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Knowledge Assignment: Getting Started
Using the pre-assessments as your guide, think about your level of professional confidence and competence with nursing skills and knowledge. Where are the gaps? What experiences, situations, and relationships do you believe are important to support you as you move into professional practice?
- Categorize your thoughts into either professional skills or professional knowledge.
- Draft one goal to meet each of your professional development needs.
- Develop a plan for goal achievement. How will you achieve your professional development goals? With whom do you need to meet? What resources do you need?
- Review the rubric for more information on how your assignment will be graded.
- Submit as an attachment in the assignment area.
- Once approved, add these goals and objectives as the first entries on your Clinical Log and Checklist.
- Share your goals with your preceptor.
Knowledge Assignment: Communication and Conflict Management
Reflect on Miller and colleagues’ research on new graduate preparedness in working with electronic medical records (EMR). What challenges and benefits do you anticipate, or have you experienced, when interfacing with the EMR? What strategies can you implement to ensure that you have a smooth transition in your documentation while using the EMR?
- Respond in one well-developed paragraph.
- Cite Miller and colleagues’ research/references in proper APA Style.
- Review the rubric for more information on how your assignment will be graded.
- Submit as an attachment in the assignment area.
Knowledge Assignment: Infection Control
A patient is ready for discharge when she spikes a fever of 101.3°F. A call to the physician results in an order for IV antibiotics to be administered every 12 hours for 48 hours. The patient’s family arrives to take her home, and they discover that she now has an IV and will not be discharged for 2 days. They ask, “What happened? Did our mother catch something in the hospital? We thought this is a place of healing.” How will you respond? Your response may have legal implications.In one well-developed paragraphs (12-point font):
- Describe one strategy you will incorporate in your practice to ensure that you are providing evidence-based care in the prevention of HAIs.
- Cite your references in proper APA Style.
- Review the rubric for more information on how your assignment will be graded.
- Submit as an attachment in the assignment area.
Knowledge Assignment: Evidence-Based Skin Care
Maintaining patients’ skin integrity decreases hospital-acquired infection rates and reduces patients’ length of stay.
- Respond in one well-developed paragraph.
- Complete the Pieper Pressure Ulcer Knowledge Test.
- Check your answers against the answer key.
- Provide your score and, in no more than one paragraph, develop three to five objectives that will help you enhance your knowledge about providing safe care to patients who may have challenges to their skin integrity.
- Review the rubric for more information on how your assignment will be graded.
- Submit your score and objectives as an attachment in the assignment area.
- You may wish to add these objectives to your Clinical Log and Checklist.
Knowledge Assignment: Alarm Fatigue
Alarms are intended to alert caregivers of potential patient problems. But if alarms are not properly managed, they can compromise patient safety.After completing the assigned readings:
- Respond in one strategy per level.
- Develop one alarm management and patient safety strategies for each of the following levels of care:
- Organizational
- Unit
- Individual caregiver
- Review the rubric for more information on how your assignment will be graded.
- Submit as an attachment to the assignment area.
Knowledge Assignment: Pain Management
- Complete the Pain Competency Self-Assessment.
- Review the rubric for more information on how your assignment will be graded.
- Submit the assessment form to the assignment area.
Knowledge Assignment: Fall Prevention
- Complete the Fall Risk and Cognition Assessments Case Study, including the Hendrich II Fall Risk Assessment available in the Resources folder.
- Complete the Mini-Cog screening (see Borson, n.d., in the Resources section) and the Pittsburgh Sleep Quality Index (PSQI; see Buysse, Reynolds, Monk, Berman, & Kupfer, 1989, in the Resources section) to develop a comprehensive assessment for Mrs. L.’s risk of falling.
- Develop a one-paragraph summary describing Mrs. L.’s risk for falls.
- Create one goal for each category.
- Review the rubric for more information on how your assignment will be graded.
- Submit the three fall risk assessment tools and your summary as attachments to the assignment area.
Knowledge Assignment: End-of-Life Care
E. L. is an 88-year-old widow who has advanced dementia. She is a retired secretary and is cared for in the home of her divorced daughter, who is her power of attorney for health affairs. E. L. requires assistance with all activities of daily living. She spends most of the day sitting in her orthopedic recliner (she has had bilateral hip replacements) or lying in bed. She does not speak or acknowledge the presence of others. Recently, E. L. has stopped eating all meals except for small banana slices. She resists a spoon when it is brought to her mouth, and she pockets food in her cheeks without swallowing. E. L. was admitted to the hospital several months ago for influenza and bilateral pneumonia. She was treated in the intensive care unit for three days and then sent home. The possibility of a feeding tube insertion was discussed during her hospitalization. E. L.’s daughter is seeking guidance on artificial nutrition and hydration.
- Use the assigned readings to guide you in the development of five discussion points
- Discussions points should reflect best practices that you will include as you speak with E. L.’s daughter regarding her mother’s end-of-life care.
- Cite your references in proper APA Style.
- Review the rubric for more information on how your assignment will be graded.
- Submit as an attachment to the assignment area.
Expert Solution Preview
Introduction: The following are answers to a series of medical college assignments for students. These assignments cover a variety of topics such as professional skills and knowledge, communication and conflict management, infection control, evidence-based skin care, alarm fatigue, pain management, fall prevention, and end-of-life care.
1. For the Knowledge Assignment: Getting Started, students are required to identify their level of professional confidence and competency in nursing skills and knowledge and develop goals to meet their professional development needs. They should categorize their thoughts into either professional skills or professional knowledge, draft one goal to meet each of their professional development needs, and develop a plan for goal achievement. The submitted assignment needs to be reviewed for grading and added as the first entry on their Clinical Log and Checklist. The students should also share their goals with their preceptor.
2. For the Knowledge Assignment: Communication and Conflict Management, students are required to think about their experiences and relationships with electronic medical records (EMR). They should identify the challenges and benefits they anticipate or have experienced with EMR and develop strategies to ensure a smooth transition in their documentation while using the EMR. The assignment needs to be submitted as an attachment in the assignment area, and Miller and colleagues’ research/references need to be cited in proper APA Style.
3. For the Knowledge Assignment: Infection Control, students are required to describe one strategy they will incorporate into their practice to provide evidence-based care in the prevention of healthcare-associated infections (HAIs). This assignment should address the legal implications of the strategy. The references should be cited in proper APA Style, and the assignment will be reviewed for grading in the assignment area.
4. For the Knowledge Assignment: Evidence-Based Skin Care, students are required to complete the Pieper Pressure Ulcer Knowledge Test and develop three to five objectives that will help them enhance their knowledge of providing safe care to patients with challenges to their skin integrity. The submitted score and objectives need to be reviewed for grading and added as an attachment to the assignment area. The objectives may also be added to their Clinical Log and Checklist.
5. For the Knowledge Assignment: Alarm Fatigue, students are required to develop one alarm management and patient safety strategy for each of the following levels of care: Organizational, Unit, and Individual Caregiver. The assignment will be reviewed for grading in the assignment area.
6. For the Knowledge Assignment: Pain Management, students are required to complete the Pain Competency Self-Assessment, review the grading rubric, and submit the assessment form in the assignment area.
7. For the Knowledge Assignment: Fall Prevention, students are required to complete the Fall Risk and Cognition Assessments Case Study, including the Hendrich II Fall Risk Assessment and the Mini-Cog screening and the Pittsburgh Sleep Quality Index. They must then develop a one-paragraph summary describing the patient’s risk for falls and create one goal for each category. This assignment will be reviewed for grading in the assignment area.
8. For the Knowledge Assignment: End-of-Life Care, students are required to develop five discussion points that reflect best practices for end-of-life care. The points should be discussed with E. L.’s daughter regarding E. L.’s care. Students should cite their references in proper APA Style, and the assignment will be reviewed for grading in the assignment area.
