Reply to my Peer

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or morelines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.

Peer 1

The personality traits that I have that aid in my leadership abilities is first Dependable, I feel that I am a very dependable person and leader. My staff can rely on me for pretty much anything. I try to work with my staff when ever they may need something or a day off. Another trait would be supportive I am a very supportive person. I believe in everyone being a team player so I show that to my staff. I jump in and help whenever and where ever I can. Another trait would be Accountability I am not afraid to accept responsibility for my actions whether it be good or bad.

Traits that hinder my leadership abilities would first be Self Confidence, confidence, the sense of self-assurance without arrogance, provides nurse leaders and managers with an ability to lead through difficult times(Murray 2017).I have always had issues with this throughout my whole nursing career. I am always second guessing myself and questioning. I find that I do not want to mess up at anything or make a mistake, but then that is also how we learn best is from our mistakes. Another would be Time Management this is something that I am learning to work on currently. Another one would be delegating I find it hard to delegate tasks to my team members I usually just end up doing things myself, I do not like to micromanage. I really need to work on this especially since this trait is now in my job description.

I am currently working on all the traits that hinder my leadership abilities. I am learning new things about leadership in the position I am currently in. I am always open to learning new things. I am excited to continue to learn and grow as a leader.

References: Murray, E. J. (2017).Nursing leadership and management for patient safety and quality care. Philadelphia: F.A. Davis Company.

Peer 2

It’s extraordinary to think that it took a devastating pandemic in order for the general public to direct their attention towards the hardships of nursing. We finally have the chance to show the world our challenges we face every day in order to save lives and although I’m grateful for recognition, I wish it did not come at such a cost. The ability to bring awareness pertaining to the burdens of medical staff and generate conversation regarding ways to improve our healthcare system are some very important sources of power that have recently emerged due to Covid19. Despite this acknowledgement from the public, many nurses have been cornered into the position of a reluctant martyr. This pandemic has taken it’s toll not only on the countless patients who have been infected but also on the medical staff who work nonstop to care for them while constantly facing exposure themselves. A leader who can rise to meet the unexpected demands of this illness is critical at this time. Two nurses who bore witness to the tragedies that unfolded in New York poignantly remark that “…transformative leader-mentors who are wise and compassionate can be an essential resource for nurses and the public as we navigate the global future of the ‘new normal’ of the pandemic crisis” (Luis & Vance, 2020, p.163). When it comes to transformative leaders, our readings explain that this “…leadership is viewed as an effective type of leadership for nurses to lead the change necessary to meet the demands of the current health-care system” (Murray, 2017, p.49). The ability to evolve may be one of the most crucial assets for a nurse in a leadership position at this time. Given the constantly changing nature of our situation, having leaders who can modify and transform the course of action for each team or unit as it changes on daily basis can make all the difference in the world.

Luis, C., & Vance, C. (2020). On leadership. a pandemic crisis: mentoring, leadership, and the millennial nurse. Nursing Economics, 38(3), 152–163.

Murray, E. (2017).Nursing leadership and management for patient safety and quality care.Philadelphia, PA.: F.A. Davis Company.

 I NEED A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEN 150-200 WORDS

Geriatric assessment entails Multidimensional assessment designed to ensure older adults improve health outcome, quality of life, and prevent possible disabilities while reducing nee3eds for hospitalization (Medcom, 2006). These enable them to live longer independently. It is used  medics to evaluate older adult’s functional ability, mental health, physical health, cognition ability, and environmental components. Precisely, it evaluates multiple health problems associated with elderly people and aids the diagnosis and treatment plans.

The elements of the comprehensive geriatric assessment include physical health, cognition, mental health, environmental factors, and functional status of the patient (Reuben, 2012). Physical health evaluation tries to examine the conditions with possible intervention to cure or restore. It obtains medical history on the risk of malnutrition, incontinence, difficulties in ambulation, hearing and vision impairments, and immobility. Mental health involves examining the cognition, emotion, and behavior of the patient.

They focus mainly on disorders such as depression and dementia (Reuben, 2012). Environmental components involve evaluation of the patient’s physical environment to establish the safety of the patient’s environment. Mainly it evaluates ease of accessibility of essential services such as hospitals, shopping centers, as well as transportation. This enables the nurses to determine how friendly the environment is for the patient (Reuben, 2012). Lastly, functional status focuses on assessing the physical functionality of the patient. It evaluates the ability of the patient to perform daily activities such feeding oneself, toileting, and bathing as well as ability engage actively in social activities.

Nurses should keep special consideration in mind when performing the geriatric evaluation. We must observe the different limitations when applying the physical examination to the geriatric patient. They must respect the autonomy and dignity of the elderly, as well as the general well-being of the patient. Therefore, the patient should be informed in a simple language all the steps that will be performed in a physical examination and its impact (Medcom, 2006).

ReferencesMedcom, Inc. (2006). A Comprehensive Geriatric Assessment. Cypress, CA: Medcom, Inc. Reuben, D. B. (2012) . Comprehensive Geriatric Assessment and Approaches to Geriatric Care.  Geriatric Medicine, 195-203. doi:10.1007/0-387-2

THIS ARE 3 QUESTIONS OF MORE QUESTIONS FOR 5 MORE WEEKS. PLEASE ACCEPT MY OFFER. QUESTIONS WILL BE ADDED WEEKLY.

1. What is the difference between normal aging and pathological aging?  Select one biological internal system and briefly discuss normal structural and functional changes that occur with age.  What are diseases or malfunctions that can increase the aging process?  How can the aging of these systems be slowed?

2 How does aging affect a person’s sensory organs? How can this change affect the quality of life of older adults? What measures can be taken to mediate the effect of age related loss and improve the quality of life?

3. Active Life expectancy is defined as “The measure of the number of years a person can expect to live without a disability”.  Men have active life expectancy of 60 years and women have active live expectancy of 58. What do you think people can do to improve their active life expectancy? Be specific in your answer. You should include answers to this question presented in Chapters 6 and 7 (optimal aging) as well as your own ideas.

Week 7 Discussion: Applying and Sharing Evidence (graded)

Purpose

This week’s graded topics relate to the following Course Outcomes (COs).

•CO 1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7)

•CO 2: Apply research principles to the interpretation of the content of published research studies. (PO 4 & 8)

•CO 4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (PO 4 & 8)

•CO 5: Recognize the role of research findings in evidence-based practice. (PO 7 & 8)

Directions

•Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

oDemonstrate understanding of concepts for the week

oIntegrate scholarly resources

oEngage in meaningful dialogue with classmates

oExpress opinions clearly and logically, in a professional manner

•Use the rubric on this page as you compose your answers.

Discussion Questions

Application and implications for practice come from the interpretation of meaning from research findings. Communicating and using research evidence is an expectation of a BSN graduate.

•Select and describe one of the conclusions from the required article from the Week 6 assignment that you found interesting and applicable to practice. Describe how you would apply the evidence to improve nursing practice. Explain your answer.

•Discuss ways you would disseminate research-based evidence; how would you share with your peers? Include your thoughts on why it is important for you to be involved in communicating and applying nursing research evidence.

MN502-2: Explain how theoretical frameworks influence advance.

Purpose

The purpose of this Assignment is to explore how a theorist explicates his or her philosophy and thoughts behind a theoretical field. As in other fields of study, nursing has a plethora of theorists and theories. These theorists have developed their paradigm over time enriching it with research and dialogue with other theorists.

Directions

You are going to explore how a theorist of your choice created his or her theory. Did it develop as an acorn becoming a mighty oak over the decades? Did it arrive as a burst of light like the big bang as some believe created our universe? Was it developed from a blueprint like a spaceship where thousands of scholars worked together to create a rocket to the moon? In point of fact, how is a theory developed? This is what we are exploring.

You will pick a theorist who interests you, it does not have to be a nurse theorist. You may also choose from other disciplines such as: behavioral, leadership, business, education, technology.

You will become the theorist immersing yourself in the writings from the earliest mentioned to the most current.

As you read, look at how you (taking on the persona of the theorist) developed the theory.

In the first stage, theorizing occurs. This is where you, as the theorist, identify the concepts of what nursing is and is not. Perhaps you questioned what concepts were guiding those in nursing practice and then started to question your role. You started asking yourself, “Where am I in nursing, and where the profession is going? Is there some overarching concept that guides the professional in his or her practice?” This is where you recognize that a theory is needed.

In the second stage, syntax is developed. This is where you will define the terms. Look for changing definitions of terms. Consider, for example, Jean Watson. She starts by defining the word “caring.” Within the last ten years she has refined her terminology changing the term caring to caritas. This demonstrates a growth and maturation from decades of research she and other scholars did to produce the theory of caring.

The third stage is theory testing. Defined as the phenomena behind the theory that are exposed through research. The definitions of terms are refined. The theorists and other researchers consider whether this theory helps answer questions that arise in practice. This is where your theory is used in by a widening group of researchers. For example, graduate nursing students request the tool you developed while testing your theory.

The fourth and last stage is evaluation. This is where philosophical debate occurs as the concepts are applied through evidenced based practice in the act of providing nursing care.

Assignment Details

For this Assignment, you are going to write an article for a nursing journal explaining how you developed your theory through the four stages (theorizing, syntax, theory testing, and evaluation). Your paper must be 3 to 5 pages, not including the title and reference pages.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements

Before finalizing your work, you should:

• Minimum requirement of at least 5 sources of support
• be sure to read the Assignment description carefully (as displayed above);
• consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
• utilize spelling and grammar check to minimize errors.