more awake and agitated, lower numbers mean more sedated or unresponsive.

All of our charting is done in EPIC. We chart our initial assessment as a “shift assessment” and when we chart the rest of our head to toe assessments we call them “reassessments.” We also do focused assessments, which are more brief.  “A focused assessment consists of a thorough assessment of a particular client problem and does not address areas not related to the problem” (Weber & Kelley, 2014). An example of a focused assessment I often have to use is pain assessment, if a patient rates their pain more than a 0 on a 0-10 scale, we must reassess this in 45 minutes after providing a pharmacological or non-pharmacological intervention. Through our assessments we must formulate and document a brief care plan during our shift. The admitting nurse usually starts this process. In EPIC it is very simple. You type in a problem such as “hypotension” and it will give you a list of related nursing diagnosis and interventions. You then add this to their care plan and choose “ongoing” until the problem is resolved. These care plans are then added to notes in the patient’s chart. Aside from documentation, thorough and accurate assessments are very important in knowing when to escalate care, call for help, make no changes, or discharge a patient.

References:

Olson, D. M. , Thoyre, S. M. & Auyong, D. B. (2007). Perspectives on Sedation Assessment in Critical Care. AACN Advanced Critical Care, 18(4), 380–395. doi: 10.1097/01.AACN.0000298630.53276.be.

Weber, J., Kelley, J., (2018). Nurse’s role in health assessment: collecting and analyzing data. Health Assessment in Nursing 6th ed., 1, 6.

5. Grading Rubric

Discussion Criteria	 A (100%) Outstanding or highest level of performance 	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from:assigned readings** OR online lessons, ANDat least one outside scholarly source.***Sources are credited.*12 points	Integrates evidence to support discussion from:assigned readings OR online lesson.Sources are credited.*10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 points	Does not integrate any evidence.0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points	Responds to a classmate and/or instructor but does not further the discussion.10 points	No response post to another student or instructor.0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lostStudent posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 pointsStudent does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lostPosts in the discussion at least three times AND on two different days.		-5 pointsPosts fewer than three times OR does not participate on at least two different days.